Phase 2 - Composition and structure of the atmosphere

Names the layers of the atmosphere and their function

Identifies the gases that make up the troposphere

Chooses and constructs a sector graph to identify the gases that comprise the greater percentage of air

Identify that the atmosphere is a mixture of gases that blankets the earth in layers

• Locating the layers pp. 8 (atmos_1.pdf 38 kb) and 9 (atmos_2.pdf)

State the gases that make up unpolluted atmosphere

• The air we breathe p. 24 (airpoll_1.pdf 51 kb)-To assist students to recognise relative quantities, construct a sector graph showing the composition of the troposphere using pencil, paper, compass and protractor or an Excel spreadsheet with the chart wizard

Enrichment: The composition of atmospheres on other planets 

Outcome 4.9

A student

4.9 describes the dynamic structure of Earth and its relationship to other parts of our solar system and universe.

Core content 4.9.4

Students will learn about

4.9.4 the atmosphere to:

1. identify gases that comprise the greater percentage of air and explain the difference between atmosphere and space

Outcome 4.18

A student

4.18 with guidance, presents information to an audience to achieve a particular outcome.

Core content – Skills 4/5.18

Students will learn to:

4/5.18 present information to:

1. use drawings, diagrams, graphs, tables and flow charts to show relationships and present information clearly and/or succinctly
2. select and draw the appropriate type of graph (from column graph, histogram, divided bar, sector or line graph) or diagram to convey informationand relationships clearly and accurately.
   

Describes how heating and cooling and differences in atmospheric pressure affect the movement of air

Uses an appropriate scale to estimate wind speedq Makes measurements and uses the data to determine wind speed

Uses models to simulate natural phenomena

Model the conditions under which air will move

• Why air moves-a hot topic p. 11 (atmos_4.pdf 56 kb)

Map the movement of air in High and Low pressure systems

• Synoptic weather systems p.13 (atmos_6.pdf 55 kb)

Use a scale to estimate wind speed

• Estimating wind speed p. 15 (atmos_8.pdf 55 kb)

Build a device to help measure wind speed

• Calculating wind speed p. 16 (atmos_9.pdf 58 kb)-build device 3 and use it to calculate wind speed.

Describe the effect of convection on atmospheric stability

• Turbulent times p. 18 (atmos_11.pdf 45 kb)-read only

Modeling temperature inversion

• Inversion layers p.19 (atmos_12.pdf 61 kb)

Prescribed focus area

Outcome 4.2

A student

4.2 uses examples to illustrate how models, theories and laws contribute to an understanding of phenomena.

Core content 4/5.2

Students will learn about

4/5.2 the nature and practice of science to:

1. evaluate the importance of using creativity, curiosity, objectivity and logical reasoning in describing phenomena in their surroundings, stimulating investigations about phenomena and devising and testing hypotheses

Outcome 4.12

A student

4.12 identifies, using examples, common simple devices and explains why they are used.

Content 4.12

Students will learn about

4.12 technology to:

1. discuss technological developments that have extended the ability of scientists to collect information about, and monitor events in, the natural and physical worlds

Outcome 4.14

A student

4.14 follows a sequence of instructions to undertake a first-hand investigation

Core content – Skills 4/5.14

Students will learn to

4/5.14 perform first-hand investigations to:

1. follow the planned procedure when performing an investigationc) safely and efficiently construct, assemble and manipulate identified equipmentd) record data using the appropriate units
   

Recalls the various common means of energy production and their impact on air quality

Highlights some alternative energy production methods

Describes the greenhouse effect and its effect on temperature

Lists ways in which global warming can be reduced

Demonstrates an awareness of the effects of fossil fuel burning

Investigate the demand on energy production in our modern lives and the resulting impact on air quality

• Energy alert p. 50 (perspace_4.pdf 38 kb)-what does the star rating on white goods mean?

Research alternative energy sources

• Living sustainably p. 51 (perspace_5.pdf 54 kb)

Model the greenhouse effect and watch a video dealing with the greenhouse effect

• Studying the greenhouse effect pp. 80-81 (global_1.pdf 51 kb)

Take steps to reduce global warming

• Turning down the heat p. 86 (global_6.pdf 55 kb)

Prescribed focus area

Outcome 4.4

A student:

4.4 identifies choices made by people with regard to scientific developments.

