GAYNES SCHOOL SCHEME OF WORK – SCIENCE
Year Group
KS4
Unit code, title and length
C1 Air Quality 12 lessons followed by revision
Health and Safety
Please refer to individual lesson & activity plans
Assessments
Resources
Please refer to individual lesson & activity plans
Homework
Please refer to faculty homework schedules
Recall tests
End of unit test
Mock Examination covering all Science
Chemistry Units
Six Mark Questions (two stars and a wish)
BLP Collaboration, Making links, Revising, Metalearning
Common misconceptions
 Incomplete combustion means no oxygen is used
Social – Areas of Focus
Group work
Moral – Key Questions
What should we do with countries that don’t sign up to
the Kyoto agreement? E.g. USA What pressure can
be applied?
Cultural
What can we do to change our countries habits
towards air pollution
Spiritual
Has the atmosphere always been the same from the
beginning of the Earth?
Reflection of learning
Cross-Curricular
Maths-Mean, true value, estimate,
IT Possibilities
Searching online for atmospheric pollution data from
local councils
Key Learning Outcomes – per lesson
Lesson
Number
1
Learning outcome
2
 be able to name the gases found in air
 describe how oxygen is different from the other main gases in unpolluted air
 explain why gas percentages in air vary and how other gases are released into the atmosphere
3
 identify the key stages in the formation of the modern atmosphere
 describe how water vapour formed the oceans
 explain how and why ideas about oxygen levels have changed
4
 recall air pollutants that humans are adding to the atmosphere
 explain the problems that air pollutants cause
 reason why pollutant concentrations can vary with time and location
5
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


determine the cause of variation in a data set
determine the importance of repeatability, accuracy and reliability
explain how particulates are formed and measured within the air
compare results to identify any differences
6




Recall accuracy and repeatability
apply ideas to best estimate, outliers and repeatability
Compare and contrast results to see if there is a real difference
Justify the inclusion/exclusion of data
7
 identify reactants and products within chemical reactions




identify the main gases which make up the air
Investigate how we can measure the volume of oxygen in the air
Determine equations for the reactions of metals in air
Predict how conditions may affect the outcome of an experiment
 relate diagrams of atoms and molecules to their names
 explain chemical changes within a car engine using equations
 understand that nitrogen monoxide forms in hot engines and furnaces, then reacts in the air to
form nitrogen dioxide
8
 describe the combustion as an oxidation reaction
 be able to write combustion as an equation
 explain how amount of oxygen present changes the combustion products
9
 know that in a chemical reaction the atoms are conserved and why this is important for air quality
 explain that the reactants and products of a reaction have different properties
 explain that because the atoms are conserved, mass is also conserved
10
 identify a correlation in a set of data
 explain that a correlation between a factor and an outcome does not necessarily mean that the factor
causes the outcome
 give an example of a correlation where the factor does not cause the outcome
11
 be able to identify correlations
 give examples of factors and outcomes
 explain why it is difficult to show that traffic pollution causes asthma
12
 give examples of actions individuals and governments can take to reduce air pollution
 describe how catalytic converters can be used to reduce air pollution
 outline the use of other technologies for improving air quality (H- scrubbers, alternative fuels)
Differentiation Up/Down
Lesson
1
Up
Get C1.1.4 Investigating the percentage of oxygen in
the air (alternative demo) Higher
Down
C1.1.4 Investigating the percentage of oxygen in
the air (alternative demo) Foundation
2
3
4
5
6
7
8
9
10
11
ac1-2-2 H
ac1-3-2 H
ac1-4-3 H
ac1-5-2 H
ac1-6-1 H
ac1-7-2 H, ac1-7-4 H
Combustion sheet higher
AC1.9.3 H
AC1.9.4 (H sheet 3)
Draw their own axis on graph.
Students complete sheets 2 and 3
12
AC1.12.1 H
ac1-2-2 F
ac1-3-2F
ac1-4-3 F
ac1-5-2 F
ac1-6-1 F
ac1-7-2 L, ac1-7-4 L
Combustion sheet lower
AC1.9.3 L AC1.9.4 (L sheet 1 and 2)
F use axis given,
May need to give some answers to start pupils on
task
AC1.12.1 L
Key Questions
Lesson
1
2
3
4
5
Big Question?
What do you know about
air?
What other gases are part
of the air?
Has our atmosphere
always been the same?
Which atmospheric
pollutants are usually
measured?
How do we measure air
Starter
How is a compound different from
an element?
Why has the can collapsed?
How do scientists use evidence
from rocks to tell us about the
atmosphere?
Why do people feel worse or
certain days more than others?
Why is it important we use more
Plenary
Why have the % gases
changed over time?
Why do the amounts of gases
in the air vary?
Where did the oxygen appear
from?
Why do pollutant
concentrations vary with time
and location?
How is accuracy different from
6
7
8
9
10
11
12
pollutants?
How good is your data?
How are atmospheric
pollutants formed?
What happens during
combustion reactions?
Where do all the atoms go
when something is
burned?
Is there a correlation
between hay fever and ice
cream sales?
What is the link between
asthma and traffic
pollution?
How do we improve the air
quality from cars and
power stations?
than one measurement?
What is a best estimate?
What can you see when the fuel
burns?
What are the 3 sides to the fire
triangle?
Where do all the atoms go in
each scenario?
Who here suffers from hayfever?
What are the symptoms of
asthma?
What could you do to help reduce
air pollution?
repeatability.
What is real difference?
How is nitrogen monoxide
produced within a car engine
What is the equation for
incomplete combustion?
Burning rubbish gets rid of it
forever. Is this a true
statement?
What is needed to prove a
factor causes an outcome?
Why it is difficult to show that
traffic pollution causes
asthma?
How can catalytic converters
be used to reduce air
pollution?