Unit

Useful energy
06
Unit question
How do we use energy?
Significant concepts
How is energy transferred and transformed in different environments?
The idea of energy
Sources of energy
Energy transformation
Energy transfer processes
Area of interaction: Environments
In this unit, you will learn about energy and how it is applied in different
environments. Energy has several different, but related meanings, which you will
learn to distinguish.

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 Science 2 UNIT 6 Useful energy

Introduction
Energy makes things happen. It makes things change and enables us to work. But energy
is not easy to define. We say that we have lots of energy when we are feeling lively. Oil, gas,
coal, uranium, electricity and food are all referred to as energy sources. Energy appears in
different forms. Heat keeps us warm and light helps us see. Energy transformation occurs
when one type of energy is changed into another. Energy transfer occurs when one type
of energy moves from one place to another place. Energy is transferred and transformed
in different ways according to the environment.

Reflection about learning

In this unit you will develop your
understanding about several meanings
given to the word energy. Write energy
in the centre of a large sheet of paper.
(Figure 6.1). In as many different ways as
Energy
you can think of, illustrate how the word
energy is used. Leave some room so you
can make changes to the spider diagram
as you learn new things about energy.

Figure 6.1 The ways in which energy is used.

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 Science 2 UNIT 6 Useful energy

Area of interaction
Measuring forms of energy
Forms of energy are identified by where they come from (solar, geothermal, wind, etc.)
(Figure 6.4) or how they are experienced or measured on instruments.
Community and
service
The more wealth
people have, the more
of the Earths energy
resources they are likely
to consume. Obesity is a
problem in high-income
nations, but not in low-
income nations, where
malnutrition is common.
How can you help
people to reduce their
energy consumption?

Figure 6.4 Some forms of energy are identified by where they come from

work on the web

BLM 6.2 Sensitivity to hot and cold

Go to www. Our bodies are our first measuring instrument.

cengage.com.
au/SIS2 and We use our ears to hear sounds hearing is a
click on world form of measurement. Our ears are the measuring
energy usage. device for sound energy, our eyes measure light
Make a table that energy and our skin measures heat energy. But
compares the our body instruments can be fooled. For example,
energy use of the
if you put cold hands into a bowl of warm water,
three wealthiest
nations with your hands feel hotter than if you put warm hands
the three lowest- into the same water.

Qualitative and quantitative

income nations.
Write about your

measurements
reaction to these
differences.
We hear soft, normal and loud sounds. But how
much sound energy is soft? How much light is
bright? How much energy is warm?
A qualitative measurement is a description
that does not include an exact number. Soft sound
is qualitatively less than loud sound. Dark and Figure 6.5 Our bodies are our
bright, hot and cold are qualitative measurements first measuring instruments.
of light and heat respectively.
A quantitative measurement provides the exact quantity of energy in numerical form.
The measuring device has an agreed scale on it. Some examples of measuring instruments
are an audiometer or sonometer for sound, a photometer for light and a thermometer
for heat energy.
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 a b

Figure 6.6 Quantitative

measuring instruments:
(a) audiometer (b) photometer
(c) thermometer

Basic energy unit

In the internationally agreed system of units, the Systeme Internationale (SI), energy is
measured in the unit joule (J). A really fast person can cover a distance of 10 metres in one
second. This is equivalent to about 5000 joules of energy (the exact amount depends on the
mass of the person). The kilojoule (kJ) is 1000 joules of energy, so 5000 J is the same as 5 kJ.
A typical household in the United Kingdom will use about 1000 kJ per day just to heat
water. One megajoule (MJ) is one million joules of energy, or 1000 kJ. To simplify the writing
of numbers, we need several units that are multiples of the joule. Table 6.1 shows a few of
these.You may recognise some of the prefixes from your experience with computer file sizes. 123

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 Science 2 UNIT 6 Useful energy

Table 6.1 Multiples of the basic energy unit, joule (J)

Energy (J) Number Prefix Name Symbol Index notation

1 one (-) joule J not needed

1000 thousand joules kilo kilojoule kJ 103
1000000 million joules mega megajoule MJ 106
1000000000 billion joules giga gigajoule GJ 109
1000000000000 trillion joules tera terajoule TJ 1012

BLM 6.3 Skills: scientific notation

Other units of energy

The calorie (cal) and the kilocalorie (1000 calories = 1 kcal) are familiar to people on diets.
The kilowatt hour (kWh) is most often used in electricity contexts. Table 6.2 shows the
relationship between these energy units and the joule.

