Catalyst Unit I Energy Resources

I Energy resources Unit guide
Where this unit fits in Prior learning

This unit builds on:
the idea that plants need light to grow (unit 6A) and work on burning (unit 6D and unit 7F – if To make good progress, pupils starting this unit
already studied), electrical conductance (unit 6G) and temperature and thermal insulation (unit 4C). need to understand.
• that plants need sunlight to survive and grow
The concepts in this unit are: • that burning is an irreversible change that
The scientific concept of energy and its conservation and transfer are introduced in this unit. produces light and heat.
This unit leads onto:

unit 8I Heating and cooling and 9I Energy and electricity. It is important that pupils have studied
this unit before unit 7J Electrical circuits.
Framework yearly teaching objectives – Energy

Identify a range of fuels and explain:
• the uses of fuels (food) by living and non-living ‘systems’
• their use as valuable resources
• why conservation of fuels is important in the light of the Earth’s diminishing energy resources.
Use a simple model of energy transfer to explain:
• that the Sun is the ultimate source of energy
• how non-living things can change or move and describe these events
• the transfer stages in a range of living and non-living systems.
Expectations from the QCA Scheme of Work

At the end of this unit …
… most pupils will … … some pupils will not have made so … some pupils will have
much progress and will … progressed further and will …
in terms of scientific enquiry NC Programme of Study Sc1 2d, g, i, j, k, m
• evaluate a fair comparison of the energy output of different • discuss a fair comparison of the energy • also select secondary sources to
fuels and foods, including the control of relevant variables output of different fuels and foods provide information about the
• find information from selected secondary sources about • use information from a secondary source use of fuels or other energy
fuels and energy devices in reporting on fuels and other energy sources.
• produce rules for the safe operation of a Bunsen burner. sources
• use a Bunsen burner safely.
in terms of physical processes NC Programme of Study Sc2 2d, 3a, 5a; Sc3 2i; Sc4 5a, b, c, e
• state that fuels release energy when burnt and describe how • name a range of fuels used domestically • compare the advantages and
renewable energy resources can be used to generate and in industry and some renewable limitations of a range of energy
electricity and provide heating energy resources resources and give examples of
• explain why conservation of fuels is important • give examples of how to save fuels how to use fuel economically
• identify energy transfers within a range of systems including • identify energy transfers in some systems. • describe energy transfer links
those involving living things. between the Sun, energy
resources and themselves.
Suggested lesson allocation (see individual lesson planning guides)

Direct route
I1 I2 I3 I4 I5 I6 I7
Energy on Stored Energy in The best fuel: Fossil fuels Using fuels More energy
the move energy food Think about fair wisely resources
tests and
variables
Extra lessons (not in pupil book)
I3 Energy in I5 Fossil fuels I7 More energy Review and
food Extra lesson for resources assess progress
Extra lesson for Activity I5a Extra lesson for (distributed
Activity I3a Activity I7d appropriately)
Misconceptions
Some pupils confuse energy with matter. Pupils need many opportunities to discuss energy, so that they can develop their own ideas.
Health and safety (see activity notes to inform risk assessment)

Pupils should be cautioned about experiments that involve burning. Safety glasses should be worn and only small amounts of fuel used. Pupils must
take care to allow apparatus to cool.
© Harcourt Education Ltd 2003 Catalyst 1

This worksheet may have been altered from the original on the CD-ROM. Sheet 1 of 1
Lesson planning
I1 Energy on the move guide
Learning objectives
i ‘Energy’ has a scientific meaning.
ii Seeing, hearing and feeling warmth and things moving are all evidence of energy on the move.
iii Energy can be moved by electricity.
iv Simple energy transfers.
Scientific enquiry
v Use a model to help understand energy. (Framework YTO Sc1 7a, h)
Suggested alternative starter activities (5–10 minutes)

Introduce the unit Share learning objectives Problem solving Brainstorming Capture interest
Unit map for Energy • Find out about heat, light, Pupils work in groups to Class question-and- Demo a reaction in which
resources. sound, electrical and kinetic choose which pictures answer session about a lot of energy is
energy. illustrate types of energy. energy. released and compare
• Find out about energy with one in which less
transfers. energy is released.
• Be able to use the word
‘energy’ correctly. (Sc1)
Suggested alternative main activities

Activity Learning Description Approx. Target group
objectives timing
see above C H E S
Textbook I1 i, ii, iii, iv Teacher-led explanation and questioning OR pupils work individually, 20 min R/G G R S
and v in pairs or in small groups through the in-text questions and then
onto the end-of-spread questions if time allows.
Activity I1a i and ii Energy out Circus of activities to identify types of active energy. 20 min ✓
Practical
Activity I1b i and ii Energy everywhere Identifying types of active energy. 15 min ✓ ✓
Paper
Activity I1c ii and iii Energy in, energy out Identifying types of energy transferred by 20 min ✓
Practical electrical devices.
Suggested alternative plenary activities (5–10 minutes)