Core content 4/5.4

Students will learn about

4/5.4 implications of science for society and the environment to:

1. identify choices that need to be or have been made when considering whether to use particular scientific advances

Outcome 4.11

A student:

4.11 identifies resources used by humans and where they are found, and describes ways in which they are exploited.

Content 4.11.1

Students will learn about

4.11.1 natural resources to:

1. identify fossil fuels and describe some of their uses.

Outcome 4.15

A student:

4.15 uses given criteria to gather first-hand data

Core content-skills 4/5.15

Students will learn to

4/5.15 gather first-hand information to:

1. make and record observations and measurements accurately over a number of trials
    

Indicators 

Learning activities 

Syllabus references

Identifies common air pollutants

Lists the sources of common air pollutants and their impact

Carries out a scientific investigation safely

Demonstrates an understanding of the contribution motor vehicles make to air quality 

Identify some air pollutants

• Pollutant puzzle p. 25 (airpoll_2.pdf 38 kb)

Researches various chemical air pollutants and their effects

• Pollutant gases pp. 31-36 (airpoll_8.pdf 107 kb) and p. 37-table only (airpoll_9.pdf 39 kb)

Removing toxins to improve indoor air quality

• Zeolites-Improving indoor air quality p. 55 (perspace_9.pdf 38 kb)

Compounds present in vehicle exhaust gases

• Exhaustive testing p. 67-(local_10.pdf 54 kb) supervision is required for this practical

Acidity of rainfall due to pollution

• Acid rain p. 74 (local_17.pdf 45 kb)

Domain

Knowledge and understanding 4.7

A student

4.7 describes observed properties of substances using scientific models and theories.

Core content-structures and systems 4.7.5

Students will learn about

4.7.5 mixtures to:

1. identify, using examples, the importance of water as a solvent

Skills 4.14

A student

4.14 follows a sequence of instructions to undertake a first-hand investigation

Core content-Skills 4/5.14

Students will learn to

4/5.14 perform first-hand investigations to:

1. demonstrate the use of safe and hygienic work practices including the correct use of safety equipment

Outlines the effects of certain particulates on our health

Describes the role played by the respiratory system

Identifies areas that pose a hazard to health in terms of air pollution

Lists strategies to reduce the effects of airborne pollutants on our health;

The effects of particulate matter on our health

• Particulate matter p. 26 (airpoll_3.pdf 41 kb)-how can our respiratory system be affected by these particulates

Pollen as one source of particulate matter

• Under the microscope-making a reference library p.27 (airpoll_4.pdf 55 kb)

Case study-Legionnaire's disease

• Air pollutants and me p.37 (airpoll_9.pdf 39 kb)-Legionnaire's disease investigation only

Using a risk assessment to evaluate a living/working space in terms of the risk to your health

• Reducing the risk pp. 44-47 (perspace_1.pdf 52 kb)

How hazardous to your health is your home-media article

• Your home is a health hazard p. 56 (perspace_10.pdf 516 kb)

Prescribed focus area

Outcome 4.2

A student

4.2 uses examples to illustrate how models, theories and laws contribute to an understanding of phenomena.

Core content 4/5.2

Students will learn about

4/5.2 the nature and practice of science to:

1. use examples which show that scientists isolate a set of observations, identify trends and patterns and construct hypotheses or models to explain these

Outcome 4.8

A student

4.8 describes features of living things.

Core content-structures and systems 4.8.5

Students will learn about

4.8.5 humans to:

1. describes the role of the digestive, circulatory, excretory, skeletal and respiratory systems in maintaining humans as functioning organisms

Outcome 4.15

A student

4.15 uses given criteria to gather first-hand data

Core content-skills 4/5.15

Students will learn to

4/5.15 gather first-hand information to:

1. use a range of data collection technologies and strategies independently

Values and attitudes 4/5.26

A student

4/5.26 recognises the role of science in providing information about issues being considered and in increasing an understanding of the world around them