Table 6.2 Familiar energy units and their joule equivalent

Equivalent energy
Unit Name Equivalent energy (J) (multiples of joule)
1 kWh kilowatt hour 3600000 3.6 MJ
1 cal calorie 4.2 4.2 J
1 kcal kilocalorie 4200 4.2 kJ

Skills

Converting between units

1 A biscuit provides 40 kcal of energy. How many kilojoules is this?
Answer: Using Table 6.2:
1 kcal 5 4.2 kJ, so 40 kcal 5 40 3 4.2 kJ 5 168 kJ
2 A 1.5 kW heater works for 2 hours. How much energy does the heater produce
(a) in kilowatt hours and (b) joules?
Answer: (a) 1.5 kW 3 2.0 h 5 3.0 kWh
J
(b) 3.0 kWh 3 3600000 _____

5 10800000 J (5 10.8 MJ)
kWh

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 Experiment 6.1 Assessment Task 2
(Criteria E and F)
Measuring energy
Aim
To show the difference between qualitative and quantitative
Safety
measurements.
Be careful. Do not
Materials expose yourself
to very high noise
your own energy measuring devices: ears and eyes levels or very high
variable sound source, such as a signal generator and speaker brightness levels.
audiometer or sound level meter
variable light source, such as an electric torch circuit with a variable
resistor Inquirers

photometer or light meter What do scales

Procedure measure?
The scale on
1 Use the variable sound source to make several different loud and a thermometer
soft sounds. is in degrees. It
2 Record the sounds both qualitatively (soft/loud) and quantitatively measures heat,
(scale reading on the measuring device). but not in joules,
3 Repeat the procedure using a variable light source. the units of energy.
Did you want to
Results get below the
Design a data table to record what you did and what you found out. Put surface to work
the units for each form of energy at the top of the column in your data out the relationship
table. between energy
Conclusion and the scales on
the instruments?
Explain how your results show the difference between qualitative and If you did, then
quantitative measurements. you showed the
Extension attributes of an
inquirer. Inquirers
For a single sound or light energy source use the appropriate instrument
like to ask their own
to measure the energy at different distances away from the source.
questions and seek
Record the data in a table and plot it on a graph. Describe the relationship
deeper knowledge.
between distance and the measurement of the energy level.
(They need to be
resilient, too!)

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 Experiment 6.2 Assessment Task 3
(Criteria E and F)
Heat transfer from hot to cold things
Aim
6.1
To measure heat transfer.

Materials Lets use

1 3 200 cm beaker 3 technology
1 3 large test tube Click on the icon
to learn how
2 3 thermometers or temperature probes to investigate
retort stand and clamps
a cooling cup
of tea using a
ice water (about 0C), tap water (about 20C) and hot water (about temperature
40C) sensor and
datalogging
Procedure equipment.

1 Draw up a data table with the following columns:

Time (min) Temperature in 200 cm3 beaker (C) Temperature in test tube (C)

2 Pour 150 cm3 of tap water into the beaker.

3 Put 50 cm3 of ice water into the test tube.
4 Put a thermometer in the beaker and in the test tube. Record the
temperatures.
5 Suspend the test tube in the beaker of tap water.
6 Measure and record the temperature readings in the data table
every two minutes for at least ten minutes. Check that you have only
recorded numbers, not units in your data table.
7 Repeat the experiment, but using hot water in place of the ice water
in the test tube.
8 Record the data in a second table.

Results
On the same set of axes, plot the temperature versus time graphs for:
1 tap water and ice water
2 tap water and hot water.

Conclusion
1 For each case, state what happened to the temperature of the
water in the test tube compared to the temperature of the water in
the beaker.

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 Science 2 UNIT 6 Useful energy

2 Indicate what you found out about the direction of heat flow in these
two cases.

Extension
This experiment could be used to represent what happens when you put
your hands, hot or cold, into a basin of water.
1 Which part of the experiment represents (i) the basin of water and
(ii) your hands?
2 Use the model to help explain why you experience hot and cold
differently when you put your hot or cold hands into tap water.

