Science and Materials in… · SHS3 General Science

Lesson notes

Learning Objectives

Indicator: 3.1.1.LI.1 - Identify air as a mixture and explain the uses of the components of air.

By the end of the lesson, learners can:

State the approximate percentage composition of the main gases in air (nitrogen, oxygen, carbon dioxide, noble gases and water vapour).
Explain, with reasons, why air is classified as a mixture rather than a compound.
Describe at least one simple laboratory test used to detect the presence of a specific component of air (e.g. oxygen, carbon dioxide or water vapour).
Explain at least two uses of nitrogen, oxygen, carbon dioxide and water vapour in nature and in daily life in Ghana.
Justify why the composition of air is not exactly the same in every location, giving at least one Ghanaian example (e.g. coastal areas, mining towns or markets).

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Curriculum details

Strand: Exploring Materials (Strand 1)
Sub-strand: Science and Materials in Nature (1.1)
Content standard: 3.1.1.CS.1 - Explore the concept of 'Air' as a mixture of useful gases in nature and understand the preparation of oxygen and carbon dioxide and their uses in human life. 3.1.1.LO.1 Explore the composition of air and the laboratory preparation and uses of oxygen and carbon dioxide.
Indicator: 3.1.1.LI.1 - Identify air as a mixture and explain the uses of the components of air.
Suggested placement: Semester 1, Week 1 (Week 1 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Curriculum reference: NaCCA curriculum document, p. 91

Exemplars (from the NaCCA curriculum)

Experiential Learning:
- Put learners in differentiated groups to explore, through laboratory activities, pictures, charts and videos from internet sources, air as a mixture, noting the various compositions of the gases, their relative abundance and their uses in nature.
- Engage learners to perform simple experiments to test for the various components of air.
- Provide an enabling environment for all learners to take part in all the activities to ensure the success of the lesson.
Teaching and Learning Resources:
- Internet sources such as MOOCs (E.g. https://www.youtube.com/watch?v=4p_aoxLIzs0; https://www.youtube.com/watch?v=eLlRiJPpklM)
- A trough or a big bowl
- Candle
- Matches measuring cylinder
- Plastic bowl/trough
- delivery tubes
- Dilute hydrochloric acid (HCl)
- Calcium Carbonate (CaCO ₃ )/eggshell
- Beakers
- conical flasks
- collecting jars charts
- pictures illustrating that air is a mixture.
- gas jar
- thistle funnels or improvised forms of these materials
- Hydrogen peroxide
- Potassium Chlorate
- delivery tube water trough, etc.
- Requisite glassware and reagents or improvised materials such as jugs,
Assessment (3.1.1.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 4 Extended critical thinking and reasoning.