Scheme of work Combined Science: Synergy Guiding Spaceship Earth towards a sustainable future

This resource provides guidance for teaching the Guiding Spaceship Earth towards a sustainable future topic from our new GCSE in Combined Science: Synergy (8465). It has been updated from the draft version to reflect the changes made in the accredited specification. There have been no changes to the required practical. However, there have been minor changes in the specification content in sections 4.8.1.1 Bonding and structure in forms of carbon, 4.8.1.3 Fractional distillation of crude oil, 4.8.1.4 Cracking hydrocarbons, 4.8.2.2 Metal extraction by electrolysis, 4.8.2.4 Energy resources and 4.8.2.6 Preventing unwanted energy transfers.

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. 4.8 Guiding Spaceship Earth towards a sustainable future 4.8.1 Carbon chemistry Spec Summary of the specification Learning Suggested Opportunities to develop Opportunities to apply Self/peer assessment ref. content outcomes timing Scientific Communication practical and enquiry Opportunities and (hours) skills skills resources What most candidates should Reference to past be able to do questions that indicate success 4.8.1.1 Diamond is very hard, has a Explain the 1 Link the properties of Research the Video clips: very high melting point and does properties of diamond to the structure in properties of diamond BBC Bitesize not conduct electricity. diamond and diagrammatic form. and graphite. Properties of graphite in terms In diamond, each carbon atom Present a reasoned Model the structure of diamonds of their structures forms four covalent bonds with explanation of the properties diamond and graphite and bonding. YouTube: Structure other carbon atoms in a giant of graphite linked to using model kits. of diamond and covalent structure. structure. graphite In graphite, each carbon atom You have been asked to BBC Bitesize forms three covalent bonds with explain why graphite Properties and three other carbon atoms, conducts electricity at the structure of graphite forming layers of hexagonal school open evening. What rings. There are no covalent would you say? RSC resource bonds between the layers. One ‘Allotropes of MS 5b electron from each carbon is Carbon’ including delocalised. Visualise and represent 2D video clips from RI and 3D forms including two Christmas lectures Graphene is a single layer of dimensional representations graphite and so is one atom Teachit Science of 3D objects. thick. It has properties that make resource (23739) it useful in electronics and ‘Diamond v graphite’ composites. 4.8.1.1 Fullerenes are molecules of Explain the 1 Give pupils images/models of Model the structure of Video clips: cont. carbon atoms with hollow properties of fullerenes and nanotubes. fullerenes and BBC Bitesize shapes. The structure of fullerenes and Discuss what properties they nanotubes using model Discovery and uses fullerenes is based on graphene in Spec Summary of the specification Learning Suggested Opportunities to develop Opportunities to apply Self/peer assessment ref. content outcomes timing Scientific Communication practical and enquiry Opportunities and (hours) skills skills resources What most candidates should Reference to past be able to do questions that indicate success hexagonal rings of carbon atoms terms of their think they might have. kits of graphene but they may also contain rings structures and Extended writing: describe Research properties YouTube: Bucky with five or seven carbon atoms. bonding. the history of fullerenes and and uses of fullerenes Balls, Graphene and The first fullerene to be suggest future applications. and nanotubes. Nano Tubes discovered was

buckminsterfullerene (C60), Britannica article which has a spherical shape. ‘Fullerene: Chemical compound’ Carbon nanotubes are cylindrical fullerenes. They have RSC resource high tensile strength, high ‘Allotropes of electrical conductivity and high Carbon’ including thermal conductivity. video clips from RI Christmas lectures 4.8.1.2 Crude oil is a finite resource Recall that crude 1 Explain what is meant by the Show table which Exampro user guide found in rocks. Crude oil is the oil is a main formula CnH2n+2 includes names and PowerPoint remains of an ancient biomass source of molecular formula of Ask pupils to suggest what consisting mainly of plankton hydrocarbons alkanes. Pupils deduce stereochemistry is by looking that was buried in mud. and is a general formula for up the definition of the root feedstock for the alkanes Crude oil is a mixture of a very word stereo-. Then make petrochemical large number of compounds. molecular models and work Plot boiling points of industry. Most of the compounds in crude out general formula for the alkanes against oil are hydrocarbons, which are Recognise that alkanes. number of carbons. molecules made up of hydrogen crude oil is a Make predictions of the Discussion question: how and carbon atoms only. finite resource. boiling points of other could the chemical synthesis alkanes. Alkane molecules can be Recall that of hydrocarbons play a role in represented in the following carbon can form reducing global warming? Which are gases at