Heat transfer in a house

Houses provide shelter and warmth, two of our basic human needs. Much of the energy
that we use in our houses regulates warmth. However, there is often much leakage of heat
from our homes to the surrounding environment. This can be shown on a thermogram or
heat photograph (Figure 6.14). The scale is shown at the side. The greatest heat transfer
from inside the house to the outside occurs where the temperature difference is greatest.
This is at the windows.

work on the web

Go to www.
cengage.com.
au/SIS2 and click
on thermograms.
The heat
photographs can
show us where
heat is lost from a
house or building.
Use the weblink
to help you plan
your Summative
Assessment task.
Click on blower
door test. This
process checks for
cracks and chinks
where air escapes
around the house.
How could you Figure 6.14 Thermogram of a house
use a simple
blower test (fan? Heat transfer by convection occurs under doors, through keyholes and poorly fitting
hairdryer?) in
your Summative
windows. Heat loss via conduction at windows can be reduced by double glazing, where
Assessment Task? two panes of window glass are separated by an insulating air gap. Convection currents can
be altered to minimise heat loss to the outside. They can be deflected away from windows by
pelmets or set up between windows and curtains separately from convection currents inside
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 Science 2 UNIT 6 Useful energy

Primary energy

Primary energy is the total amount of energy available to us from a basic resource.
Figure6.16 shows the different proportions of primary energy available around the world.
It is divided into several categories.
Nuclear Hydro The amount of primary energy available is huge. Production of
Biomass 3% 2% primary energy varies from country to country. In the UK, which has
15% a large oil industry, about 60 per cent of primary energy production is
in the form of oil. The USA produces half its primary energy from coal
Oil and oil combined. In Switzerland, where water and high mountains
35% are plentiful, more than half of the primary energy produced is
Natural gas hydroelectricity. On the other hand, India produces about half of its
20% Coal primary energy as biofuels.
25% What is also astonishing is the amount of primary energy we
consume each year. The amount of oil, for example, that we consume
across the world is about 100 trillion terajoules (and we have seen that
a terajoule is a trillion joules worth of energy). So, thats 100 trillion
Figure 6.16 World primary energy trillion joules of primary energy in the form of oil!

Types of primary energy

Primary energy can be classified into renewable and non-renewable resources. A
renewable resource is one that is unlikely to disappear or run out over time. A non-
renewable source cannot be replaced. Once used, it is gone.

Renewable resources
Solar energy is available each day from the Sun. It is unlikely to disappear in the foreseeable
future. The Suns energy drives the wind, so wind energy is also renewable. Biofuels come
from living plants that are readily grown.
The Earth itself has an internal energy source its hot molten central core. This is a
source of heat energy known as geothermal energy. The amount of this heat is enormous
and is unlikely to disappear for millions of years. Geothermal energy is regarded as a
renewal resource.

Non-renewable resources
All fossil fuels oil, natural gas and coal are non-renewable. They take millions of years
to produce. Once used, nuclear fuels such as uranium also cannot be replaced.

literacy

Are we using too much energy?

You cannot create or destroy energy. That is a basic law of physics: the Law of
Conservation of Energy. But you can find energy in many different forms and you can turn
it from one form into another. If you have 100 units of energy at the start, you will have 100
units at the end, no matter how you move it about from form to form.
In order to transform energy, you need to be able to convert it. Thats what our
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 with a resource such as wood, they burned it to make fire. This was more useful than
looking at the wood and wondering how to unlock the energy inside so that they could
cook food.
Around the world, we use non-renewable resources including fossil fuels and uranium.
We can estimate how much energy is available from these non-renewable energy sources.
In the same way, we can estimate the amount of energy available from renewable
resources such as the gravitational energy of water in a reservoir (ready to produce
hydroelectricity), the kinetic energy of the wind, the energy from the Sun or the energy
available in biofuels such as wood, straw, bagasse and dried dung.
We can estimate the total primary energy that is presently available and the total primary
energy that we use each year. Consequently, we can estimate how many years it will be
until our energy resources run out. The calculations lead to a concerning conclusion: the
energy reserves of the planet cannot sustain the population forever.

