Air, Materials and Chemicals, 3days

Transcription

1 This course links the content from Chemistry Unit 1 A171 into a progressive and practical course in the outdoors. Students will undertake practical and out-of-classroom activities based on the chemistry topics: Module C1: Air quality-c1.1 Which chemicals make up air, and which ones are pollutants? How do I make sense of data about air pollution? Module C2: Material Choices- C2.1 How do we measure properties of materials and why are the results useful? Module C1: Air quality-c1.2 What chemical reactions produce air pollutants? What happens to these pollutants in the atmosphere? Module C3: Chemicals in our lives risks and benefits - C3.1 What were the origins of minerals in Britain that contribute to our economic wealth They will have the opportunity to develop their investigative and practical skills by: Using observations, evidence and fundamental ideas to ask scientific questions Designing and carrying out an investigation, including risk assessments Making measurements, selecting data and collecting secondary data Presenting, analysing and interpreting data to form conclusions Evaluating methodology, evidence, data and societal aspects of scientific evidence Please visit For alternative courses covering GCSE OCR Science Fieldwork

2 COURSE LENGTH 3 Days (2 nights with 6 teaching ) Monday / Wednesday Tuesday / Thursday Wednesday / Friday Friday Saturday Sunday Arrive for lunch. Afternoon and Morning, afternoon and Morning session. Depart after Lunch OR Arrive for meal. Evening session Morning, afternoon and Morning and afternoon. COURSE TIMETABLE DAY MORNING AFTERNOON EVENING Arrival (approx. 12-1pm) 1 Welcome and outline of the course Tour of Centre Settle into rooms Allocate kit (i.e. waterproofs) 2 Limestone as a Resource 3 Materials Depart after lunch Please note: to ensure safe and quality learning experiences for students the timetable may alter depending on weather conditions and local factors at.

3 COURSE CONTENT The students will develop knowledge of how the atmosphere has evolved into the modern atmosphere that we live in today. They will also learn that it is difficult to know exactly about the early atmospheric conditions. There will be the opportunity for an investigation into the production of oxygen by aquatic vegetation, with students planning and collecting primary data. They will study how small changes in the atmosphere occur through human activity and how various gases trap heat from the sun and keep the Earth warm. Students will test carbon dioxide levels in the air and evaluate secondary data. The module will explore the story of carbon, one of the greenhouse gases, and how it can be measured in soils and the atmosphere, allowing the students to better understand the carbon cycle. At the end of the module students will be able to discuss how models can be used to predict 'global warming', looking at the causes and consequences. They will understand the importance of environmental monitoring and possible methods of combating air pollution. Limestone as a Resource Limestone is a commonly used building material and is a vital raw material in the production of glass, cement and concrete. Its products have historically been used to neutralise soil acidity and more recently to remove acidic gases produced by the burning of fossil fuels. Students will consider the formation of sedimentary rock and carry out simple experiments to model the key processes before making first hand observations of a landscape based on sedimentary rock and seeing evidence of fossils. They will follow an outdoor trail to see the effect of limestone quarrying and the ways that limestone can be used. They will make a photographic record of natural features formed by limestone erosion and the man-made products formed by limestone today. Materials This module is a practical hands-on exploration of fundamental chemistry focussing on materials and their uses in buildings and structures. Students will identify materials and understand their properties in order to explain their use in different contexts. Students will investigate materials by taking both quantitative and qualitative measurements in a real situation looking specifically at buildings, structures and statues. There will also be an opportunity to carry out some lab based tests on different materials to determine hardness, strength and the effects of erosion weathering. This half day may involve planning, methodology, data collection, data presentation, concluding and evaluating.

4 SPECIFICATION LINKS Module C1: Air Quality C1.1 Which chemicals make up air, and which ones are pollutants? How do I make sense of data about air pollution? 4. Understand that other gases or particulates may be released into the atmosphere by human activity or by natural processes (e.g. volcanoes), and that these can affect air quality 9. Understand how human activity has changed the composition of the atmosphere by adding: a. Small amounts of carbon monoxide, nitrogen oxides and sulphur dioxide to the atmosphere b. Extra carbon dioxide and small particles of solids (e.g. carbon) to the atmosphere C1.2 What chemical reactions produce air pollutants? What happens to these pollutants in the atmosphere? 15. Understand that atmospheric pollutants cannot just disappear, they have to go somewhere: a. Particulate carbon is deposited on surfaces, making them dirty b. Sulphur dioxide and nitrogen dioxide react with water and oxygen to produce acid rain which is harmful to the environment c. Carbon dioxide is used by plants in photosynthesis d. Carbon dioxide dissolves in rain water and in sea water. Limestone as a Resource Module C1: Air Quality C1.1 Which chemicals make up air, and which ones are pollutants? How do I make sense of data about air pollution? 8. Explain how carbon dioxide was removed from the atmosphere by dissolving in the oceans and then forming sedimentary rocks, and by the formation of fossil fuels Module C3: Chemicals in our lives risks and benefits C3.1 What were the origins of minerals in Britain that contribute to our economic wealth 5. Understand how processes such as mountain building, erosion, sedimentation, dissolving and evaporation have led to the formation of valuable resources found in England including coal, limestone and salt 6. Understand how geologists study sedimentary rocks to find evidence of the conditions under which they were formed, to include: a. fossils b. shapes of water borne grains compared to air blown grains c. presence of shell fragments d. ripples from sea or river bottom 7. Understand that chemical industries grow up where resources are available locally, eg salt, limestone and coal in north west England. Materials Module C2: Material choices C2.1 How do we measure the properties of materials and why are the results useful? 1. Interpret information about how solid materials can differ with respect to properties such as melting point, strength (in tension or compression), stiffness, hardness and density. 2. Relate properties to the uses of materials such as plastics, rubbers and fibres. 3. Relate the effectiveness and durability of a product to the materials used to make it. 4. Interpret information about the properties of materials such as plastics, rubbers and fibres to assess the suitability of these materials for particular purposes.

5 FSC CENTRES This course is offered at our residential listed below, set in some of the most stunning locations in the UK. FSC Centres that offer this course: BL Blencathra Tel: NC Nettlecombe Tel: OR Orielton Tel: RC Rhyd-y-creuau Tel: TO BOOK THIS COURSE, SIMPLY: 1. Choose the time of the year you would like to attend 2. Pick the centre/ of interest 3. Check availability online or contact head office using the details at the bottom of the page or contact the centre of your choice *Please note to book this course the minimum size of your group must be 12 students and 1 member of staff Please visit For alternative Key Stage 4 courses