Electronic cigarettes
Electronic cigarettes
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Resource from the ENGAGE project, which won 'best open educational resource (2017)'
Turkey, Wales, Normandy and parts of Canada have recently banned the use of electronic cigarettes indoors, and the EU is considering following their example. Campaigners in support of an EU-wide ban point out that nicotine from e-cigarettes may contribute to heart disease and cancers, as well as damaging the brains of developing foetuses. In this activity students decide whether they support a ban. They apply their knowledge of particle theory to decide whether exhaled nicotine can reach non-vapers nearby, and then learn to judge risks to decide whether the benefits of a ban on indoor vaping outweigh the risks.
Learning objective
- Particles: draw before and after diagrams of particles to explain observations
- Estimate risks: weigh up the benefits and risks of an application of science to make a decision
Blueprint curriculum link
Lesson 1
- Unit: Substances & particles
- Concept: Particle model: Substances can be modelled as small particles in motion. Their energy and arrangement differs between states of matter
- Learning stage: Apply
Lesson 2
- Skills: Decisions: Estimate the seriousness of the hazards of an experiment or technology
- Learning stage: Analyse
Activity contents
- Teachers guide
- Two powerpoint presentations (lesson 1 and 2)
These lessons are delivered as a zip file. After you checkout, you will be sent an email with the link to download them.
Weblinks
This article from the BBC contains links to many other relevant web pages
Article on the health impacts of e-cigarettes
From Action on Smoking and Health, suitable for higher attaining students
Detailed report on the safety of e-cigarettes
From the British Medical Journal, suitable for teacher background
Q&A
For the Year 7 Mastery Practice book:
For the Y9/GCSE Mastery Practice Book:
It was written to help year 7 students learn to transfer the scientific knowledge to unfamiliar situation. It can also be used by students in other years to improve their understanding of the fundamental concepts. Learning to apply is what will give students access to the 60% of marks at GCSE that demand more than recalling content. The book uses a research-based approach to teach students how to solve different types of problems.
The Practice Book has a chapter on each unit in the year 7 curriculum, based on a 5-year curriculum and AQA's KS3 Science Syllabus. Download the sample material to see exactly what concepts and types of problems are included.
The first strategy studente need to learn is to evaluate the problem and what knowledge is needed to solve it. 'Detect' simulates how an expert looks at a question. They make sense of the situation, look beyond the superficial details to find the deep structure This allows them to recognise this as an example of a problem type they have seen before, and recall the organised information they need to solve - key concepts. It ensures that students avoid their inclination to just look at the keywords, and dive in risking misunderstanding the situation. Detect is broken down into smaller steps, usually: draw a diagram, show values, identify unknown, decide the concept
This encourages students to bring into their working memory all their existing knowledge, externalise it on paper (to reduce working memory demands), and then home in on what's relevant to solving the problem.
The third stage of the problem solving strategy is the actual solution process using the knowledge from Recall.The Solve starts by showing how to use the knowledge from Recall and models a step by step process of moving towards a solution for the problem.We teach students how to write answers scientifically, using a variety of structures like claim-evidence-reasoning, and problem-solution, and cause-effect.
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