| Chemistry |
Lesson
10: Chemical warfare – are you
protected? |
| Curriculum
Key: |
AQA
12.6 |
OCRA
P1 |
OCRA
C1f C1e |
Edexcel
Topic 7 |
Objective(s)
1.
Students evaluate materials’ suitability
for a particular task based upon
scientific evidence, especially
comparing numerical data.
2. Students evaluate each others’
designs, identifying both strengths
and weaknesses (peer assessment).
3. Students work as part of a
team to design a chemical warfare
suit.
|
Resources
needed
PowerPoint
presentation
Plain A4 paper
Design template sheet
Chemical cards
Material cards. |
Starter:
10
minutes
PowerPoint
– (see teachers’ notes for guidance
on using it). This begins by introducing
the topic of chemical warfare
and protection, focusing upon
a new technology to make nanofibres
(a skin tight moulded suit).
Group discussion and feedback
on the things that a designer
must consider when designing a
chemical warfare suit – Mind
Mapping
|
Teacher
input/assessment
Teacher-led
discussion (PowerPoint activity). |
Main
Activity 1: 15
minutes
The
PowerPoint continues to show students
the problem with current chemical
warfare suits and introduce their
role.
Card sort activity – Students
look at the chemical cards and
identify the best material for
protecting against each one (or
for allowing through in the cases
of oxygen, water etc) e.g. Cotton
is the lightest so reducing sweating
but is the most porous so ineffective
against a lot of chemicals.
|
Teacher
input / assessment
PowerPoint,
discussion feedback. |
Main
Activity 2: 25
minutes
Design
the suit using the design template;
final slide is a copy of the template
for teacher led prompts. It is
possible for students to annotate
and add drawings to the body to
illustrate a particular design
feature to aid their written description. |
Teacher
input / assessment
Teacher
guidance for each group may be
dependant upon ability. |
Plenary:
15
minutes
Each
group presents their designs to
the rest of the class and peer
assessment results in a winning
design for the class. If time
is short, designs would be finished
for homework. |
Teacher
input / assessment
Discussion
at the end. Poster competition? |
Learning
Outcomes:
All
students must: work
as a group to produce a design
for a chemical warfare protective
suit.
Most
students should: understand
that the suit would be more suitable
if it was not made from just one
material.
Some
students could: suggest
the properties of an ideal material
(or a combination of materials). |
Key
Skills: Team
work, evaluating
Key
words: porous,
absorption, nanometre
Homework:
Name
and explain other occasions where
the property of the material chosen
is relevant to the task it performs. |
Differentiation:
More
able: should
choose appropriate materials for
different parts of the body and
justify their decisions.
Less
able: design
a suit made of one material and
justify their reasoning. |
