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GCSE (9–1)Delivery Guide

J258For first teaching in 2016

Theme: C1 Air and WaterVersion 2

www.ocr.org.uk/chemistry

TWENTY FIRST CENTURY SCIENCE CHEMISTRY B

http://www.ocr.org.uk/chemistry

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2 Copyright © OCR 2016

Delivery GuideGCSE (9–1) Twenty First Century Science Chemistry B

Delivery guides are designed to represent a body of knowledge about teaching a particular topic and contain:

• Content: A clear outline of the content covered by the delivery guide;

• Thinking Conceptually: Expert guidance on the key concepts involved, common difficulties students may have, approaches to teaching that can help students understand these concepts and how this topic links conceptually to other areas of the subject;

• Thinking Contextually: A range of suggested teaching activities using a variety of themes so that different activities can be selected which best suit particular classes, learning styles or teaching approaches.

If you have any feedback on this Delivery Guide or suggestions for other resources you would like OCR to develop, please email [email protected]

GCSE (9–1)TWENTY FIRST CENTURY SCIENCE CHEMISTRY B

Subtopic 1 – C1.1 How has the Earth’s atmosphere changed over time, and why has this happened?

Curriculum Content Page 4

Thinking Conceptually Page 5

Thinking Contextually Page 6

Activities Page 7

Subtopic 2 – C1.2 Why are there temperature changes in chemical reactions?




Activities Page 13

Subtopic 3 – C1.3 What is the evidence for climate change, why is it occurring?




Activities Page 17

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Subtopic 4 – C1.4 How can scientists help increase the availability of potable water?




Activities Page 21

The images used throughout this guide have been provided to help aid learners’ understanding and learning in this topic area.

A brief description is provided below each image.



C1.1.1 Recall and explain the main features of the particle model in terms of the states of matter and change of state, distinguishing between physical and chemical changes and recognise that the particles themselves do not have the same properties as the bulk substances

C1.1.2 Explain the limitations of the particle model in relation to changes of state when particles are represented by inelastic spheres (HT)

C1.1.3 Use ideas about energy transfers and the relative strength of forces between particles to explain the different temperatures at which changes of state occur

C1.1.4 Use data to predict states of substances under given conditions

C1.1.5 Interpret evidence for how it is thought the atmosphere was originally formed

C1.1.6 Describe how it is thought an oxygen-rich atmosphere developed over time

C1.1.7 Describe the major sources of carbon monoxide and particulates (incomplete combustion), sulfur dioxide (combustion of sulfur impurities in fuels), oxides of nitrogen (oxidation of nitrogen at high temperatures and further oxidation in the air)

C1.1.8 Explain the problems caused by increased amounts of these substances and describe approaches to decreasing the emissions of these substances into the atmosphere including the use of catalytic converters, low sulfur petrol and gas scrubbers to decrease emissions

C1.1.9 Recall the main hazard symbols and be able to give the safety precautions for handling hazardous chemicals (explosive, toxic, corrosive, oxidizing, flammable, skin irritation and hazardous to the aquatic environment

C1.1.10 Use chemical symbols to write the formulae of elements and simple covalent compounds

C1.1.11 Use the names and symbols of common elements and compounds and the principle of conservation of mass to write formulae and balanced chemical equations

C1.1.12 Use arithmetic computations and ratios when balancing equations

C1.1.13 Describe tests to identify oxygen, hydrogen and carbon dioxide

C1.1.14 Explain oxidation in terms of gain of oxygen

View of Earth’s atmosphere from space

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General approaches:The quality of our air and water is a major world concern. Chemists monitor our air and water, and work to minimise the impact of human activities on their quality. In section C1.1, the context of changes in the Earth’s atmosphere is used to explore the particle model and its limitations when explaining changes of state, and the principles of balancing equations for combustion reactions.