Questions
1 What is the basic law of physics mentioned in this article?
2 Give an example from this article of where energy is transformed.
3 What are the two main categories of primary energy? Give two examples of
each type.
4 What conclusion does the article reach?
5 What calculations would be needed to support the conclusion?
6 What extra information would you need before you were prepared to accept
the truth of the conclusion?

Thinkers

Reading for meaning

When thinkers read information, they do two things. First, they make sure that they
understand what the writer is saying. This is necessary, but it is not enough. Secondly,
thinkers read beyond the surface meaning. Thinkers analyse what is written and make
judgments about the truth of the claims being made. Thinkers know that understanding,
analysis and judgement are all required. Some of the questions about the article above
were designed to make sure that you understood the article. Some were asking more than
that. Can you tell the difference?

What do you know?

1 Define (a) renewable energy (b) non-renewable energy.
2 Name three fossil fuels. Why are they called non-renewable resources?
3 Convert the pie chart in Figure 6.16 into a data table that shows the
information in terms of types of renewable and non-renewable energy.
4 Why are people encouraged to use their cars less and turn off lights when
they are not in use?
5 What is primary energy?

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 Carry out and write up your investigation following the guide in the
Appendix of this book or as advised by your teacher. Include a flow
chart to show the energy transfers and transformations that took
place in your experiment. Make sure that you evaluate your results by
looking at how you could improve your experiment.

Carbohydrates
We eat carbohydrates and turn them into glucose (blood sugar). The glucose is absorbed
into the blood and sent around the body. In respiration, our body cells use glucose to
produce an important energy-related chemical called adenosine triphosphate (ATP),
which releases the energy stored in the glucose. As a result, our cells heat up to the right
temperature, 37C, which promotes chemical reactions that are essential for living.
A 50-kilogram person needs about 5 MJ of energy to maintain their ATP levels and
the correct body temperature. This
comes mainly from carbohydrate
sources including fruits, cereals
(grains), root vegetables and refined
sugar (sucrose). Our body stores
excess glucose in our liver and
muscles as a complex carbohydrate
called glycogen.
People need different amounts
of carbohydrates. Active people
need more energy than non-active
people; young people need more
energy during puberty. This is why
parents sometimes complain about Figure 6.18 Stoking up with energy
the amount of food their children eat
during adolescence!
In cold environments, we need more energy to keep the inner chemical energy
conversions to heat going.

What do you know?

1 Primary energy often becomes heat. Explain.
2 Explain how a burning biscuit releases energy as heat.
3 If a 50-kilogram person needs 5 MJ of energy to keep their body temperature
at 37C, how much would be needed by a person of (a) 100 kilograms
(b) 60 kilograms (c) 40 kilograms?
4 What two factors might affect the energy needs calculated in question 3?

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 Science 2 UNIT 6
Area of interaction
Human ingenuity
An alternative to fossil
fuels is biodiesel, which
comes from plant crops.
Is this a good idea? Are
crops for food being
used as fuel for cars?
Would water be a better
fuel? Investigate the role
that proton exchange
technology might play in
providing an alternative
fuel source.
wow!
Heat lovers
Deep in the ocean,
where there is no
sunlight, water is
heated from cracks
in the seabed that
expose molten lava.
Sometimes known
as black smoker
chimneys, these
hydrothermal vents
attract heat-loving
thermophiles such
as giant worms and
bacteria, which form
their own ecosystems.
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Useful energy
Fuels as energy sources
Fuels include fossil fuels (coal, oil,
natural gas) and biomass (plant-
based matter). Mostly, these energy
sources are dependent on plants and
animals. Coal comes from long-dead
plants. Oil and natural gas come
from once-living animals.
Some energy sources come from
more recent plants. Forests are cut
down to provide wood for burning.
Crops are grown to produce fuel oils
or biodiesel. Bagasse is a fuel that
comes from the fibres of plants such
as sugar cane after all the juices have
been removed.
Plant and animal-based fuels
originally come from solar energy
conversions. Other energy sources
are unrelated to solar energy. Nuclear
energy comes from rocks, almost
exclusively uranium. Geothermal
energy can be used for heating Figure 6.19 Black smoker chimneys attract
systems and electricity generation. thermophiles, which use heat energy to power
It even powers thermophile
their ecosystems
communities of living organisms,
which do not need sunlight to power
their living processes (Figure 6.19).
Ecosystems and energy
In an ecosystem, solar energy is transferred and transformed and, in the process, lost to
the ecosystem.
Input Process Output
Light Plants Waste heat
Figure 6.20 Simple inputprocessoutput
model of an ecosystem
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 Waste heat
energy