Review learning Sharing responses Group feedback Word game Looking ahead
Pupils write a Whole-class discussion of responses Groups of pupils discuss their True/false quiz. Pupils suggest energy transfers
definition for energy. and feedback on Activity I1a. responses to Activity I1c. that take place in our bodies.
Learning outcomes
Most pupils will … Some pupils, making less progress will … Some pupils, making more progress will …
• accept that movement, light, sound • understand that movement, light, sound and • also begin to use the terms light energy, sound
and warmth are all evidence of energy warmth are related to energy energy, thermal energy, and electrical energy
• learn that energy is transferred • understand that electricity brings energy into • also present simple energy transfers in a
• realise that electricity can carry energy. the home. diagrammatic form.
Key words Out-of-lesson learning

energy, movement energy, sound energy, light energy, heat energy, thermal energy, electrical Homework I1
energy, transferred, energy transfers, transfer diagram, red only: light source, energy transfer Textbook I1 end-of-spread questions
diagram, kinetic energy Activity I1b

Lesson planning
I2 Stored energy guide
Learning objectives
i Energy can be stored as chemical energy, strain energy or gravitational energy.
Scientific enquiry
ii Use a model to help understand energy. (Framework YTO Sc1 7a, h)
iii Use observations to increase scientific knowledge and understanding. (Framework YTO Sc1 7d, g)

Recap last lesson Share learning objectives Problem solving Capture interest (1) Capture interest (2)
Pupils play a game • Energy can be stored as chemical Pupils consider how they Show a circus of models Show photos of stored
of hangman using energy, strain energy or could replace a battery in a with different energy.
types of energy from gravitational energy. model with another means of propulsion systems for Catalyst Interactive
the last lesson. • Be able to use a model to stored energy. pupils to classify. Presentations 1
understand energy. (Sc1)

objectives timing
see above C H E S
Textbook I2 i and ii Teacher-led explanation and questioning OR pupils work individually, in 20 min R/G G R S
pairs or in small groups through the in-text questions and then onto
the end-of-spread questions if time allows.
Activity I2a i Stored energy Circus of activities to identify types of stored energy. 20 min ✓
Practical
Activity I2b i Energy at the picnic Identifying types of stored energy. 15 min ✓ ✓
Paper
Activity I2c iii Cotton reel racers Pupils make and race cotton reel racers. 20 min ✓
Practical

Pupils devise three questions to ask Whole-class discussion of Groups of pupils discuss Odd one out. Pupils suggest why we and
another group or pupil about active responses and feedback on their responses to other living things require
energy. Activity I2a. Activity I2c. food.
Learning outcomes
• understand that energy can be stored • understand that energy can be stored. • also begin to use the terms chemical energy,
and then released as light energy, sound strain energy and gravitational energy
energy and/or heat energy. • also represent energy transfers in and out of
storage using diagrams.

strain energy, chemical energy, fuel, gravitational energy Homework I2
Textbook I2 end-of-spread questions
Activity I2b

Lesson planning
I3 Energy in food guide
Learning objectives
i We get chemical energy from food.
ii Food contains energy that originally came from the Sun.
iii Energy is measured in joules.
Scientific enquiry
iv Measure temperature. (Framework YTO Sc1 7d)
v Present results in a table and interpret bar charts. (Framework YTO Sc1 7f)
vi Use secondary sources. (Framework YTO Sc1 8d)

Pupils play a game of • Find out where the energy from Pupils put in order Demo burning food to Show photos of different types of
hangman using types food comes from. pictures of food heat water. plant saying how much sugar they
of stored energy from • Be able to present and interpret containing different produce in a day.
the last lesson. results and draw conclusions. amounts of energy. Catalyst Interactive Presentations 1
(Sc1)

Activity Learning Description Approx. timing Target group
objectives
see above C H E S
Textbook I3 i, ii and iii Teacher-led explanation and questioning OR pupils work individually, 20 min R/G G R S
in pairs or in small groups through the in-text questions and then
onto the end-of-spread questions if time allows.
Activity I3a i and iv Energy in food Burning food to release energy to heat water. 30 min ✓ ✓
Practical
Activity I3b i, ii, iii and How much energy? Using a spreadsheet of secondary data to 15 min ✓
ICT vi calculate energy in a meal.
Activity I3c ii Lucie’s lunch Pupils work in groups to discuss where the energy in a 15 min ✓ ✓
Discussion meal came from.

Pupils devise three questions to Whole-class discussion of Groups of pupils discuss Check progress by Pupils suggest a
ask another group or pupil about responses and feedback on their responses to Activity matching energy types definition of a fuel.
stored energy. Activity I3b. I3a. and examples.
Learning outcomes
• know that food is a store of chemical • know that we get our energy from food • also be able to trace the energy in the food back
energy and that energy is measured in • recall that plants get their energy from the Sun through several steps to the Sun.
joules • realise that different types of food contain
• know that the energy in food originally different amounts of energy.
came from the Sun
• realise that different types of food
contain different amounts of energy and
people require different amounts of
energy depending on what they do.

joules, kilojoules Homework I3
Textbook I3 end-of-spread questions
Activity I3c

Lesson planning
I4 The best fuel – Think about fair guide
tests and variables
Learning objectives
i Compare the energy in different types of fuel.
The structure of this lesson is based around the CASE approach. The starter activities give concrete preparation. The lesson then moves away from the
concrete towards a challenging situation, where pupils need to think. The plenary activities give pupils time to discuss what they have learnt, to commit
their understanding to paper and express their ideas verbally to the rest of the class.
Scientific enquiry
ii Evaluate fair tests. (Framework YTO Sc1 7c)
iii Draw a line graph. (Framework YTO Sc1 7f)
iv Draw conclusions. (Framework YTO Sc1 7g))