forms: C2H6 or four covalent Spec Summary of the specification Learning Suggested Opportunities to develop Opportunities to apply Self/peer assessment ref. content outcomes timing Scientific Communication practical and enquiry Opportunities and (hours) skills skills resources What most candidates should Reference to past be able to do questions that indicate success bonds. Draw the covalent bonding room temperature? in: Explain that the Do all alkanes have the vast array of  methane same properties? natural and  ethane synthetic organic compounds  propane occur due to the  butane. Knowledge of the names of ability of carbon specific alkanes other than to form families Describe the strength of methane, ethane, propane and of similar bonds within and between butane is not required. compounds, alkane molecules. Link to the chains and rings. boiling points and size of alkanes. Describe the fractions as Define the term saturated. largely a mixture WS 1.2, MS 5b of compounds of

formula CnH2n+2 Recognise substances as which are alkanes given their formulae. members of the alkane homologous series. 4.8.1.3 Some properties of Write balanced 2 Pupils list all the objects in Investigate the Video clips: hydrocarbons depend on the equations for the their immediate vicinity which properties of BBC Bitesize size of their molecules, complete are manufactured from hydrocarbons in terms Combustion of including: combustion of hydrocarbons. of boiling point, carbon hydrocarbons viscosity and Spec Summary of the specification Learning Suggested Opportunities to develop Opportunities to apply Self/peer assessment ref. content outcomes timing Scientific Communication practical and enquiry Opportunities and (hours) skills skills resources What most candidates should Reference to past be able to do questions that indicate success  boiling point with a given Why is there less demand for flammability with BBC Bitesize formula. the thicker oils that result increasing molecular Combustion of  viscosity, from fractional distillation? size. Ask pupils to natural gas Describe and  flammability. explain the precautions explain the Pupils link the products of RSC resource – Oil taken during this These properties influence how separation of complete combustion of refining investigation. hydrocarbons are separated and crude oil by alkanes with global warming. Teachit Science how they are used as fuels. fractional Identify the products of resource distillation. combustion of alkanes. Knowledge of trends in (19679)’Crude oil – properties of hydrocarbons is Describe, explain Pupils use the whole fractional distillation’ limited to boiling points, viscosity and exemplify classroom to model a and flammability. the processes of fractionating column. fractional Points of exit for The many hydrocarbons in distillation. fractions provided by crude oil may be separated into Explain how gaps between tables. fractions, each of which contains modern life is Pupils can be given molecules with a similar number crucially cards with: of carbon atoms, by fractional dependent upon distillation.  name of fraction hydrocarbons. The fractions can be processed  boiling point to produce fuels and feedstock  drawing of length of for the petrochemical industry. chain Many of the fuels on which our  molecular formula. modern lifestyle depends such as petrol, diesel oil, kerosene, Other pupils have heavy fuel oil and liquefied cards which provide petroleum gases, are produced detail about the from crude oil. Knowledge of the column, eg 'heat Spec Summary of the specification Learning Suggested Opportunities to develop Opportunities to apply Self/peer assessment ref. content outcomes timing Scientific Communication practical and enquiry Opportunities and (hours) skills skills resources What most candidates should Reference to past be able to do questions that indicate success names of other specific fractions source', temperatures or fuels is not required. within column. They work together to The combustion of hydrocarbon position themselves fuels releases energy. During correctly. combustion, the carbon and hydrogen in the fuels are oxidised. The complete combustion of a hydrocarbon produces carbon dioxide and water. Many useful materials on which modern life depends are produced by the petrochemical industry. These include solvents, lubricants, polymers and detergents. 