This course links most of the content from Unit 1 Physics, Chemistry and Biology into a progressive and practical course in the outdoors. Students will undertake practical and out-of-classroom activities based on: B1 influences on Life B2 Components of life C1 The Earth s sea and atmosphere C1 Fuels C1 Materials from Earth P1 energy and the Future They will have the opportunity to develop their investigative and practical skills by: Using observations, evidence and fundamental ideas to ask scientific questions Designing and carrying out an investigation, including risk assessments Making measurements, selecting data and collecting secondary data Presenting, analysing and interpreting data to form conclusions Evaluating methodology, evidence, data and societal aspects of scientific evidence Please visit http://www.field-studies-council.org/outdoorclassroom/ For alternative courses covering GCSE Edexcel Science Fieldwork
COURSE LENGTH 3 Days (2 nights with 6 teaching sessions) Monday / Wednesday Tuesday / Thursday Wednesday / Friday Friday Saturday Sunday Arrive for lunch. Afternoon and evening sessions Morning, afternoon and evening sessions Morning session. Depart after Lunch OR Arrive for evening meal. Evening session Morning, afternoon and evening sessions Morning and afternoon sessions. COURSE TIMETABLE DAY MORNING AFTERNOON EVENING Arrival (approx. 12-1pm) 1 Welcome and outline of the course Tour of Centre Settle into rooms Allocate kit (i.e. waterproofs) Air Pollution 2 Choose one from: Limestone as a Resource Climate Change Environmental Change 3 Energy Efficiency and Building Audits Depart after lunch Please note: to ensure safe and quality learning experiences for students the timetable may alter depending on weather conditions and local factors at.
COURSE CONTENT Air Pollution This module will allow students to understand the current composition of the atmosphere. They will be introduced to the common pollutants, their sources and effects. The students will be led though the importance of environmental monitoring with the use of abiotic and biotic sampling techniques. The students will develop fieldwork skills in data collection and planning of an investigation, including the interpretation of their own results and secondary data. They will gather primary data on indicator species (lichens) and gain an understanding of their distribution and mutual symbiotic relation. Throughout the module, the importance of biodiversity will be covered and linked into understanding populations, ecosystems and adaptations. The module will conclude with a discussion on what measures can be taken to reduce air pollution locally and nationally. CHOOSE ONE FROM: Limestone as a Resource Limestone is a commonly used building material and is a vital raw material in the production of glass, cement and concrete. Its products have historically been used to neutralise soil acidity and more recently to remove acidic gases produced by the burning of fossil fuels. Students will consider the formation of sedimentary rock and carry out simple experiments to model the key processes before making first hand observations of a landscape based on sedimentary rock and seeing evidence of fossils. They will follow an outdoor trail to see the effect of limestone quarrying and the ways that limestone can be used. They will make a photographic record of natural features formed by limestone erosion and the man-made products formed by limestone today. Climate Change The students will develop knowledge of how the atmosphere has evolved into the modern atmosphere that we live in today. They will also learn that it is difficult to know exactly about the early atmospheric conditions. There will be the opportunity for an investigation into the production of oxygen by aquatic vegetation, with students planning and collecting primary data. They will study how small changes in the atmosphere occur through human activity and how various gases trap heat from the sun and keep the Earth warm. Students will test carbon dioxide levels in the air and evaluate secondary data. The module will explore the story of carbon, one of the greenhouse gases, and how it can be measured in soils and the atmosphere, allowing the learner to better understand the carbon cycle. At the end of the module students will be able to discuss how models can be used to predict 'global warming', looking at the causes and consequences. They will understand the importance of environmental monitoring and possible methods of combating air pollution. Environmental Change Freshwater ecosystems, such as ponds and streams, are extremely important as habitats, supporting a wide variety of plants and animals. These freshwater ecosystems can become polluted through eutrophication. Students will use a scientific approach to design and implement an investigation of the health of a freshwater ecosystem. They will use a variety of equipment and techniques (including quadrats, nets and digital meters) to sample the communities of invertebrates, and other life, as well as the chemical and physical properties of water (including temperature, oxygen and nitrate concentrations). Using the Five Kingdoms system of classification, students will use keys and microscopes to identify organisms. The quality of the water will then be assessed by looking at the groups of aquatic invertebrates and using them as indicators to assess the level of water pollution and concentration of dissolved oxygen. Using microscopes and film clips during the day, students will investigate how different groups of organisms are adapted to the environmental conditions in the habitat, and how those adaptations allow them to survive. Students will have the opportunity to use ICT to graphically present and analyse the data. Primary and secondary data and images will be used to enable the students to draw conclusions and review their hypothesis about the environmental conditions and how these have affected the ecosystem. Students will evaluate the study, taking into account the limitations of methodology and evidence. Students will use information collected during the day and from secondary sources to make decisions about how the site could be managed to improve the health of the ecosystem and increase biodiversity.