Bridging to the unit Setting the context Concrete preparation (1) Concrete preparation (2) Concrete preparation (3)
Discuss different types Pupils decide what Pupils match the best fuel to Demo the experiment Show an animation of
of fuels with different properties of different the situation. described in the pupil book to different people saying what
properties. fuels they would compare fuels. they want from a fuel.
compare. Catalyst 1nteractive
Presentations 1
Main activity
objectives timing
see above C H E S
Textbook I4 i, ii, iii and Teacher-led explanation and questioning OR pupils work individually, in 30 min R/G G R S
iv pairs or in small groups through the in-text questions and then onto

Group feedback Bridging to other topics
Pupils explain why a fair test is important when comparing variables of Ask pupils to think of instances where fair tests and relationships are
different fuels. useful.
Learning outcomes
• use their knowledge of fair testing and • use their knowledge of fair testing and • also discuss the relationship between variables,
variables to evaluate a plan. variables to evaluate a plan. as shown by a line graph.

variables, input variable, outcome variable, red only: relationship Textbook I4 end-of-spread questions

Lesson planning
I5 Fossil fuels guide
Learning objectives
i Fossil fuels and where they came from.
ii Fossil fuels are non-renewable and running out.
iii Fossil fuels are burned in power stations to produce electricity.
iv Electricity is a way of moving or transferring energy.
v Draw energy transfer diagrams.
Scientific enquiry
vi Use secondary sources of information (Framework YTO Sc1 8d)
vii Present results using a table and interpret bar graphs (Framework YTO Sc1 7f)
viii Identify and control variables for a fair test (Framework YTO Sc1 7c)

Recap last lesson Share learning objectives Brainstorming Capture interest (1) Capture interest (2)
Class question-and- • Find out about the source of fossil fuels and Quiz about fossil Discuss photos of coal-, Show a video clip of
answer session that they are running out. fuels and when oil- and gas-fired power Drax power station.
about finding the • Find out how fossil fuels are used to generate they will run out. stations. Catalyst Interactive
best fuel and where electricity. Catalyst Interactive Presentations 1
fuels come from. • Be able to decide if an experiment is a fair Presentations 1
test. (Sc1)

objectives timing
see above C H E S
Textbook I5 i, ii, iii and Teacher-led explanation and questioning OR pupils work individually, in 20 min R/G G R S
vi pairs or in small groups through the in-text questions and then onto
Activity I5a vi Making fossil fuels Research and write a presentation on how fossil 50 min ✓ ✓ ✓
ICT fuels are made.
Activity I5b vii and viii Comparing fuels Demonstration of comparing fuels, including 15 min ✓
Practical identifying variables for a fair test.
Activity I5c vii How much longer? Interpreting a bar chart to determine how long 15 min ✓
Paper before fossil fuels run out.
Activity I5d iv and v Move it! Activity reinforcing the idea that energy is transferred and 10 min ✓ ✓ ✓
Paper that electricity is a very good way of transferring energy. Reinforces use
of energy transfer diagrams.

Pupils put statements in Whole-class Groups of pupils discuss Pupils select statements to show the Pupils read a newspaper
sequence to show how discussion of research their responses to advantages and disadvantages of article about uses of new
fossil fuels are produced. from Activity I5a. Activity I5c. fossil fuels. fuel alternatives.
Learning outcomes
• know that fossil fuels were made from • know that fossil fuels were formed from the • also be able to suggest ways of making fossil
the remains of living things and took remains of living things fuels last longer
hundreds of millions of years to form. • know that fossil fuels are running out • also begin to describe energy transfers using
This means they are non-renewable • know that fossil fuels are used in power scientific terminology.
• know that the energy in fossil fuels is stations.
transferred to electricity in power stations.

coal, oil, natural gas, fossil fuels, fossil, fuel, non-renewable energy Homework I5. Textbook I5 end-of-spread questions
resources Activity I5c or I5d
Use the internet to find out about fossil fuels

Lesson planning
I6 Using fuels wisely guide
Learning objectives
i Alternatives to fossil fuels that are renewable fuels.
ii Evaluate these alternative fuels.
iii Conserve fossil fuels so they last longer.
Scientific enquiry
iv Use secondary sources of information. (Framework YTO Sc1 8d)

Discuss what fossil • Find out about alternative fuels to Pupils consider how they Show photos of other Show a video clip of
fuels we use and fossil fuels that are renewable. could heat a youth centre cultures’ uses of energy. wind turbines.
what problems they • Be able to use secondary sources of without using fossil fuels. Catalyst Interactive Catalyst Interactive
have. information. (Sc1) Presentations 1 Presentations 1

objectives timing
see above C H E S
Textbook I6 i, ii and iii Teacher-led explanation and questioning OR pupils work individually, in 20 min R/G G R S
Activity I6a i, ii, iii and Different fuels Classifying types of fuels in terms of non-renewable 20 min ✓
Discussion iv and renewable, how long they would take to replace and how easily
they can be replaced.
Activity I6b i, ii, iii and Biomass Read how a power station uses poultry litter for fuel and 20 min ✓
Paper iv answer questions.