4.8.1.4 Hydrocarbons can be broken Describe the 1 Describe the process of Demo or practical: Video clips down to produce smaller, more production of cracking. crack paraffin over YouTube: useful molecules by catalytic materials that are porous clay pot. Explain the process of Hydrocarbon cracking or by steam cracking. more useful by cracking. Research uses of Cracking and Why It cracking. The products of cracking include common alkenes. Is Done Write balanced symbol alkanes and another type of equations for the cracking of Demo or practical: RSC experiment – hydrocarbon called alkenes. alkanes. catalytic dehydration of Addition Recall of the formulae or names ethanol to form ethene. polymerisation Describe the balanced of individual alkenes, other than symbol equation including Demo: making nylon. Teachit Science ethene, is not required. moles present, long alkane resource (19676) Spec Summary of the specification Learning Suggested Opportunities to develop Opportunities to apply Self/peer assessment ref. content outcomes timing Scientific Communication practical and enquiry Opportunities and (hours) skills skills resources What most candidates should Reference to past be able to do questions that indicate success There is a high demand for fuels reactant, specific reaction Demo: addition ‘Tracking cracking’ with small molecules and so conditions, and alkene and polymerisation of some of the products of cracking short alkane products. phenylethene. are useful as fuels. WS 1.2 Alkenes are used to produce Balance chemical equations polymers and as starting as examples of cracking materials for the production of given the formulae of the many other chemicals. Small reactants and products. ethene molecules polymerise to produce long-chain molecules of poly(ethene). 4.8.2 Resources of materials and energy Spec ref. Summary of the Learning outcomes Suggested timing (hours) Opportunities to Opportunities to apply Self/peer assessment specification develop Scientific practical and enquiry Opportunities and What most candidates content Communication skills resources should be able to do skills Reference to past questions that indicate success 4.8.2.1 Metals react Define the terms 1 Write word and Demo reaction: reacting Video clips: with oxygen to oxidation and balanced symbol metals with oxygen. BBC Bitesize Alkali produce metal reduction. equations for the Experiment: reduction of metals and their oxides. The reactions of Explain reduction and iron oxide by carbon. reactions to air and reactions are metals with oxidation in terms of water oxidation oxygen to Experiment: extracting loss or gain of oxygen, reactions produce metal metals with charcoal. RSC Reacting metals identifying which because the oxides. Use with oxygen species are oxidised metals gain these to identify and which are RSC Experiment – oxygen. where reduction reduced. reduction of iron and oxidation Reduction oxide by carbon Explain, using the has taken place. involves the loss position of carbon in RSC Experiment – of oxygen. WS 1.2 the reactivity series, extracting metals with Unreactive the principles of Identify the charcoal metals such as industrial processes substances gold are found used to extract metals, which are in the Earth as including extraction of oxidised or the metal itself a non-ferrous metal. reduced in terms but most metals of gain or loss of are found as oxygen. compounds that require chemical WS 1.4 reactions to Explain in terms extract the of the reactivity metal. series why some Knowledge and metals are Spec ref. Summary of the Learning outcomes Suggested timing (hours) Opportunities to Opportunities to apply Self/peer assessment specification develop Scientific practical and enquiry Opportunities and What most candidates content Communication skills resources should be able to do skills Reference to past questions that indicate success understanding extracted with are limited to carbon and the reduction of others by oxides using electrolysis. carbon. WS 1.4 Metals less Interpret or reactive than evaluate specific carbon can be metal extraction extracted from processes when their oxides by given reduction with appropriate carbon. information. Knowledge of the details of processes used in the extraction of metals is not required. 4.8.2.2 Metals can be Explain why and how 1 Recall the Students can extract Nuffield Foundation – extracted from electrolysis is used to reactivity series. zinc from zinc iodide Reaction of zinc with molten extract some metals using electrolysis. iodine Give reasons compounds from their ores. why some Class demonstration or Science aid.co.uk – using metals have to demo: reaction of zinc Extraction of electrolysis. be extracted by with iodine Aluminium Electrolysis is electrolysis. used if the metal Research how Bitesize – Aluminium is too reactive to Write balanced aluminium is extracted extraction Spec ref. Summary of the Learning outcomes Suggested timing (hours) Opportunities to Opportunities to apply Self/peer assessment specification develop Scientific practical and enquiry Opportunities and What most candidates content Communication skills resources should be able to do skills Reference to past questions