Energy Efficiency and Building Audits How efficient is your home? This module will require students to test a variety of different materials and record primary data in regards to energy transfer. This will involve planning and carrying out an investigation by constructing a 'model house' and using sensors to measure the temperature with and without various types of insulators. The students will also use the 'model house' to test surfaces of different natures in relation to the absorbance of infra-red radiation and use the centre as an auditable building. During the module the students will use efficiency equations and diagrams of energy transfer to understand what is happening with the investigation. Potential ways to conserve energy and reduce energy consumption will be explored and limitations of the study will be discussed. LEARNING OBJECTIVES Air Pollution Identify the composition of the atmosphere at present and be how it can be easy affected. Describe which gases are in today s atmosphere. Use fieldwork techniques to collect primary data. Link most of the primary and secondary data works. Access secondary data from FSC Centre and global websites. collected to determine that human activity is affecting and altering the location of indicator Have the opportunity to analyse the data species. collected, present this information and draw some conclusions of the results. Identify the techniques used can be used in other types of investigations using scientific Limestone as a Resource understanding. Identify limitations with the data collection techniques and ways to improve. Be able to apply the fieldwork day to the Controlled Assessment. Understand how the symbiotic relationship Recognise the limitations with fieldwork techniques, data presentation techniques and every phase of the enquiry. Know that limestone is calcium carbonate and is a sedimentary rock. Know that limestone is calcium carbonate and is a sedimentary rock formed from seashells Know that limestone is used as a building material, millions of years ago. and that it can also be used to make concrete and Know that limestone is used as a building above. cement. material, and that it can also be used to make Know that it can be converted to slaked lime and used to improve soil fertility. concrete and cement; it is also used in the formation of glass and steel. Know that limestone is removed from the ground by quarrying. Know that it can be converted to slaked lime by and used to improve soil fertility. Understand that quarrying has significant. impact on the local landscape. Climate Change Be able to write balanced chemical equations to describe the reactions Understand the economic and social impacts of quarrying limestone. Identify the composition of the atmosphere at present and be aware that they have stayed the same for the last 200 million years. Describe which gases that made up the early earth and the theoretical process that results in today s atmosphere. Understand how the molecular structure of the greenhouse gasses causes Use fieldwork techniques to collect primary data. Link most of the primary and secondary data the greenhouse effect. Access secondary data from FSC Centre and climate websites. collected to determine that human activity is affecting and altering climate conditions. Describe the process that leads to global dimming. Have the opportunity to analyse the data collected, present this information and draw some conclusions of the results. Identify the techniques used can be used in other types of investigations using scientific understanding. Identify limitations with the data collection techniques and ways to improve. Be able to apply the fieldwork day to the Controlled Assessment. Recognise the limitations with fieldwork techniques, data presentation techniques and every phase of the enquiry.
