Scheme of work Combined Science: Trilogy - Foundation Chemistry – Using resources This resource provides guidance for teaching the Using resources topic from our new GCSE Combined Science: Trilogy specification (8464). It has been updated from the draft version to reflect the changes made in the accredited specification. These changes are also reflected in the learning outcomes, opportunities to develop skills with some additions to the resources. The scheme of work is designed to be a flexible medium term plan for teaching content and development of the skills that will be assessed. It is provided in Word format to help you create your own teaching plan – you can edit and customise it according to your needs. This scheme of work is not exhaustive; it only suggests activities and resources you could find useful in your teaching. 5.10 Using resources 5.10.1 Using the Earth's resources and obtaining potable water Spec ref. Summary of the specification content Learning outcomes What most candidates should be able to do Suggested timing (hours) Opportunities to develop scientific communication skills Opportunities to develop and apply practical and enquiry skills Self/peer assessment Opportunities and resources Reference to past questions that indicate success 5.10.1.1 Humans use the Earth’s resources to provide warmth, shelter, food and transport. State examples of natural products that are supplemented or replaced by agricultural and synthetic products. 2 Define finite and renewable resources and describe the differences suitable examples. Investigate whether cotton or polyester would be better for making an outdoor coat, ie: toughness by rubbing with sandpaper
Natural resources, supplemented by agriculture, provide food, timber, clothing and fuels. Finite resources from the Earth, oceans and atmosphere are processed to provide energy and materials. Chemistry plays an important role in improving agricultural and industrial processes to provide new products. It’s also important in sustainable development, which is development that meets the needs of current generations without compromising the ability of future generations to meet their own needs. Distinguish between finite and renewable resources given appropriate information. Extract and interpret information about resources from charts, graphs and tables. Use orders of magnitude to evaluate the significance of data. WS 3.2 MS 2c, 2h, 4a Define sustainable development. Give examples of natural products that are supplemented or replaced by agricultural and synthetic products, such as strawberries or cotton. Compare the production of strawberries from different locations: heaviness by weighing wet and dry waterproofness by inverting a measuring cylinder of water easiest to clean. 5.10.1.2 Water of appropriate quality is essential for life. For humans, drinking water should have sufficiently low levels of dissolved salts and microbes. Water that is safe to drink is called Distinguish between potable water and pure water. Describe the differences in treatment of ground water and salty water. 2 Define potable and pure water, and describe the differences between them. Recall the water cycle. Required practical 13: Analysis and purification of water samples from different sources, including pH, dissolved solids and distillation. Video clip YouTube: Resources for schools -
potable water. Potable water is not pure water in the chemical sense because it contains dissolved substances. The methods used to produce potable water depend on available supplies of water and local conditions. In the UK, rain provides water with low levels of dissolved substances (fresh water) that collects in the ground, in lakes and rivers, and most potable water is produced by: choosing an appropriate source of fresh water passing the water through filter beds sterilising. Sterilising agents used for potable water include chlorine, ozone or light. Give reasons for the steps used to produce potable water. WS 2.3, 2.4, 2.5, 2.6, 2.7 Research where local water is sourced from (ie ground water or reservoirs). Draw a flow diagram to describe the stages in producing potable in the UK, focusing on the locality. Discuss the advantages and disadvantages of using chlorine to sterilise swimming pools. Describe the process of desalination as a diagram, highlighting the places in the world where it is used. AT skills covered by this practical activity: 2, 3 and 4.