that indicate success be extracted by equations for the from its ore. Bitesize – Iron and reduction with reactions that aluminium Ask pupils to suggest carbon or if the occur at both how they would test metal reacts electrodes. Faraday's first law of with carbon. Draw a cartoon electrolysis. What Large amounts strip to describe measurements would of energy are how aluminium they take? used in the is extracted from extraction its ore, including process to melt what happens at the compounds the anode and and to produce cathode. the electrical current. Students can produce a paper Aluminium is model of the manufactured process using by the cut out electrolysis of a electrodes and molten mixture electrons. of aluminium oxide and cryolit Students using positive produce an entry electrodes in the diary of (anode) made of Humphrey Davy carbon. The or Robert anodes have to Bunsen be replaced describing how from time to they produced Spec ref. Summary of the Learning outcomes Suggested timing (hours) Opportunities to Opportunities to apply Self/peer assessment specification develop Scientific practical and enquiry Opportunities and What most candidates content Communication skills resources should be able to do skills Reference to past questions that indicate success time. pure metals using electrolysis. WS 1.4 Explain technological applications of science.

4.8.2.3 (HT only) Evaluate alternative 1 Extended Research information for BBC Bitesize – biological methods of writing: describe the processes of: extyracting metals The Earth’s metal extraction the processes of and making alloys resources of  phytomining (bacterial and metal ores are  phytomining BBC article phytoextraction).  bioleaching. limited. Copper ‘Biomining: How  bioleaching. ores are Include percentage of microbes help to becoming Evaluate the metal extracted, mine copper scarce and new impacts and concentration of global Video clip YouTube: ways of benefits of warming gases extracting biological released, amount of Phytomining and copper from methods of electricity used etc. Bioleaching low-grade ores extracting metal. Use this data in an include WS 1.4 evaluation. phytomining and bioleaching. Evaluate It may be possible to These methods environmental model phytomining in avoid traditional implications of the laboratory by Spec ref. Summary of the Learning outcomes Suggested timing (hours) Opportunities to Opportunities to apply Self/peer assessment specification develop Scientific practical and enquiry Opportunities and What most candidates content Communication skills resources should be able to do skills Reference to past questions that indicate success mining methods the applications watering geraniums with of digging, of science. dilute copper sulphate moving and for a period of time. The disposing of leaves can be burnt and large amounts copper can be extracted of rock. from the ash by rinsing in dilute hydrochloric Phytomining acid and electrolysing uses plants to the solution. absorb metal compounds. The plants are harvested and then burned to produce ash that contains the metal compounds. Bioleaching uses bacteria to produce leachate solutions that contain metal compounds. The metal compounds can be processed to Spec ref. Summary of the Learning outcomes Suggested timing (hours) Opportunities to Opportunities to apply Self/peer assessment specification develop Scientific practical and enquiry Opportunities and What most candidates content Communication skills resources should be able to do skills Reference to past questions that indicate success obtain the metal. For example, copper can be obtained from solutions of copper compounds by displacement using scrap iron or by electrolysis. 4.8.2.4 Non-renewable Describe the main 1 Define Investigations into S-cool, the revision resources of energy resources renewable output of a model wind website – Non- energy include: available for use on energy resource turbine or solar cell. renewable Energy Sources Earth (including fossil and give  coal Research the different fuels, nuclear fuel, examples. Cyberphysics – types of energy  crude oil biofuel, wind, Energy Resources Define non- resources that are hydroelectricity, the  natural gas renewable available to generate The Energy Story – tides and the Sun). Chapter 20: energy resource electricity.  