Environmental Change Identify how two named freshwater invertebrates are adapted to their environment and how they survive in varying conditions. Explain, giving examples, how changes in the environment affect the distribution of living organisms. Give an example of one biotic and one abiotic factors that a named organism is dependent on. Use a key to identify freshwater invertebrates and classify them into groups based on observable features. State how they could investigate how water pollution changes animal distribution. Use invertebrate animals as indicators of water pollution. Describe how abiotic factors can be measured. Describe how most ecosystems are reliant on the suns energy, and explain how this is transferred between trophic levels. Represent the energy at trophic levels in a freshwater ecosystem by creating a pyramid of numbers and of biomass. Understand the role of green plants as producers in capturing this energy and making it available to other organisms. Use data to draw food chains and webs and be able to identify producers, consumers and trophic levels. Use equipment and techniques to measure how physical factors (temp., oxygen and velocity) affect organisms. Use quadrats and nets, to investigate changes in the distribution of organisms within a freshwater habitat. Use data collected (primary or secondary) as evidence to account for the distribution of organisms. Use the presence or absence of indicator species as evidence to assess the level of pollution, e.g. Bloodworms, stonefly, freshwater shrimps. Present data using tables, graphs and charts. Identify possible hazards of fieldwork and suggest ways of managing risks. Use the data collected to develop hypotheses. Explain how environmental change can be measured using abiotic indicators such as oxygen levels and biotic factors such as indicator species. Correctly apply the terms biodiversity, population, habitat, environment, community and ecosystem. Explain how living organisms are dependent on each other. Use data collected to demonstrate how there a fewer organisms at each trophic level and this limits the food chain. Understand that energy is transferred between consumers decomposers (HT) and detritivores) in an ecosystem. Explain how energy passes out of a food chain at each stage via heat, waste products and uneaten parts, limiting the length of food chains. Use data to describing the relationship between two variables and deciding whether the relationship is causal or by association. Draw conclusions using scientific ideas and evidence. Review hypotheses, in light of data and conclusions. Evaluate the validity and reliability of data collected during fieldwork. Explain the distribution of freshwater invertebrates in terms of the adaptations of the organisms found to their environment and competition for resources. Explain eutrophication and how this affects plants, animals and microorganisms. Energy Efficiency and Building Audits Identify the that what type of materials reflect and absorbs energy. Link most of the primary and secondary data collected to determine what type of materials Understand how the energy is transferred. Use fieldwork techniques to collect primary data. are good insulators. Describe the process that Access secondary data from FSC Centre. Identify the techniques used can be used in are involved in auditing a Have the opportunity to analyse the data other types of investigations using scientific building. collected, present this information and draw some understanding. Recognise the limitations conclusions of the results. Identify limitations with the data collection techniques and ways to improve. with fieldwork techniques, data presentation Be able to apply the fieldwork day to the Controlled Assessment. techniques and every phase of the enquiry.
SPECIFICATION LINKS Air Pollution Unit B1: Influences on life. Topic 3: Problems of and solutions to a changing environment 3.19 Explain how the survival of some organisms may depend on the presence of another species: mutualism, 3.23 Investigate the effect of pollutants on plant germination and plant growth - Investigate how indicator species can be used to assess levels of pollution in water or the atmosphere 3.24 Demonstrate an understanding of how scientists can use the presence or absence of indicator species as evidence to assess the level of pollution: a) polluted water indicator bloodworm, sludge worm b) clean water indicator stonefly, freshwater shrimps c) air quality indicator lichen species, blackspot fungus on roses Unit B2: The components of life. Topic 2: Organisms and energy 2.22 Investigate the relationship between organisms and their environment using fieldwork techniques 2.23 Investigate the distribution of organisms in an ecosystem, using sampling techniques including: a) pooters b) sweep nets/pond nets c) pitfall traps d) quadrats and measure environmental factors including: e) temperature f) light intensity g) ph Climate Change Unit B1: Influences on life. Topic 3: problems of and solutions to a changing environment 3.26 Demonstrate an understanding of how carbon is recycled: a) During photosynthesis plants remove carbon dioxide from the atmosphere b) Carbon compounds pass along a food chain c) During respiration organisms release carbon dioxide into the atmosphere d) Decomposers release carbon dioxide into the atmosphere e) Combustion of fossil fuels releases carbon dioxide into the atmosphere Unit C1: Chemistry in our world. Topic 1: The Earth s sea and atmosphere 1.1 Recall that the gases produced by volcanic activity formed the Earth s early atmosphere 1.2 Recall that the early atmosphere contained: a) Little or no oxygen b) A large amount of carbon dioxide c) Water vapour and small amounts of other gases 1.3 Explain why there are different sources of information about the development of the atmosphere which makes it difficult to be precise about the evolution of the atmosphere 1.5 Describe how the amount of carbon dioxide in the atmosphere was reduced by: a) The dissolution of carbon