Pupils discuss word Whole-class discussion of Groups of pupils discuss Check progress using a loop game Pupils suggest how life
pairs. responses to Activity I6a. their responses to on energy resources. might change if fossil fuels
Activity I6b. run out.
Learning outcomes
• know that fuels are renewable energy • know that there are alternatives to fossil fuels • also use a range of sources to increase their
resources if they can be replaced quickly • know that some of these alternative fuels can knowledge and understanding of alternative,
• know that these alternative fuels can be be replaced while fossil fuels cannot. renewable fuels.
burned for heating, cooking, powering
vehicles or generating electricity.

conserving, renewable energy resource, biomass, Homework I6
methane, red only: charcoal Textbook I6 end-of-spread questions
Activity I6b
Use the internet to find out about renewable fuels

Lesson planning
I7 More energy resources guide
Learning objectives
i Alternative energy resources that can be used to make electricity.
ii The issue of energy resources and their use and pollution.
iii Most energy comes from the Sun.
iv Draw energy transfer diagrams.
Scientific enquiry
v Begin to relate conclusions to scientific knowledge and understanding. (Framework YTO Sc1 7g)
vi Present information in a variety of ways. (Framework YTO Sc1 8d)

Recap last lesson Share learning objectives Problem solving Capture interest
Discuss renewable fuels • Find out about alternative ways of Pupils discuss how alternative Show a presentation about
from the last lesson and generating electricity without burning fuels. energy resources can be used. alternative energy resources.
think of other possible • Be able to present information in different Catalyst Interactive
renewable fuels. ways. (Sc1) Presentations 1

objective timing
see above C H E S
Textbook I7 i, ii and iii Teacher-led explanation and questioning OR pupils work individually, in 20 min R/G G R S
Activity I7a Practical i, iii and iv Make a wind turbine Pupils make a simple wind turbine. 20 min ✓
Activity I7b Practical i, iii and iv Make a water turbine Pupils make a simple water turbine. 20 min ✓
Activity I7c i, iii Make a solar furnace Pupils make a solar furnace to heat water. 10 min + ✓
Practical waiting
time
Activity I7d ii, v and vi Energy costs Debate/role play on motion ‘Electricity and fuels should 40 min ✓
Discussion cost ten times as much so that people make them last longer’.
Activity I7e iii, iv, v and Energy trails Pupils make energy trails to show energy comes from the 30 min ✓
Discussion vi Sun.

Pupils suggest what they would do now as Whole-class discussion of Groups of pupils discuss Match energy Pupils revise and
Prime Minister of the UK to respond to the responses and feedback on their responses to transfers with consolidate knowledge
coming energy crisis when fossil fuels run Activity I7a or I7b. Activity I7c. descriptions. from the unit.
out in 40–60 years.
Learning outcomes
• learn about a range of alternative • learn about some alternative renewable energy • be able to evaluate the advantages and
renewable energy resources including resources. disadvantages of a range of energy resources.
wind, waves, falling water, sunlight and
geothermal
• know that these energy resources can be
used to generate electricity.

solar furnaces, solar energy, wind turbine, wind energy, wave energy, wave Homework I7
turbine, water turbine, red only: generator, hydroelectric power, Textbook I7 end-of-spread questions
geothermal energy Use the internet to find out about renewable energy resources

I1 Energy on the move Starters

Introduce the unit Share learning Problem solving Brainstorming Capture interest
objectives
Unit map for Energy ● Find out about heat, Pupils work in groups to Class question-and-answer Demo a reaction in which a
resources. light, sound, electrical choose which pictures session about energy. lot of energy is released
and kinetic energy. illustrate types of energy. and compare with one in
● Find out about energy which less energy is
transfers. released.
● Be able to use the word
‘energy’ correctly.
Introduce the unit

● Either draw the outline of the unit map on the board then ➔ Unit map
ask pupils to give you words to add, saying where to add
them. Suggest some words yourself when necessary to keep
pupils on the right track.
● Or give out the unit map and ask pupils to work in groups
deciding how to add the listed words to the diagram. Then
go through it on the board as each group gives suggestions.
Share learning objectives

● Ask pupils to write a list of FAQs they would put on a
website telling people about types of energy. Collect
suggestions as a whole-class activity, steering pupils towards
those related to the objectives. Conclude by highlighting
the questions you want them to be able to answer at the end
of the lesson.
Problem solving
● Pupils work in groups with the cards from the pupil sheet. ➔ Pupil sheet
Ask them to divide the cards into those that show types of
energy and those that do not.
● Ask for feedback and discuss the results with the class.
Brainstorming
● Lead a short question-and-answer session with the whole ➔ Teacher sheet
class using the questions on the teacher sheet. If necessary,
use the prompts provided.
Capture interest
● Demonstrate a reaction in which a lot of energy is released ➔ Technician sheet
(such as burning magnesium ribbon – warn pupils not to
look directly at the flame). Compare this with a reaction in
which less energy is released (such as burning a wooden
splint).
● Ask why some things burn giving out a lot of energy, while
others do not.