nuclear fuel Hydrogen and Future Compare the ways in and give For each type of energy Energy Sources A renewable which energy examples. resource find the energy resource resources are used. Pass My Exams – Explain the environmental impacts. Electricity Generation is one that is Distinguish between advantages and Explain why each type being (or can Video clip YouTube: renewable and non- disadvantages of of energy resource is be) replenished Energy Resources renewable resources. each type of used to generate as it is used. energy resource electricity even though it Spec ref. Summary of the Learning outcomes Suggested timing (hours) Opportunities to Opportunities to apply Self/peer assessment specification develop Scientific practical and enquiry Opportunities and What most candidates content Communication skills resources should be able to do skills Reference to past questions that indicate success Example of with respect to does have these renewable other sources, environmental impacts. energy eg the resources advantages and include: disadvantages of coal over nuclear  plants that power. provide biofuel Role-play a meeting between  wind a group of local turbines councillors/MPs,  hydroelectric local ity environmental groups and  tidal electricity barrages or companies trying undersea to get a new turbines power station  solar panels built. Which type that produce of power station electricity or would each heat water. group want? How persuasive are each group in getting their choice? Evaluate the use Spec ref. Summary of the Learning outcomes Suggested timing (hours) Opportunities to Opportunities to apply Self/peer assessment specification develop Scientific practical and enquiry Opportunities and What most candidates content Communication skills resources should be able to do skills Reference to past questions that indicate success of different energy resources for a given situation, eg generating electricity in remote locations. The evaluation should include ethical and environmental issues. Compare the use of different fuels in the generation of electricity, heating homes and transport. Determine the most suitable fuel for a particular use depending on the characteristics of the fuel. Spec ref. Summary of the Learning outcomes Suggested timing (hours) Opportunities to Opportunities to apply Self/peer assessment specification develop Scientific practical and enquiry Opportunities and What most candidates content Communication skills resources should be able to do skills Reference to past questions that indicate success Identify the political, social, ethical and economic considerations of choosing fossil fuels or nuclear fuels to generate electricity. For a given location determine the best way of generating electricity. WS 1.4 Explain technological applications of science. WS 1.4 Explain patterns and trends in given data about the use of energy Spec ref. Summary of the Learning outcomes Suggested timing (hours) Opportunities to Opportunities to apply Self/peer assessment specification develop Scientific practical and enquiry Opportunities and What most candidates content Communication skills resources should be able to do skills Reference to past questions that indicate success resources. WS 1.4 Evaluate the use of different energy resources. WS 4.4, MS 1c, 2c, 4a Interpret data with energy quantities given, using the prefixes kilo, mega, giga and tera. 4.8.2.5 Energy can be Describe with 1 Ask students to Video clips - transferred examples where there explore YouTube: GCSE BBC usefully, stored are energy transfers in questions such Bitesize Revision or dissipated, a system, where there as: Physics 5 Energy but cannot be is no net change to the Transfer 2  Can energy created or total energy of a be created or Teachit Science destroyed. closed system destroyed? resource (23331) (qualitative only). Whenever there ‘Energy transfers’  What are energy Describe, with happens to transfers in a examples, how in all Teachit Science energy that is system only part system changes, resource (23332) Spec ref. Summary of the Learning outcomes Suggested timing (hours) Opportunities to Opportunities to apply Self/peer assessment specification develop Scientific practical and enquiry Opportunities and What most candidates content Communication skills resources should be able to do skills Reference to past questions that indicate success of the energy is energy is dissipated so lost? ‘Energy transfers – usefully that it is stored in less peer assessment’  How can we transferred. The useful ways. reduce the rest of the amount of energy is energy being dissipated so wasted by a that it is stored machine? in less useful ways. This  What is the energy is often best way to described as reduce heat being 'wasted'. loss in the home? Presenting and writing descriptions and explanations:  Describe what happens to the electrical energy that goes into an appliance, such as a radio – in terms of Spec ref. Summary of the Learning outcomes Suggested timing (hours) Opportunities to Opportunities to apply Self/peer assessment specification develop Scientific practical and enquiry Opportunities and What most candidates content Communication skills resources should be able to do skills Reference to past questions that indicate success energy stores and how the amount of energy in each store changes. MS 1a, 1c, 3c Make calculations of the energy changes associated with changes in a system, recalling or selecting the relevant equations for mechanical, electrical and thermal processes; thereby express in quantitative form and on a common scale the overall redistribution of Spec ref. Summary of the Learning outcomes Suggested timing (hours) Opportunities to Opportunities to apply Self/peer assessment specification develop Scientific practical and enquiry Opportunities and What most candidates content Communication skills resources should be able to do skills Reference to past questions that indicate success energy in the system. 