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http://www.epa.gov/ebtpages/air.htmlhttp://www.epa.gov/ebtpages/air.htmlhttp://www.chemsoc.org/networks/learnnet/classic_exp.htmhttp://www.chemsoc.org/networks/learnnet/classic_exp.htmhttp://www.boc.com/education/index.htmlhttp://www.boc.com/education/index.htmlhttp://mistupid.com/chemistry/aircomp.htmhttp://mistupid.com/chemistry/aircomp.htm

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how we can solve the problems orreduce the pollution

Groups take turns to present their findingsto the whole group e.g. using posters or bygiving a talk supported by OHTs or apresentation using Powerpoint.

Resources to use include text books, CDroms and the internet.

If this approach is followed, students willneed to be presented with a summary of allthe information and carry out somecomprehension-type questions to ensurethat all students consolidate informationabout all the gases.

Ideas about the acidity ofnon-metal oxides can beintroduced here aspreparation for SyllabusLearning Outcome 7.1(h) inUnit 8

www.airquality.co.uk/archive/index.phpwww.carbonmonoxidekills.com

www.wpbschoolhouse.btinter

net.co.uk/page10/page10.htmClick on Earth ScienceNotes

http://web.stclair.k12.il.us/splashd/acidexp.htm

f Describe the reactions in catalytic

converters and flue-gasdesulphurisation

Students should use ideas about Redox

reactions to explain the reactions incalalytic converters. At this early stage, thereactions can be discussed simply in termsof oxygen loss and gain. They also needto think about how the structure of theconverters is linked to speeds of reaction.The reactions happen very fast due to thetemperature and high surface area (Thislinks to learning outcome 6.1).

Flu-gas desulphurisation is an opportunityto consider some social and economicissues e.g. how industrial processes uselarge amounts of raw materials and canproduce large amounts of waste fordisposal.

This unit provides an

opportunity to teach ideasabout REDOX reactions interms of oxygen gain particularly in reference tothe reactions in a catalyticconverter, (Syllabus LearningOutcome 6.2(a)).

Energy profile diagrams

(Syllabus learning outcome5(b) are taught in Unit 6.However, there is anopportunity to introducethese ideas here to representthe lowering of activationenergy by the catalysts.

Many governments set

maximum levels of allowable

Go towww.howstuffworks.comand search for catalyticconverter

http://www.airquality.co.uk/archive/index.phphttp://www.airquality.co.uk/archive/index.phphttp://www.carbonmonoxidekills.com/http://www.carbonmonoxidekills.com/http://www.wpbschoolhouse.btinternet.co.uk/page10/page10.htmhttp://www.wpbschoolhouse.btinternet.co.uk/page10/page10.htmhttp://www.wpbschoolhouse.btinternet.co.uk/page10/page10.htmhttp://web.stclair.k12.il.us/splashd/acidexp.htmhttp://web.stclair.k12.il.us/splashd/acidexp.htmhttp://www.howstuffworks.com/http://www.howstuffworks.com/http://web.stclair.k12.il.us/splashd/acidexp.htmhttp://web.stclair.k12.il.us/splashd/acidexp.htmhttp://www.wpbschoolhouse.btinternet.co.uk/page10/page10.htmhttp://www.wpbschoolhouse.btinternet.co.uk/page10/page10.htmhttp://www.wpbschoolhouse.btinternet.co.uk/page10/page10.htmhttp://www.carbonmonoxidekills.com/http://www.carbonmonoxidekills.com/http://www.airquality.co.uk/archive/index.phphttp://www.airquality.co.uk/archive/index.php

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exhaust emissions for

pollutant gases. Localgarages should be able toprovide the school with a listof the maximumconcentration of pollutantgases that are acceptable inexhaust emissions.

h Discuss the causes and effects of

ozone depletion

Students should know the nature of CFCs.

They need to know an outline of theproblems of ozone depletion e.g. UV lightlevels may rise, this may cause skin cancerto humans and kill smaller organisms.If Unit 3 has already been covered,students can research names of CFCs anddraw diagrams or make models of theirstructures. More able students can drawdot and cross representations of the

simpler molecules.

This provides an opportunity

to practise and consolidateLearning outcomes 2.5 (a) to(d) Covalent bonding.

http://svs.gsfc.nasa.gov/stori

es/index_2000.htmlwww.howstuffworks.comsearch for refrigerators

I

j

Describe the carbon cycle (combustion,respiration and photosynthesis)

Discuss the causes and effects ofglobal warming referring to thegreenhouse gases, carbon dioxide andmethane.

Students should use flow charts to showthe processes occurring in the carboncycle. They should know equations for theprocesses and appreciate that combustionof fossil fuels is causing a rise inatmospheric concentration of carbondioxide.

A suggested extension is to discuss theapproaches that governments andscientists are using to reduce the amountof carbon dioxide that is being released.

Refer to the sources of CO2and CH4 .Also mention other factors,such as deforestation, thatimpact on the problem.