I Energy resources Unit map
Stored energy
Moving energy Energy from
food
Energy
Energy from Other renewable

fossil fuels energy resources
Renewable
fuels
!
Copy the unit map and use these words to help you complete it.
You may add words of your own too.
alternative energy resources kilojoules, kJ

biomass light energy
charcoal R methane
chemical energy movement (kinetic) energy
coal natural gas
conserving non-renewable energy resources
electrical energy oil
energy transfers solar energy
falling water sound energy
fuel strain energy
generator R Sun
gravitational energy transferred
heat (thermal) energy turbine
hydroelectric power (HEP) R wave energy
joules, J wind energy

Problem solving
strain light sound
movement (kinetic) gravitational heat (thermal)
chemical fire electrical
metal blood air
liquid earth space

Brainstorming
Teacher sheet
Questions
1 If a person has a lot of energy, what does this mean?
Prompt with: Think about a person who has no energy – how are
they different?
2 Is an energetic person always energetic?
Prompt with: Do they have more energy or less energy at some
times?
3 How do people get energy?
4 What happens when you are being energetic?
Prompt: ask a volunteer to jump up and down, or go out and run
around the field.
5 How can you tell this person has been using energy?
Prompt with: What changes can you see between before and after
the exercise?
Answers
1 A person with a lot of energy might move around a lot (run,
jump); they might shout or make a lot of noise. A person with no
energy might be quiet, sleepy, not moving much.
2 No, sometimes they feel less energetic.
3 From their food. Pupils may suggest some foods and drinks that
give more energy than others.
4 You get hot and tired after a while.
5 They look or feel hot; they may take off layers of clothing. They
are panting.

Capture interest
Technician sheet
Supply the following for a demonstration:
● a Bunsen burner and matches or lighter
● a heatproof mat
● tongs
● magnesium ribbon
● wooden splints
● eye protection.

I2 Stored energy Starters

Pupils play a game of ● Energy can be stored as chemical Pupils consider how Show a circus of models Show photos of stored
hangman using types of energy, strain energy or they could replace a with different propulsion energy.
energy from the last gravitational energy. battery in a model systems for pupils to Catalyst Interactive
lesson. ● Be able to use a model to with another means classify. Presentations 1
understand energy. (Sc1) of stored energy.
Recap last lesson

● Ask pupils to play a game of hangman guessing the Words
words listed opposite, to recap these types of energy. kinetic, electrical, heat, sound, light

website telling people about stored energy. Collect
suggestions as a whole-class activity, steering pupils
towards those related to the objectives. Conclude by
highlighting the questions you want them to be able to
answer at the end of the lesson.
Problem solving
● Show a small model with an electric motor. Ask pupils Equipment
how it could be made to work if you could not get any battery-operated model (Lego® or similar
replacement batteries. e.g. K’Nex,® or use a battery-operated model
car), with a means of powering it as
● If pupils have no ideas give hints such as string, pulley
described opposite
wheels, weights, elastic bands, springs, balloon.
● If appropriate, demonstrate this, for example by tying
string to the model and passing it over a pulley wheel
with a weight on it; attaching stretched or twisted
elastic bands which will turn the wheels as they return
to their unstretched state; attaching a balloon so that
the air comes out of the back and the model moves as
the balloon returns to its unstretched state.
Capture interest (1)

● Have a number of different stored energy systems Equipment
represented in toys or models which move. clockwork or wind-up toys with a spring
battery-operated toys
● Ask pupils to group the objects according to where
pulley-and-weight-operated model
their energy comes from.

● Show photos of examples of stored energy, e.g. a ➔ Catalyst Interactive Presentations 1
millpond and waterwheel (gravitational energy);
bungee jumping (strain energy); space shuttle
countdown and launch (chemical energy); a firework
being held (chemical energy) then exploding in the
sky. Discuss with pupils the examples of stored energy.
● Ask what other examples pupils can think of that use
the types of stored energy shown in the photos.

I3 Energy in food Starters

Recap last lesson Share learning Problem solving Capture interest (1) Capture interest (2)
objectives
Pupils play a game of ● Find out where the Pupils put in order pictures Demo burning food to heat Show photos of different
hangman using types of energy from food comes of food containing water. types of plant saying how
stored energy from the from. different amounts of much sugar they produce in
last lesson. ● Be able to present and energy. a day.
interpret results and Catalyst Interactive
draw conclusions. (Sc1) Presentations 1
Recap last lesson

● Ask pupils to play a game of hangman guessing the Words
words listed opposite, to recap the types of stored gravitational, chemical, strain
energy met in the last lesson.

website telling people about energy in food. Collect
Problem solving
● Pupils look at cards cut out from the pupil sheet of ➔ Pupil sheet
foods containing different amounts of energy. Ask
them to work in pairs to put the foods in order, from
least energy to most energy. (Answers: mineral water,
lettuce, sports drink, large banana, 2 wheatybix in milk,
pint of semi-skimmed milk, choc toffee bar.)

● Demonstrate burning food to heat water. As nuts ➔ Technician sheet
cannot be used, substitute a cheese biscuit (one
containing olive oil burns very well).