4.8.2.6 Unwanted Explain ways of 1 Presenting and Investigate ways of YouTube: How to energy transfers reducing unwanted writing reducing the energy loss insulate Your Home: can be reduced energy transfer, eg arguments: in a rollercoaster – so Types of Loft in a number of through lubrication and  Evaluate the that a marble dropped Insulation ways, for thermal insulation. down a U-shaped track use of Episodes of ’Grand example Describe the effects, will roll higher up the various types Designs’ may get through: on the rate of cooling opposite side of the of insulation students thinking of a building, of the track.  lubrication – in the home. about the design of thickness and thermal work done Look in Working critically with buildings and conductivity of its walls against the particular at primary and secondary insulation. Good (qualitative only). frictional the evidence: examples include: forces acting effectiveness  What is the best type  YouTube: Grand on an object of loft of insulation to use Designs – S9E09 causes a insulation, in the home? The rise in the double Cambridgeshire temperature glazing and Plan and carry out an Eco Home of the object cavity wall investigation to find out Cambridgeshire and insulation. which type of insulation Revisited dissipates The will reduce heat loss the useful evaluation most.  YouTube: Grand could be Designs Australia energy. Investigate how the based on – S04E06 Forest  the use of thickness of the cost, U- Lodge Eco [Full thermal insulating material used value, Episode] insulation – thermal affects heat loss. Energy changes that the higher conductivity, Obtaining and Spec ref. Summary of the Learning outcomes Suggested timing (hours) Opportunities to Opportunities to apply Self/peer assessment specification develop Scientific practical and enquiry Opportunities and What most candidates content Communication skills resources should be able to do skills Reference to past questions that indicate success the thermal payback time presenting primary take place in a conductivity or lifetime of evidence: rollercoaster: BBC of a material the insulation Bitesize – Design a building that the higher fitted. Gravitational potential will have very low the rate of energy Communication heating bills. This can energy for audience and be a 2D or 3D model – it Pass My Exams – transfer by purpose: is possible using a Conservation of conduction  Design a beaker of hot water and Energy & Energy across the a thermometer to find Transfer material. poster to illustrate the out how effective the reasons why insulation is in a 3D insulating the model that has been home is built. beneficial for both the homeowner and the environment. Select specific examples and suggest what could happen if insulation was not used in the home. Spec ref. Summary of the Learning outcomes Suggested timing (hours) Opportunities to Opportunities to apply Self/peer assessment specification develop Scientific practical and enquiry Opportunities and What most candidates content Communication skills resources should be able to do skills Reference to past questions that indicate success WS 1.4 Explain technological applications of science. 4.8.2.7 The energy Calculate energy 1 Ask students to Research different types Energy efficiency efficiency for efficiency for any explore of power station to find calculations: BBC any energy energy transfer. questions such out if combustion-based Bitesize – Efficiency transfer can be as: power stations are less (HT only) Describe Efficiency of power calculated using efficient that either ways to increase  Which type of stations video clip: the equation: nuclear or wind. efficiency. power station Investigate ways of YouTube: Which efficiency = is the most increasing the efficiency Power Source Is useful output efficient? of a coal-fired power most Efficient? energy transfer  Which type of station. ÷ total input Pass My Exams – light bulb energy transfer Calculate the efficiency Energy Transfer would cost of a machine as either a Diagrams and the least decimal or a Efficiency amount of percentage. Rearrange money to Cyberphysics – the equation to use? Sankey diagrams determine the total Prepare a energy put into the Teachit Science presentation on machine or the useful resource (23330) different types of energy output. ‘Energy efficiency’ light bulb. Find Students may have to out the cost of analyse data to buying and Spec ref. Summary of the Learning outcomes Suggested timing (hours) Opportunities to Opportunities to apply Self/peer assessment specification develop Scientific practical and enquiry Opportunities and What most candidates content Communication skills resources should be able to do skills Reference to past questions that indicate success running the light determine the useful bulbs in a home energy output if they are for one year. told the energy input Determine and the amount of whether energy wasted energy. saving light Interpret data on bulbs will save efficiencies of different money over machines. incandescent light bulbs. State the equation used to find efficiency. MS 3c Recall and apply this equation. MS 1a, 1c, 3c Calculate or use efficiency values as a decimal or as a percentage. 