The particle model should not be a new concept to GCSE students, however some learners may have some misconceptions that should be addressed as an introduction to this area, particularly in changes of state. Students can regard changes in state as separate events, and can find it hard to appreciate that changes of state can be reversed. They may think each process such as melting and freezing may not involve the same substance. This can be made more difficult by providing names such as steam for gaseous water and ice for solid water. Try to avoid this when delivering this as a concept.

Learner modelling of changes of state is a good way of representing collisions and kinetic theory. A discussion about what is between the particles is important as often learners can think that there are repulsive forces between them, or other matter. It can be quite challenging to reinforce that there is in fact ‘nothing’ between the particles when it cannot be seen by the eye. In order to help learners learn that freezing points are not always cold, and boiling points are not always hot investigative work on changes of state could involve everyday substances such as chocolate, custard and butter.

This section requires learners to be familiar with both covalent and ionic bonding alongside the electronic structure of atoms. There are several misconceptions that learners may have in this area. A common misconception is that ions are still atoms when they lose or gain electrons. It is important that learners become used to placing brackets around atoms when illustrating ionic bonding. The negative nature of electrons and the resultant charge when an atom loses an electron can be a challenge.

Scientist checking water quality in a wetland environment

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Approaches to teaching the content:

This section can be taught with a strong contextual base as it considers the impact of a changing atmosphere. Our current atmosphere consists of mostly nitrogen, oxygen and water vapour. This is in vast contrast to the early atmosphere that consisted of mainly carbon dioxide and water vapour.

However the increased use of fossil fuels and combustion in our modern day society has caused pollutants to reduce air quality and become harmful to health and the environment. Learners should be aware about developments in maintaining air quality.

Emissions from chemical factory.

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ATMOSPHERIC COMPOSITIONActivity 1Clean air Learner resource 1

The majority of learners will be able to state that oxygen is a constituent of air in the atmosphere. A simple practical allowing learners to test the air they breathe out can support their recall of this. Blowing through straws into limewater and onto small mirrors will enable them to see carbon dioxide and water vapour. Learner Activity 1 would be a good activity for delivering information about our current atmosphere:

Learner Activity 1: The atmospheric composition of clean air

This activity allows learners to visualise the volume of each gas making up the atmosphere in parts per million. Give each learner a piece of graph paper. On the graph paper, the learners should draw a square, 10 cm by 10 cm. This contains 1,000,000 1mm squares, so each square represents one ppm. Learners should then fill in the squares in different colours, according to the volume in parts per million (ppm):

Nitrogen – 780,805 ppm

Oxygen – 209,437 ppm

Carbon dioxide – 391 ppm

Other gases – 9,367 ppm

Learners can then answer the questions on the learner sheet called Atmospheric composition of clean air (Learner Resource 1). It reinforces the abundance of different gases, but also asks learners to convert the data into a percentage.

Activity 2Evolution of the atmosphere

There are some useful video clips available exploring the evolution of the atmosphere over time:

Evolution of the atmosphere video: https://www.youtube.com/watch?v=hx9CBrejFCA&list=PLA91D37E416C975B2&index=14.

Changes to the atmosphere video: https://www.youtube.com/watch?v=6Db2WAG-VVs

A detailed look at the Carbon cycle: http://youtu.be/dDBU0lg-HYE

Activity ideas using the clips:

Learners can find it difficult to retain and recall the information in these sections of the specification. Group work activities are good at assisting learners to analyse information together and then synthesis this information. Learners could be provided with a set of questions based on videos such as the examples above.

Providing learners with a set of information sheets detailing how the atmosphere has changed over time from 4500 to 0.3 million years ago would also provide learners with the information required.