● Discuss with pupils how we get our energy from food, ➔ Catalyst Interactive Presentations 1
and ask where plants get their energy.
● Show photos of different types of plant saying how
much sugar they produce in a day (a tree produces
30 kg).

Problem solving
S p ort s
D ri n k
w h e aty bi x
1 pt 1 pt
Semi Semi d mineral
skim me
med skim water
lettuce
h oce Bar
Cffe
To


Technician sheet
Supply the following for a demonstration of burning food to heat
water:
● a Bunsen burner and matches or lighter
● a heatproof mat
● a cheese biscuit
● tongs for holding the biscuit, or a tin lid to place it on while it is
burning
● a boiling tube of water
● a thermometer to measure the rise in water temperature
● a stand and clamp to position the boiling tube over the burning
biscuit (prepare this in advance, before lighting the biscuit).

I4 The best fuel – Think about Starters

Bridging to the unit Setting the context Concrete Concrete Concrete
preparation (1) preparation (2) preparation (3)
Discuss different types of Pupils decide what Pupils match the best fuel Demo the experiment Show an animation of
fuels with different properties of different to the situation. described in the pupil different people saying
properties. fuels they would compare. book to compare fuels. what they want from a fuel.
Catalyst Interactive
Presentations 1
Bridging to the unit

● Discuss with pupils that there are many different types
of fuels and that different fuels have different
properties, so have their own advantages and
disadvantages.
● Classes who have studied Unit 7F will know more
about fuels.
Setting the context

● Ask pupils what properties of different fuels they would
compare if they were deciding which fuel was best for a
certain process (solid/liquid/gas, how easily it burns,
how dangerous it is, how expensive, is it easily
available, is it portable, etc.). Lead into a class
discussion.
Concrete preparation (1)

● Ask pupils to work in pairs to look at the list of fuels ➔ Pupil sheet
and the pictures of situations on the pupil sheet. Ask
them to suggest the best fuel to use in each situation.

● Demonstrate the experimental procedure described in ➔ Technician sheet
the pupil book for comparing fuels by using them to
heat water.
● Weigh out a small amount of lighter fuel into a metal
crucible. Add some mineral wool to act as a wick. Place
it on a heatproof mat.
● Have a container clamped above the crucible, set up
with a thermometer. Measure 100 cm3 of water into the
container and record its temperature.
● Set light to the fuel and measure the change in
temperature after it has all burned.

● Show an animation of different people saying what ➔ Catalyst Interactive Presentations 1
they want from a fuel.
● Discuss their different needs with the class.

I4 The best fuel Starters
Fuels
coal oil wood gas
charcoal meths petrol
2 car
1 barbecue
4 cooking stove
3 campfire
5 domestic fire 6 Bunsen burner

I4 The best fuel Starters

Technician sheet
Supply the following for a demonstration:
● a balance
● a teat pipette
● a 100 cm3 measuring cylinder
● a metal crucible
● a stand with two clamps
● a thermometer
● a heatproof mat
● lighter fuel
● a container for water,
e.g. a fizzy drinks can
● mineral wool for the lighter fuel,
to act as a wick
● eye protection.

I5 Fossil fuels Starters

Recap last lesson Share learning Brainstorming Capture interest (1) Capture interest (2)
objectives
Class question-and- ● Find out about the Quiz about fossil fuels and Discuss photos of coal-, Show a video clip of Drax
answer session about source of fossil fuels when they will run out. oil- and gas-fired power power station.
finding the best fuel and and that they are stations. Catalyst Interactive
where fuels come from. running out. Catalyst Interactive Presentations 1
● Find out how fossil fuels Presentations 1
are used to generate
electricity.
● Be able to decide if an
experiment is a fair
test. (Sc1)
Recap last lesson

● Discuss which fuel gave out the most energy during the ➔ Teacher sheet
last lesson about investigating fuels.
● List the fuels on the teacher sheet on the board and ask
pupils where each one comes from.
● Ask pupils to pick out the fossil fuels from this list.

website telling people about fossil fuels. Collect
Brainstorming
● We all rely very heavily on fossil fuels. To help pupils ➔ Teacher sheet
realise this and to generate interest in finding out about
them, start the lesson with the quiz provided on the
teacher sheet. Ask the pupils to guess the answers to the
questions, then tell them the correct answers.
● At the end of the lesson they will have learned that we
use vast amounts of fossil fuels which will run out
sooner or later, depending on how quickly we use them.

● Look at photos of coal-, oil- and gas-fired power ➔ Catalyst Interactive Presentations 1
stations. Point out the pylons carrying electricity away.
● Count the cooling towers and discuss why there may
be none (use sea water for cooling).
● Ask how pupils think the fuel arrives (for example by
pipeline, boat, rail?).

● Show a video clip of Drax power station. Link the fact ➔ Catalyst Interactive Presentations 1
that all power stations like this use fossil fuels to the
lesson activity.

Recap last lesson

Teacher sheet
Fuel Where it comes from
wood from trees, which grow
alcohol fermented from plant material, which grows
manure from animals that eat food, which grows
charcoal from wood that is partially burned in a limited air supply
biogas methane produced from things which grow
All the above fuels store energy from the Sun via photosynthesis.
coal formed from forests in the Carboniferous period 300 million years ago
oil and gas formed over millions of years from small organisms at the bottom of
the sea

Brainstorming
Teacher sheet
1 How long ago did coal start to form? Do you think it was:
A 3000 years ago?
B 3 million years ago?
C 300 million years ago?
(answer C)
2 How much coal is burned each year at Drax power station?