Light Plant-eating Animal-eating

Plants
energy animals animals

Waste heat
energy
Figure 6.21 Energy transfers and transformations through ecosystems

An ecosystem has an input (light energy), a process (plant chemical production) and
an output (waste heat energy). Since animals consume solar energy by eating plants (and
each other), they cause further waste heat to leave the system.
Humans are solar-powered animals. Plants get their energy from the Sun. Humans eat
plants such as grains, vegetables and fruits and convert them to energy. So do the animals
that some humans eat. Without solar energy, no plants would grow and no animals would
be able to eat plants or other animals. All would become extinct.
Waste heat energy from an ecosystem is mainly transferred to the air. Thats one reason
why we clothe ourselves. Clothes act as an insulator to keep this heat around us rather
than losing it to the atmosphere.

BLM 6.6 Keeping it warm

BLM 6.7 Sankey diagrams

Household energy use

Our homes are places where we spend much time. We use energy to keep ourselves
warm in winter and cool in summer. Do we need to have the heaters and air-conditioners
on all the time? We cook food but do we cook it in an energy-efficient way? How much
energy ends up as waste from our ecosystem?
As an ecosystem, our home has inputs (energy resources), processes (what we do with
the energy) and outputs (mainly waste heat and light).

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 Science 2 UNIT 6 Useful energy

Cleaning Other
Entertainment 2% 2%
Home heating 6%
and cooling
10% Water heating
Laundry 34%
10%
Lights Kitchen
13% 23%

Reflection Figure 6.22 Home energy consumption

about learning
Revisit the
Energy spider
Measuring household energy use
diagram from A kettle delivers 1000 watts (1000 W) of power. What does this mean? The kettle clearly
the start of this delivers energy in the form of electrical energy. Should the unit be J for joules and not W
unit. Add any for watts?
new ideas and Power and energy are related but they are not quite the same. Power is the energy delivered
pictures. Now in a time period. The watt (W) is the unit for energy (joule, J) delivered every one second (s).
write a paragraph Power (W) 5 energy (J) per second (s)
about the things
A 1000 W (1 kW) electric kettle delivers 1000 joules of energy every second. In two
you have learnt
seconds, the energy sent out would be 2 3 1000 5 2000 J. In one minute, the energy
about energy.
would be 60 3 1000 5 60000 J; in one hour, 60 3 60000 5 3600000 J 5 3.6 MJ. In an
hour the 1 kilowatt kettle delivered one kilowatt hour of energy. This is equivalent to
3.6 MJ (see Table 6.2 on page 124).

Summative Investigation 6.2

Assessment Task 1
(Criteria A, B and E) Saving energy at school
If your school has a partnership with a school in another part of the
world, both schools could do this investigation and share the results
over the Internet.
Your challenge
To find the best ways to reduce your schools energy consumption and
understand why this is important.
This might help
To work out how much your computers, lights, etc., contribute to your
power bill, look at their power ratings and at how many of them are
used. Record the amount of time that they are used by the school
community in a typical school week.
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 Things to think about
What major types of items (such as computers) contribute to this
total energy bill? How much do they each contribute?
How could each of these have their energy consumption reduced?
Try out some of your strategies over a trial week. What behaviour
changes were needed? Did you experience any difficulties? What is
the percentage reduction in the amount of energy used?
How much is your school charged per kilowatt hour? How much
money did you save the school in your trial week?
What did you discover?
1 Keep a detailed record of all that you did, including your calculations.
2 Design posters detailing your results. These will help the school
community to sustain the practices that you put into place.
What do you think?
1 What are the best strategies for making a big and lasting change to
your schools power consumption?
2 What advice would you give another school wanting to cut down on
its power bills?
Extension
Calculate the reduction in the amount of greenhouse emissions.
Compare your findings with someone from your partner school. Find
reasons for any differences.