Several examples of presenting this information in an active way are detailed below:

i) A collective memory challenge - whereby learners are in groups of three and take it in turns to collect information and then join the group and communicate it to the other members of the group. Each group should summarise their findings onto a summary sheet.

ii) Alternatively for a lower ability group simple facts with years can be placed around the room - learners should order them collectively and the construct their own timeline of events.

iii) Story boards are another way to enable more visual learners to record the information that they have gathered.

iv) Kinaesthetic learners may benefit from producing an animation of a section of time. Groups could be given one time period to explain using modelling dough and animation software.

v) Flip books with diagrams such as volcanic eruptions, bacteria or plants growing could also be another way that learners can synthesis this section of the syllabus.

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www.ocr.org.uk/Images/301913-air-and-water-learner-resources.zip

https://www.youtube.com/watch?v=hx9CBrejFCA&list=PLA91D37E416C975B2&index=14

https://www.youtube.com/watch?v=6Db2WAG-VVs

http://youtu.be/dDBU0lg-HYE



Activity 3Video – Carbon cycle 3D animation

This video by Biology/Medicine Animations HD on YouTube discusses photosynthesis, respiration and combustion, and how these processes affect the amount of carbon dioxide and oxygen in the atmosphere.

Video link: http://youtu.be/dDBU0lg-HYE

Activity 4Pollutants

These sites could provide an introduction to air quality and could involve learners exploring the formulae for the pollutants in air and exploring particulates:

http://www.bbc.co.uk/schools/gcsebitesize/science/21c/air_quality/chemical_reactionsrev6.shtml


Activity 5How the greenhouse effect works

This animation, by the BBC, explains how greenhouse gases, such as carbon dioxide and methane, absorb electromagnetic radiation at infrared wavelengths. It shows how the heat is re-emitted in all directions and warms the Earth’s atmosphere and surface.

Video link: http://news.bbc.co.uk/1/shared/spl/hi/sci_nat/04/climate_change/html/greenhouse.stm

Activity 6Whoosh bottle

The whoosh bottle demonstration, also known as rocket fuel demonstration is an alternative introduction to this area of the specification. The method can be found at:

http://www.nuffieldfoundation.org/practical-chemistry/whoosh-bottle-demonstration

Cobalt chloride paper can be placed against the inside of the bottle to demonstrate presence of water vapour.

Limewater can also be added, the lid placed on the bottle, and the contents agitated to show presence of carbon dioxide.

Activity 7Evolution of the atmosphere task

This task enables learners to see how our atmosphere has evolved over time. Learners should watch the following video and produce a time line. http://youtu.be/Gyn754vw8ZQ.

The class can be divided into five - each one covering a time period in Earth’s history and should make a learning poster.

Activity 8Carbon monoxide poisoning

This video details the dangers of carbon monoxide poisoning, the effect on the human body, and how to treat it. Learners should watch the video and discuss how to prevent carbon monoxide poisoning from cars and in the home.

http://youtu.be/wKIrbq2pWvw

Activity 9Acid rain

This activity based on acid rain fall across Europe discusses how acid rain is made and the effects of acid rain. Learners have the opportunity to give their opinions on acid rain and are tested on their knowledge. Learners are given data about the current amount of acid rain across Europe and maps of the acid rainfall. They must then interpret the data in order to answer the question worksheet.

www.nationalstemcentre.org.uk/elibrary/resource/1728/acid-rain (ASE STEM activity-requires registration, but is free)

Activity 10Emissions

Car wars is a task where learners can apply their knowledge about atmospheric carbon dioxide through evaluating solutions to the problem of increasing carbon dioxide emissions from cars.

http://www.engagingscience.eu/en/2014/06/19/carwars/ (science engage task-registration is needed, but free)

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http://news.bbc.co.uk/1/shared/spl/hi/sci_nat/04/climate_change/html/greenhouse.stm


http://www.nuffieldfoundation.org/practical-chemistry/whoosh-bottle-demonstration

http://youtu.be/Gyn754vw8ZQ

http://youtu.be/wKIrbq2pWvw

www.nationalstemcentre.org.uk/elibrary/resource/1728/acid-rain

http://www.engagingscience.eu/en/2014/06/19/carwars/



COMBUSTIONActivity 11

Complete and incomplete combustion Teacher resource 1

This activity would enable a simple visual comparison between complete and incomplete combustion. It can then be used to move onto looking at balancing simple equations. Teacher Resource 1 can be used for guidance.