A 8500 kg
B 85 million kg
C 8500 million kg
(answer C)
3 When will coal run out? (This depends on how fast we use it,
and whether we find more, but current predictions* are:)
A 23 years
B 230 years
C 2300 years
(answer B)
4 When will oil run out? (Current predictions* are:)

A 45 years
B 450 years
C 4500 years
(answer A)
5 When will gas run out? (Current predictions* are:)

A 6.5 years
B 65 years
C 650 years
(answer B)
(* from British Government Panel on Sustainable Development:
3rd report Jan 1997 paragraph 27.)

I6 Using fuels wisely Starters

Recap last lesson Share learning Problem solving Capture interest (1) Capture interest (2)
objectives
Discuss what fossil fuels ● Find out about Pupils consider how they Show photos of other Show a video clip of wind
we use and what alternative fuels to could heat a youth centre cultures’ uses of energy. turbines.
problems they have. fossil fuels that are without using fossil fuels. Catalyst Interactive Catalyst Interactive
renewable. Presentations 1 Presentations 1
● Be able to use
secondary sources of
information. (Sc1)
Recap last lesson

● Discuss what fossil fuels we use (coal, oil, gas) and what
problems are associated with them (may run out, cause
pollution and global warming).
● Ask what the alternatives might be to these fossil fuels.

website telling people about using fuels wisely. Collect
Problem solving
● Ask pupils to consider what the energy needs would be ➔ Pupil sheet
for the youth centre shown on the pupil sheet.
● Then ask them how the energy needs could be met
without using fossil fuels. The solutions could be large
scale, such as a wind turbine with excess power sold to
the National Grid, or roof tiles made of solar panels.
Small-scale suggestion might include a wood stove for
heating and/or rechargeable batteries charged by small
wind turbines and solar panels. If pupils know about
the JUICE scheme run by Greenpeace, they might
suggest signing up to that.
● This is a short starter activity, so do not rule out any
suggestions on cost or practicality – accept any
sustainable solutions.

● Show photos of other cultures’ uses of energy. ➔ Catalyst Interactive Presentations 1
● Discuss whether each:
gives out a lot of energy
is widely available
causes a lot of pollution
could be used in the UK.

● Show a video clip of wind turbines and discuss the ➔ Catalyst Interactive Presentations 1
views of the people shown.

I6 Using fuels wisely Starters
Problem solving
This picture shows a new youth centre which is to be built in the
town. In order to get planning permission, the site must be run as an
environmentally friendly development. This means that fossil fuels
cannot be used to supply any of the energy needed in the centre.
The energy needs for the centre will include activities to entertain
young people. There will be a kitchen to provide meals, workshops
for practical hobbies, a disco and a television room.
Think about how the energy for this new centre could be supplied
without using fossil fuels.

I7 More energy resources Starters

Recap last lesson Share learning Problem solving Capture interest
objectives
Discuss renewable fuels ● Find out about Pupils discuss how Show a presentation about
from the last lesson and alternative ways of alternative energy alternative energy
think of other possible generating electricity resources can be used. resources.
renewable fuels. without burning fuels. Catalyst Interactive
● Be able to present Presentations 1
information in different
ways. (Sc1)
Recap last lesson

● Ask pupils to remember the renewable fuels they
looked at last lesson.
● Think of other possible renewable fuels.

website telling people about alternative energy
resources. Collect suggestions as a whole-class activity,
steering pupils towards those related to the objectives.
Conclude by highlighting the questions you want them
to be able to answer at the end of the lesson.
Problem solving
● Ask pupils to work in groups and look at how the ➔ Pupil sheet
alternative energy resources shown on the pupil sheet
can be used in everyday life. They discuss their ideas
and report back.
● The whole-class discussion could include:
1 Transport, haulage, to drive machinery, to provide
manure for a biogas producer
2 Warming water directly (in tanks on roofs in hot
countries), solar furnace which focuses the Sun’s rays to
generate electricity, to cook food in hot countries, solar
panels generate electricity (these have large-scale
applications such as buildings and small-scale
applications such as bus stop lights, fans, etc.)
3 As food, fermented to produce alcohol fuel, in a
biogas producer.
Capture interest
● Show the presentation about alternative energy ➔ Catalyst Interactive Presentations 1
resources and ask pupils to decide which they would
use.

I7 More energy resources Starters
Problem solving
1 These animals can be used to provide energy.

List some ways that we could use their energy.
2 The Sun provides us with energy. List some ways

that we can use this instead of fossil fuels.
3 This crop of sugar cane has used energy from the

Sun to grow. List some ways that we can use its
energy.