What do you know?

1 What is geothermal energy? How is geothermal energy related to
thermophiles?
2 What happens to the energy in a heat-generating chemical reaction?
3 Draw a diagram to show the process model of an ecosystem.
4 There is waste energy when an animal eats a plant. Explain.
5 Humans are solar-powered animals. Explain.
6 Is kilowatt hour a unit of power or energy? Explain.

BLM 6.8 Energy word search challenge

BLM 6.9 Unit checklist

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 Science 2 UNIT 6 Useful energy

self test 6
Unit review
Review questions
What did you learn?
1 Explain how forms of energy are defined.
2 Use an example to compare qualitative and quantitative measurements.
3 How is chemical energy turned into heat energy?
4 Represent the data in the chart in Figure 6.16 in (a) a data table and
(b) a bar graph.
5 Draw a flow chart to represent the energy flow in an ecosystem.
6 Explain the difference between a renewable and a non-renewable resource.
7 Name three different forms of energy easily measured by your body.
Can you use it?
8 Complete the following table:

joule, J kilojoule, kJ cal kcal

Numerical value 3600

9 List the data and calculations needed to find the energy content of a marshmallow.
10 Use a series of diagrams to show what happens in a chemical reaction that
produces heat.
11 Explain why fossil fuels are really stored solar energy.
12 a Why is energy lost from an ecosystem?
b Is this energy really lost? Explain.
What do you think?
13 Consider the work that you have done and the changes that you have made
to your original Energy diagram. How did your understanding of energy and
environments change as a result of this unit?
14 What did you discover in this unit that you had never before thought about?
15 How can you decrease your energy consumption? Discuss why this is important.

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 New words
audiometer form of energy
a measuring device for sound energy the way energy transfers and
bagasse transformations are recognised; a form
fuel produced from plants after all juices of energy is recognised by the way it is
have been extracted experienced or measured or by its origin
Big Bang Theory fossil fuel
an idea that the universe started out of the remains of once-living organisms that
energy that exploded, causing particles to formed over millions of years into coal, oil
form, in the process of which space and and natural gas
time began fuel
biofuel chemical source of energy
primary energy from plant or animal geothermal energy
products the energy sourced from the heat of the
biomass Earths molten core
fuel material from living processes heat energy
calorie form of energy measured by skin or
unit of energy equal to 4.2 J thermometer
chemical energy insulator
energy released from chemical reactions material that does not let heat pass
conduction through easily
energy transfer through solid objects joule (J)
convection the basic unit of energy
energy transfer by fluid movement kilowatt hour (kWh)
convection current unit of energy equal to 3.6 MJ
large-scale movement of a fluid as a kinetic energy
result of heating energy of movement
ecosystem light energy
basic unit of ecology. An ecosystem has form of energy measured by eyes or
an input, a set of processes and output photometer
(as waste heat). non-renewable
energy transfer a source of primary energy that cannot
movement of one form of energy from readily be replenished
place to place without change photometer
energy transformation a measuring device for light energy
one type of energy changes into another power
form energy delivered in a given amount of
environment time
a place where energy is collected, used, primary energy
stored and released total amount of energy available from a
resource

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06 MYP Science 2ed SB 9780170185097 TXT hires.indd 141 2/15/11 8:31 AM

 Science 2 UNIT 6 Useful energy

qualitative measurement sound energy

description that does not include an exact
measurement
quantitative measurement
exact measurement of a quantity using an
agreed scale
radiation
energy transfer across space
renewable resource
a source of primary energy that can
readily be replenished
Sonometer
a measuring device for sound energy
a form of energy measured by ears or a
sonometer
thermogram
photograph using heat radiation
thermometer
a measuring device for heat energy
thermophile
a living thing that uses heat, not sunlight,
for its living processes
watt (W)
a unit of power equal to one joule of
energy delivered each second
1 W 5 1J/s

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Science 2 for the international student ISBN 9780170185097

06 MYP Science 2ed SB 9780170185097 TXT hires.indd 142 2/15/11 8:31 AM