CATALYTIC CONVERTERSActivity 12

How does a catalytic converter work? Learner resource 2

This learner activity describes how a catalytic converter works and enables learners to think about the chemical reactions that are taking place. The How does a catalytic converter work? activity (Learner Resource 2) extends this by asking the learners to write balanced chemical formulae for these reactions. Learners should watch the short video from BASF on YouTube on how a catalytic converter works:

http://youtu.be/1e9EvrThk1Y

CHEMICAL STRUCTURESActivity 13Covalent and ionic structures Teacher resource 2

Modelling covalent bonding using learners as the atoms enables kinaesthetic learners to appreciate what is happening in covalent bonding. Ideas for modelling activities can be found in Simple and Complex Bonding (Teacher Resource 2).

Ionic bonding allows an opportunity to encourage modelling skills. There are a number of helpful websites and animations that can enable learners to better understand the concepts involved in ionic and covalent bonding.

A BBC Bitesize GCSE revision video for covalent bonding:

http://www.bbc.co.uk/schools/gcsebitesize/science/add_aqa_pre_2011/atomic/covalentbond.shtml

A BBC learning clip showing animation of covalent bonding:

http://www.bbc.co.uk/learningzone/clips/covalent-bonding-and-the-periodic-table/10667.html

A free internet based animation for covalent and ionic bonding, with audio description:

http://www.kentchemistry.com/links/bonding/bondingflashes/bond_types.swf

A BBC learning clip showing ionic bonding:

http://www.bbc.co.uk/education/clips/zqss4wx

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http://www.ocr.org.uk/Images/301913-air-and-water-learner-resources.zip

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http://www.kentchemistry.com/links/bonding/bondingflashes/bond_types.swf



C1.2.1 Distinguish between endothermic and exothermic reactions on the basis of the temperature change of the surroundings

C1.2.2 Draw and label a reaction profile for an exothermic and an endothermic reaction, identifying activation energy

C1.2.3 Explain activation energy as the energy needed for a reaction to occur

C1.2.4 Interpret charts and graphs when dealing with reaction profiles

C1.2.5 Calculate energy changes in a chemical reaction by considering bond breaking and bond making energies (HT)

C1.2.6 Carry out arithmetic computations when calculating energy changes

C1.2.7 Recall that a chemical cell produces a potential difference until the reactants are used up

C1.2.8 Evaluate the advantages and disadvantages of hydrogen/oxygen and other fuel cells for given uses

Ignition of Hydrogen soap bubbles. Exothermic Reaction Between Hydrogen & Oxygen. As the bubbles float upward, they are ignited using a candle on a long pole. The orange flame is due to the reaction of hydrogen with the oxygen in the air.

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General approaches:As a development of ideas about burning fuels, section C1.2 considers bonding in small molecules and temperature changes in chemical reactions. The concept of reaction profiles for endothermic and exothermic reactions is one of the most difficult concepts at GCSE.

Common misconceptions or difficulties learners may have:An issue that learners have is why the diagrams have no numbers on them and they appear to be estimates. A common misconception is that if energy is given out in an exothermic reaction then the graph products line should be higher than the reactant line in terms of energy. The same issue is true for the reverse with endothermic reactions where energy is taken in. Looking at reaction profiles from a range of experiments and sources with discussion of what is happening in terms of energy enables the concept and profiles to be better understood.

It can be easier delivering concepts relating to energy changes before reaction profiles for endothermic and exothermic reactions. By calculating the energy change in experiments using bond energies learners begin to understand that a negative change is exothermic, and a positive change is endothermic. This can then help learners understand the reaction profiles for both types of reaction.