http://globalwarming.enviroweb.orgwww.kids.infoplease.lycos.comclick on scienceenvironmentphotosynthesis

www.defra.gov.uk/environment/climatechange/schools

www.wpbschoolhouse.btinternet.co.uk/page10/page10.htmClick on Earth Science

Notes

http://svs.gsfc.nasa.gov/stories/index_2000.htmlhttp://svs.gsfc.nasa.gov/stories/index_2000.htmlhttp://www.howstuffworks.com/http://globalwarming.enviroweb.org/http://globalwarming.enviroweb.org/http://www.kids.infoplease.lycos.com/http://www.kids.infoplease.lycos.com/http://www.defra.gov.uk/environment/climatechange/schoolshttp://www.defra.gov.uk/environment/climatechange/schoolshttp://www.wpbschoolhouse.btinternet.co.uk/page10/page10.htmhttp://www.wpbschoolhouse.btinternet.co.uk/page10/page10.htmhttp://www.wpbschoolhouse.btinternet.co.uk/page10/page10.htmhttp://www.wpbschoolhouse.btinternet.co.uk/page10/page10.htmhttp://www.wpbschoolhouse.btinternet.co.uk/page10/page10.htmhttp://www.wpbschoolhouse.btinternet.co.uk/page10/page10.htmhttp://www.defra.gov.uk/environment/climatechange/schoolshttp://www.defra.gov.uk/environment/climatechange/schoolshttp://www.kids.infoplease.lycos.com/http://www.kids.infoplease.lycos.com/http://globalwarming.enviroweb.org/http://globalwarming.enviroweb.org/http://www.howstuffworks.com/http://svs.gsfc.nasa.gov/stories/index_2000.htmlhttp://svs.gsfc.nasa.gov/stories/index_2000.html

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http://www.purchon.com/chemistry/flash/cycle.swf

10.2a

WaterState what dissolved substances are inwater, both naturally occurring andpollutant.

Students can evaporated measuredvolumes of different types of water (e.g.sea, river, tap, bottled) and estimate thedissolved mass per litre.

Labels from bottled water can be analysed.Students can process the data using barcharts or tables and compare watercomposition from different sources.

This is an opportunity toremind students about theformulae, names andcharges of common ions.

www.chemsoc.org/networks/learnnet/classic_exp.htmLook at experiment 42

www.wpbschoolhouse.btinternet.co.uk/page10/page10.htmClick on Extra AqueousChemistry

b Discuss the environmental effects ofdissolved substances (beneficial andpollutant)

Students should know about theimportance of the solubility of oxygen andmineral salts for aquatic life.

Students should know about the mainstages in eutrophication. This is a furtheropportunity to present a process using aflow chart. It is important to emphasise thechemical processes (solubility of salts andleaching) rather than the biologicalprocesses involved.

This links to the highsolubility of ionic compoundsin Groups 1 and 2, first

discussed in Unit 2

www.wpbschoolhouse.btinternet.co.uk/page10/page10.ht

mClick on ReversibleReactions for information oneutrophication.

c, d Outline water purification processes

(filtration, use of carbon, chlorination,desalination)

Suggested experiment:

Students can set up their own waterfiltration column using bands ofsuccessively smaller gravel and sand.They can test its effectiveness compared toconventional filter paper by filtering amixture of soil and water and evaporating ameasured sample of the filtrate.

It is not expected that students should

know any technical details of the processes

http://www.crocodile-clips.com/absorb/AC4/m3.htmgo to Water in samples andclick on view unit

Use Google image search fordesalination to see imagesof both membrane and

distillation processes

http://www.purchon.com/chemistry/flash/cycle.swfhttp://www.purchon.com/chemistry/flash/cycle.swfhttp://www.chemsoc.org/networks/learnnet/classic_exp.htmhttp://www.chemsoc.org/networks/learnnet/classic_exp.htmhttp://www.wpbschoolhouse.btinternet.co.uk/page10/page10.htmhttp://www.wpbschoolhouse.btinternet.co.uk/page10/page10.htmhttp://www.wpbschoolhouse.btinternet.co.uk/page10/page10.htmhttp://www.wpbschoolhouse.btinternet.co.uk/page10/page10.htmhttp://www.wpbschoolhouse.btinternet.co.uk/page10/page10.htmhttp://www.wpbschoolhouse.btinternet.co.uk/page10/page10.htmhttp://www.crocodile-clips.com/absorb/AC4/m3.htmhttp://www.crocodile-clips.com/absorb/AC4/m3.htmhttp://www.crocodile-clips.com/absorb/AC4/m3.htmhttp://www.crocodile-clips.com/absorb/AC4/m3.htmhttp://www.crocodile-clips.com/absorb/AC4/m3.htmhttp://www.crocodile-clips.com/absorb/AC4/m3.htmhttp://www.wpbschoolhouse.btinternet.co.uk/page10/page10.htmhttp://www.wpbschoolhouse.btinternet.co.uk/page10/page10.htmhttp://www.wpbschoolhouse.btinternet.co.uk/page10/page10.htmhttp://www.wpbschoolhouse.btinternet.co.uk/page10/page10.htmhttp://www.wpbschoolhouse.btinternet.co.uk/page10/page10.htmhttp://www.wpbschoolhouse.btinternet.co.uk/page10/page10.htmhttp://www.chemsoc.org/networks/learnnet/classic_exp.htmhttp://www.chemsoc.org/networks/learnnet/classic_exp.htmhttp://www.purchon.com/chemistry/flash/cycle.swfhttp://www.purchon.com/chemistry/flash/cycle.swf

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of desalination. However, an interesting

approach would be to look at a membraneand distillation process in outline. Studentscan discuss the economic andenvironmental reasons for the adoption ofthe membrane process by many countries.

www.water.city.hiroshima.jp/

english/methods.html

1.3d

Describe a chemical test for water Students can carry out a water test on atest-tube scale. www.chemsoc.org/networks/l

earnnet/classic_exp.htmLook at experiment 109

http://www.water.city.hiroshima.jp/english/methods.htmlhttp://www.water.city.hiroshima.jp/english/methods.htmlhttp://www.chemsoc.org/networks/learnnet/classic_exp.htmhttp://www.chemsoc.org/networks/learnnet/classic_exp.htmhttp://www.chemsoc.org/networks/learnnet/classic_exp.htmhttp://www.chemsoc.org/networks/learnnet/classic_exp.htmhttp://www.water.city.hiroshima.jp/english/methods.htmlhttp://www.water.city.hiroshima.jp/english/methods.html