dioxide into the oceans b) The later incorporation of this dissolved carbon dioxide into marine organisms which eventually formed carbonate rocks 1.6 Explain how the growth of primitive plants used carbon dioxide and released oxygen by photosynthesis and consequently the amount of oxygen in the atmosphere gradually increased 1.7 Investigate the proportion of oxygen in the atmosphere 1.8 Describe the current composition of the atmosphere and interpret data sources showing this information 1.9 Demonstrate an understanding of how small changes in the atmosphere occur through: a) volcanic activity b) human activity, including the burning of fossil fuels, farming and deforestation Unit C1: Chemistry in our world. Topic 5: Fuels 5.13 Describe how various gases in the atmosphere, including carbon dioxide, methane and water vapour, trap heat from the Sun and that this keeps the Earth warm 5.14 Demonstrate an understanding that the Earth s temperature varies and that human activity may influence this
5.15 Demonstrate an understanding that the proportion of carbon dioxide in the atmosphere varies due to human activity, and that chemists are investigating methods to control the amount of the gas in the atmosphere by: a) iron seeding of oceans b) converting carbon dioxide into hydrocarbons 5.16 Evaluate how far the correlation between global temperature and the proportion of carbon dioxide in the atmosphere provides evidence for climate change Limestone as a Resource Unit 1: Chemistry in our World. Topic 2: Materials from the Earth 2.2 Describe chalk and limestone as examples of sedimentary rocks 2.3 Describe how sedimentary rocks are formed by the compaction of layers of sediment over a very long time period 2.4 Recall that sedimentary rocks: a) May contain fossils b) Are susceptible to erosion 2.7 Recall that limestone, chalk and marble exist in the Earth s crust and that they are all natural forms of calcium carbonate 2.8 Demonstrate an understanding of the balance between the demand for limestone and the economic, environmental and social effects of quarrying it 2.9 Demonstrate an understanding of the commercial need for quarrying calcium carbonate on a large scale, as a raw material, for the formation of glass, cement and concrete 2.10 Describe the thermal decomposition of calcium carbonate into calcium oxide and carbon dioxide 2.14 Describe the effect of water on calcium oxide 2.15 Describe how calcium hydroxide dissolves in water to form a solution, known as limewater 2.17 Explain how calcium oxide, calcium hydroxide and calcium carbonate can be used to neutralise soil acidity 2.18 Explain how calcium carbonate can be used to remove acidic gases from coal-fired power station chimneys, reducing harmful emissions and helping to reduce acid rain Environmental Change Unit B1: Influences on life. Topic 3: Problems of and solutions to a changing environment Main focus on: 3.22 Explain how eutrophication occurs and the problems associated with eutrophication 3.24 Demonstrate an understanding of how scientists can use the presence or absence of indicator species as evidence to assess the level of pollution: a) polluted water indicator bloodworm, sludge worm b) clean water indicator stonefly, freshwater shrimps c) air quality indicator lichen species, blackspot fungus on roses Also covers aspects of: 1.1 Demonstrate an understanding of how biologists classify organisms according to how closely they are related to one another including: a) Species b) Genus c) Family d) Order e) Class f) Phylum g) The Five Kingdoms 1.2 Describe the main characteristics of the five kingdoms including: a) Animala b) Plantae c) Fungi d) Protoctisa e) Prokaryotes 1.11 Explain how organisms are adapted to their environment and how some organisms have characteristics that enable them to survive in extreme environment, including deep-sea hydro-thermal vents and polar regions.
Prepares students for: Unit B2: The Components of life. Topic 2: Organisms and Energy 2.22 Investigate the relationship between organisms and their environment using fieldwork techniques 2.23 Investigate the distribution of organisms in an ecosystem, using sampling techniques including: a) Pooters b) Sweep nets / pond nets c) Pitfall traps d) Qudrats and measuring environmental factors including: e) Temperature f) Light intensity g) ph Energy Efficiency / Building Audits Unit P1: Universal physics. Topic 6: Energy and the future 6.1 Demonstrate an understanding that energy is conserved 6.2 Describe energy transfer chains involving the following forms of energy: thermal (heat), light, electrical, sound, kinetic (movement), chemical, nuclear and potential (elastic and gravitational) 6.3 Demonstrate an understanding of how diagrams can be used to represent energy transfers 6.4 Apply the idea that efficiency is the proportion of energy transferred to useful forms to everyday situations 6.5 Use the efficiency equation: (useful energy transferred by the device) efficiency = x100% (total energy supplied to the device) 6.6 Demonstrate an understanding that for a system to be at a constant temperature it needs to radiate the same average power that it absorbs 6.7 Investigate how the nature of a surface affects the amount of thermal energy radiated or absorbed
FSC CENTRES This course is offered at our residential listed below, set in some of the most stunning locations in the UK. FSC Centres that offer this course: BL Blencathra Tel: 017687 79601 NC Nettlecombe Tel: 01984 640320 PM Preston Montford Tel: 0845 330 7378 OR Orielton Tel: 0845 330 7372 RC Rhyd-y-creuau Tel: 01690 710 494 TO BOOK THIS COURSE, SIMPLY: 1. Choose the time of the year you would like to attend 2. Pick the centre/ of interest 3. Check availability online or contact head office using the details at the bottom of the page or contact the centre of your choice *Please note to book this course the minimum size of your group must be 12 students and 1 member of staff Please visit http://www.field-studies-council.org/outdoorclassroom/ For alternative Key Stage 4 courses