4.8.2.8 Life cycle Describe the basic 1 Describe what a Use the internet to carry BBC Bitesize – assessments principles in carrying LCA is using a out simple comparative making life cycle (LCAs) are out a life cycle suitable LCAs for shopping bags assessments carried out to assessment of a example. made from plastic and TED talk video ‘Paper assess the Spec ref. Summary of the Learning outcomes Suggested timing (hours) Opportunities to Opportunities to apply Self/peer assessment specification develop Scientific practical and enquiry Opportunities and What most candidates content Communication skills resources should be able to do skills Reference to past questions that indicate success environmental material or product. Use information paper. beats plastic? How to impact of the to interpret the rethink environmental Interpret data from a materials used LCA of a given folklore’ life cycle assessment and the energy material or of a material or Practical action resources product. product. resource ‘Lifecycle needed for Discuss the analysis PowerPoint’ products in each negative issues of these stages: relating to LCAs  extracting and why caution and should be used processing when using raw them. materials WS 1.3, 1.4, MS  manufacturi 1a, 1c, 1d, 2a, ng and 4a packaging Interpret data  use and from LCAs of operation materials or during its products given lifetime appropriate information.  disposal at the end of its useful life including transport and distribution at Spec ref. Summary of the Learning outcomes Suggested timing (hours) Opportunities to Opportunities to apply Self/peer assessment specification develop Scientific practical and enquiry Opportunities and What most candidates content Communication skills resources should be able to do skills Reference to past questions that indicate success each stage. Energy, water, resource consumption and production of some wastes can be fairly easily quantified. Allocating numerical values to pollutant effects is less straightforward and requires value judgements, so LCA is not a purely objective process. Selective or abbreviated LCAs can be devised to evaluate a product but Spec ref. Summary of the Learning outcomes Suggested timing (hours) Opportunities to Opportunities to apply Self/peer assessment specification develop Scientific practical and enquiry Opportunities and What most candidates content Communication skills resources should be able to do skills Reference to past questions that indicate success these can be misused to reach pre- determined conclusions, eg in support of claims for advertising purposes. 4.8.2.9 The reduction in Describe a process 1 Discuss the Research methods of Video clip - YouTube: use, reuse and where a material or issues relating to producing/obtaining Recycling Plastics recycling of product is recycled for using limited metal/glass/building materials by end a different use, and resources to materials/clay users reduces explain why this is generate energy. ceramics/plastics. the use of viable. Identify in these Extended limited material methods the limited writing: describe resources. It resources that are used the can also cut the to generate the energy. environmental use of energy impacts of Research how glass is resources and obtaining raw recycled. the production materials from of waste. Research how metal is the Earth. recycled and Metals can be WS 1.4 alternatives for use of recycled by scrap metals (eg in melting and Evaluate factors obtaining iron in a blast recasting or that affect furnace). reforming into decisions on Spec ref. Summary of the Learning outcomes Suggested timing (hours) Opportunities to Opportunities to apply Self/peer assessment specification develop Scientific practical and enquiry Opportunities and What most candidates content Communication skills resources should be able to do skills Reference to past questions that indicate success different recycling. products. The amount of separation required for recycling depends on the metal and the properties required of the final product. For example, in steel making some scrap steel is added to the iron from a blast furnace to reduce the amount of iron that needs to be extracted from iron ore.