SYLLABUS – Chapter 6
Topic:
Objectives: Students -
6. Air
The low density and compressibility of air; the wind
and resistance to rapid movement as examples of
forces exerted by air; atmospheric pressure in
relation to familiar examples/applications and the
weather (descriptive treatment only).
• explain and use correctly the words in italics below.
• demonstrate awareness of the reality of air through simple
practical activities.
• explain the wind, and air resistance to rapid movement, as
examples of forces exerted by air.
• state that air has mass/weight, state the approximate density
of air as 1 g/l and 1 kg/m3, and estimate the approximate mass
of air in a given space.
• state that air is compressible and demonstrate this through
simple practical activities.
• explain atmospheric pressure/air pressure with reference to
the weight of the air in the atmosphere.
• state that the atmosphere at sea level exerts a force of
approximately 1 kg on every cm2.
• state that air pressure acts equally in all directions.
• state that the density of the air, and the atmospheric pressure,
both decrease with height.
• use air pressure to explain relevant everyday observations
and applications.
• state that wet, stormy weather is associated with low
atmospheric pressure, that dry, calm weather is associated
with high atmospheric pressure, and that winds blow from
areas of high to areas of low atmospheric pressure.
• correctly interpret simple observations involving combustion
in a confined space.
• correctly tabulate the approximate percentage composition
of dry air (as given in Module 6-3).
• describe the laboratory preparation of oxygen, including
collection over water, sketch a suitable apparatus and write a
simplified equation for the preparation in words.
• identify oxygen in a test tube by carrying out the glowing
splint test.
• state how oxygen and nitrogen are manufactured and give a
simple explanation of the process.
• list the main properties and uses of oxygen (as given in
Modules 6-4 and 6-6).
• describe the laboratory preparation of carbon dioxide,
including collection over water and by displacement of air,
sketch a suitable apparatus and write a simplified equation for
the preparation in words.
• state how carbon dioxide is manufactured.
• list the main properties and uses of carbon dioxide (as given
in Modules 6-5 and 6-6).
• list the main properties and uses of nitrogen and the inert
gases (as given in Module 6-7).
• explain the role of oxygen when things burn in air and write
a simple word equation for combustion.
• explain the fire triangle.
• describe several simple, practical ways of putting out small
fires and explain how they work.
• describe simple examples of the following types of fire
extinguishers: fire blanket, compressed carbon dioxide
extinguisher, carbon tetrachloride extinguisher, dry powder
extinguisher.
• explain how each of these extinguishers works by isolating
the fuel from heat or oxygen or both.
• explain the role of oxygen when metals corrode in air and
write a simple word equation for the rusting of iron.
• identify water as a factor necessary for rusting, and salt as a
factor that accelerates rusting.
The composition of air; the laboratory preparation,
simple properties, manufacture and main uses of
oxygen and carbon dioxide (simple word equations
to be introduced at this point); tests for oxygen and
carbon dioxide; the simple properties, manufacture
and main uses of nitrogen and the inert gases;
The role of heat and oxygen in combustion,
summary of the process of combustion in a simple
word equation; flammable and non-flammable
materials; the "fire triangle" and extinguishing fires.
The role of atmospheric oxygen and water in the
corrosion of metals with particular reference to
rusting; salt as a factor which accelerates rusting;
protection of iron and steel against rusting.
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Topic:
6. Air (continued):
The air and living things, differences in composition
between inhaled and exhaled air, respiration,
photosynthesis, the oxygen and carbon cycles.
Objectives: Students • are aware that all living things need oxygen in order to
produce energy by respiration and that carbon dioxide is a biproduct of this process.
• write a simple word equation for respiration.
• describe, and interpret the results of, simple experiments to
show differences between inhaled and exhaled air.
• list and explain four significant differences between inhaled
and exhaled air.
• are aware that green plants produce their own food, in the
form of starch, by a process called photosynthesis;
• are aware that photosynthesis uses energy from sunlight to
convert carbon dioxide and water into starch with oxygen as a
bi-product.
• are aware that chlorophyll is necessary for photosynthesis.
• state that chlorophyll is found in green bodies called
chloroplasts which are present in many plant cells.
• write a simple word equation for photosynthesis.
• describe, and interpret the results of, simple experiments to
demonstrate selected aspects of photosynthesis.
• critically compare the word equations for combustion,
respiration and photosynthesis.
• explain how oxygen is recycled in nature and draw a
diagram of the oxygen cycle.
• explain how carbon is recycled in nature and draw a diagram
of the carbon cycle.
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