Endothermic reaction

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This section, although mainly dealing with key concepts, can be applied to using hydrogen fuel cells as an alternative to fossil fuels for transport. How this could be used to decrease the emission of pollutants in cities could be considered.

Internal working of a hybrid car

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Delivery GuideGCSE (9–1) Twenty First Century Science Chemistry BA

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Activity 1Elephant’s toothpaste

Elephant’s toothpaste exothermic reaction demonstration: http://www.sciencebob.com/experiments/toothpaste.php

Activity 2Hydrogen balloon experiment

This site can be used to guide teachers to demonstrate the hydrogen balloon experiment that can be used as a starter in a lesson: http://www.nuffieldfoundation.org/node/1701

A website to help teachers put this in a more basic way is: http://www.bbc.co.uk/schools/gcsebitesize/science/add_ocr_21c/chemical_synthesis/whychemicalsrev9.shtml

Activity 3Calculating energy changes

Examples when considering energy changes could be hydrogen and chlorine to make hydrogen chloride for exothermic and hydrogen bromide decomposing to hydrogen and bromine for endothermic.

The BBC Bitesize link takes you through a good way of setting these out for GCSE learners:

http://www.bbc.co.uk/schools/gcsebitesize/science/triple_aqa/calculating_energy_changes/energy_from_reactions/revision/7/

Activity 4Endothermic and exothermic reactions

Dehydration reaction between sugar and concentrated sulphuric acid is a good demonstration to show learners as an introduction to exothermic reactions. This is an extremely exothermic reaction. This reaction must be done in a fume cupboard. Gloves and goggles must be worn when handling the acid and the carbon residue after the reaction.

An exothermic reaction that learners can complete is magnesium ribbon and Hydrochloric acid class practical can be used to show an exothermic reaction.

A freezing cold demonstration can be used to introduce endothermic reactions. A common reaction is between barium hydroxide octahydrate and ammonium thiocyanate (or ammonium nitrate or ammonium chloride could be used). The temperature drops very low in this demonstration to -200C so care should be taken.

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http://www.sciencebob.com/experiments/toothpaste.php

http://www.nuffieldfoundation.org/node/1701

http://www.bbc.co.uk/schools/gcsebitesize/science/add_ocr_21c/chemical_synthesis/whychemicalsrev9.shtml

http://www.bbc.co.uk/schools/gcsebitesize/science/add_ocr_21c/chemical_synthesis/whychemicalsrev9.shtml




Delivery GuideGCSE (9–1) Twenty First Century Science Chemistry BCu

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C1.3.1 Describe the greenhouse effect in terms of the interaction of radiation with matter

C1.3.2 Evaluate the evidence for additional anthropogenic causes of climate change, including the correlation between change in atmospheric carbon dioxide concentration and the consumption of fossil fuels, and describe the uncertainties in the evidence base (HT)

C1.3.3 Describe the potential effects of increased levels of carbon dioxide and methane on the Earth’s climate, including where crops can be grown, extreme weather patterns, melting of polar ice and flooding of low land, and potential cooling effects of increased atmospheric water vapour

C1.3.4 Describe how the effects of increased levels of carbon dioxide and methane may be mitigated, including consideration of scale, risk and environmental implications

C1.3.5 Extract and interpret information from charts, graphs and tables

C1.3.6 Use orders of magnitude to evaluate the significance of data

Oil refinery

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General approaches:Section C1.3 explores the evidence for climate change, asking why it might be occurring and how serious a threat it is. Learners consider environmental and health consequences of some air pollutants and climate change, and learn how scientists are helping to provide options for improving air quality and combatting global warming.

Climate change could be connected to an increased risk of flooding.

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During the past two centuries, the proportion of greenhouse gases in the Earth’s atmosphere has been increasing. This is largely the result of human activities and has resulted in global warming of the Earth. The following tasks enable learners to link their knowledge of the greenhouse effect, global warming the effects of humans. The activities included are aimed at allowing learners to link their learning to current issues.

