SYLLABUS – Chapter 6



|SYLLABUS – Chapter 6 |

|Topic: |Objectives: Students - |

|6. Air |• explain and use correctly the words in italics below. |

|The low density and compressibility of air; the wind and |• demonstrate awareness of the reality of air through simple practical |

|resistance to rapid movement as examples of forces exerted by |activities. |

|air; atmospheric pressure in relation to familiar |• explain the wind, and air resistance to rapid movement, as examples of |

|examples/applications and the weather (descriptive treatment |forces exerted by air. |

|only). |• 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. |

|The composition of air; the laboratory preparation, simple |• correctly interpret simple observations involving combustion in a |

|properties, manufacture and main uses of oxygen and carbon |confined space. |

|dioxide (simple word equations to be introduced at this point);|• correctly tabulate the approximate percentage composition of dry air |

|tests for oxygen and carbon dioxide; the simple properties, |(as given in Module 6-3). |

|manufacture and main uses of nitrogen and the inert gases; |• 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 |

|The role of heat and oxygen in combustion, summary of the |word equation for combustion. |

|process of combustion in a simple word equation; flammable and |• explain the fire triangle. |

|non-flammable materials; the "fire triangle" and extinguishing |• describe several simple, practical ways of putting out small fires and |

|fires. |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. |

|The role of atmospheric oxygen and water in the corrosion of |• identify water as a factor necessary for rusting, and salt as a factor |

|metals with particular reference to rusting; salt as a factor |that accelerates rusting. |

|which accelerates rusting; protection of iron and steel against| |

|rusting. | |

|Topic: |Objectives: Students - |

|6. Air (continued): | |

|The air and living things, differences in composition between |• are aware that all living things need oxygen in order to produce energy|

|inhaled and exhaled air, respiration, photosynthesis, the |by respiration and that carbon dioxide is a bi-product of this process. |

|oxygen and carbon cycles. |• 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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