Melting Glacier.

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Activity 1How the greenhouse effect works

This animation, by the BBC, explains how greenhouse gases, absorb electromagnetic radiation at infrared wavelengths. It shows how the heat is re-emitted and warms the Earth.


Activity 2The effect of global warming on the Earth

This video outlines the effects of global warming on climate, ice-caps and sea level rise.

http://video.nationalgeographic.com/video/101-videos/global-warming-101

Activity 3Emissions

A good source of information for anthropogenic emissions of carbon dioxide, gas emission graphs and climate change models can be found at:

http://www.metlink.org/climate/pcc-updates-science-teachers/#3

Activity 4A range of articles that are current and focused around world climate change demonstrations 2014 can be found at: https://www.tes.co.uk/teaching-resource/World-Climate-Change-Demonstrations-on-21st-Sept-6443612/

Activity 5Rising sea levels

Learners are able to apply knowledge about climate change to explain sea level changes in the Sinking island task (Engage task - registration is needed, but is free). In this activity learners use data to predict sea level rises, including uncertainties for a sinking Fiji island. They should use the evidence available to decide whether humans are to blame for climate change.

http://www.engagingscience.eu/en/2014/07/30/sinking-island/

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http://video.nationalgeographic.com/video/101-videos/global-warming-101

http://www.metlink.org/climate/pcc-updates-science-teachers/#3

https://www.tes.co.uk/teaching-resource/World-Climate-Change-Demonstrations-on-21st-Sept-6443612/

https://www.tes.co.uk/teaching-resource/World-Climate-Change-Demonstrations-on-21st-Sept-6443612/

http://www.engagingscience.eu/en/2014/07/30/sinking-island/



C1.4.1 Describe the principal methods for increasing the availability of potable water, including the ease of treating waste, ground and salt water using filtration, chlorination, oxygenated bacteria, distillation and membrane filtration

C1.4.2 Describe a test to identify chlorine (using blue litmus paper)

Water treatment plant.

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General approaches:Section C1.4 explores the need for increasing the amount of potable water worldwide, and techniques for obtaining potable water from ground, waste and salt water.

Waste water being treated.

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An increasing global population means a greater need for potable water. Where we obtain water depends on its availability and the ease of treatment. One way of making this more interesting and accessible to learners is by completing a project on water and relating it to an actual country’s needs.

Clean drinking water.

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Activity 1Treating water

Water treatment practical can be found at: http://faraday.theiet.org/resources/overview/water-treatment-systems.cfm . In this practical activity learners investigate the salinity of three different water samples using a multimeter. These tests can then be linked contextually to a range of current situations.

Activity 2Clean water project

CREST Project ideas (sourced from TES - registration needed, but is free.) These projects are split into obtaining it, cleaning it and storing it and cover several of the specification points.

https://www.tes.co.uk/ResourceDetail.aspx?storyCode=6112869&

Other helpful websites to produce stimuli based around this topic:

www.wateraid.org

www.waterfootprint.org

Activity 3Increasing the availability of potable water Learner resource 3

In this activity, learners match one of the four methods of obtaining clean water to its definition on the Increasing the availability of potable water (Learner resource 3). The learners then have to draw a diagram of how that method would work.

Learners can then extend their learning by applying these methods to a real world scenario. Which method would be best to use if you do not have easy access to clean drinking water. Learners should assess each method for cost, easiness of use and practicality. Text books or access to the Internet may be useful for this activity.

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http://faraday.theiet.org/resources/overview/water-treatment-systems.cfm

http://faraday.theiet.org/resources/overview/water-treatment-systems.cfm

https://www.tes.co.uk/ResourceDetail.aspx?storyCode=6112869&

http://www.wateraid.org

http://www.waterfootprint.org


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