Teacher
I1a Energy out activity notes
Type Purpose Differentiation

Practical Pupils look at a display of objects around the room, and appreciate through Core
observation that energy is involved whenever something happens.
Running the activity

Provide objects that give out light, sound, heat or movement energy. These
should be placed around the room, each with an appropriate instruction card, for
example:
● a ball to drop
● a toy to wind up
● a spinning top to spin
● a battery torch to switch on and off
● matches to strike (one at a time!)
● a lit candle
● lights in the room
● the Sun out of the window
● a lit Bunsen burner
● a hot water bottle to feel
● a kettle to boil some water
● a whistle to blow (and disinfect afterwards)
● a bell to strike
● musical instruments, such as a guitar to pluck a string
● a tray of marbles to tip and roll
● a fan or hairdryer.
Pupils make a table to show what type of energy each object transfers.
Expected outcomes
Pupils develop an appreciation that energy in different forms is transferred by a
large range of devices.
Safety notes
Anything blown into should be disinfected after use.
Take care with naked flames; make sure long hair is tied back and loose clothing
doesn’t get too close.

Technician
I1a Energy out activity notes

Practical Pupils look at a display of objects around the room, and appreciate through Core
observation that energy is involved whenever something happens.
Equipment
A large number of objects placed around the room that give out sound, light or
heat energy, or which move. Each object needs a notice, for example:
● ball DROP THE BALL
● wind-up toy WIND UP THE TOY
● spinning top SPIN THE TOP
● battery-powered torch SWITCH ON THE TORCH – SWITCH IT OFF AS YOU
LEAVE
● box of matches STRIKE ONE MATCH
● lit candle LOOK AT THE CANDLE
● room lights switched on LOOK AT THE LIGHTS IN THE ROOM
● notice by the window CHECK TO SEE IF THE SUN IS SHINING
● lit Bunsen burner LOOK AT THE BUNSEN BURNER
● filled hot water bottle FEEL THE HOT WATER BOTTLE
● filled electric kettle BOIL SOME WATER IN THE KETTLE
● whistle and beaker of dilute disinfectant BLOW THE WHISTLE – THEN
DISINFECT IT
● hand bell RING THE BELL
● different musical instruments PLUCK THE STRING (or similar instruction)
● a tray of marbles TIP THE TRAY
● fan or hairdryer SWITCH ON THE FAN – SWITCH IT OFF AS YOU LEAVE
For your information

Pupils make a table to show what type of energy each object transfers.
Expected outcomes
Pupils develop an appreciation that energy in different forms is transferred by a
large range of devices.
Safety notes
Anything blown into should be disinfected after use.
Take care with naked flames; make sure long hair is tied back and loose clothing
doesn’t get too close.

Activity
I1a Energy out Core
You are going to learn to recognise some of the different forms Do not burn
of energy. You will look at lots of objects. ! yourself with
flames or hot
objects.
Obtaining evidence
1 Make a table like the one below.
2 Read an instruction card and do what it says. Decide whether the object
gives out sound, light or heat energy. Decide whether the object moves.
3 Write the name of the object under the correct heading in your table.
You may need to write some objects in more than one column.
4 Repeat steps 2 and 3 for each object.
Presenting the results

Energy transferred Energy transferred Energy transferred Energy transferred
as sound energy as light energy as heat energy movement energy

!
Activity
I1a Energy out Core
You are going to learn to recognise some of the different forms Do not burn
of energy. You will look at lots of objects. ! yourself with
flames or hot
objects.
Obtaining evidence
2 Read an instruction card and do what it says. Decide whether the object
gives out sound, light or heat energy. Decide whether the object moves.
3 Write the name of the object under the correct heading in your table.
You may need to write some objects in more than one column.
4 Repeat steps 2 and 3 for each object.

Energy transferred Energy transferred Energy transferred Energy transferred
as sound energy as light energy as heat energy movement energy

Teacher
I1b Energy everywhere activity notes

Paper Pupils identify movement, light, sound and heat energy. Core, Help

Pupils look at a picture and list different types of energy.
Core: Pupils make a table based on the headings and example provided.
Help: Pupils fill in the table provided on the sheet. Less able pupils may find it
helpful to colour code the different types of energy on their sheets. They can put
in a key in the space below the questions.
Answers
Core and Help:
stars and moon – light
light bulbs – light
flames – light, heat
people – sound, heat, movement
loudspeakers – sound
squeaky machinery, surfaces rubbing together – heat, sound
carriages on roller coaster rushing through the air – sound, movement
carriages on all the rides – movement
spinning carousel – movement
the train in the ghost ride – movement, sound
big wheel – movement
children coming down the helter skelter – movement (and sound, heat)
Pupils may also mention the Sun transferring light and heat energy (during the
day), burning cigarettes transferring light and heat, chemiluminescent plastic
jewellery transferring light, etc.

Activity
I1b Energy everywhere Core
Many objects in the picture are moving, or giving out light,

sound or heat energy. Can you spot them?
1 In your group, look at this picture and imagine you are there.
Think about all the types of energy the things in the picture
might have, or that they are giving out. It may be light, sound,
heat or movement energy. Sometimes there may be more than
one type of energy.
2 Make a table like the one below and fill it in. One row is done
for you.
Object in the picture Type of energy
stars and moon light

Activity
I1b Energy everywhere Help
Many objects in the picture are moving, or giving out light,

sound or heat energy. Can you spot them?
1 In your group, look at this picture Object in the picture Type of energy
and imagine you are there. Think
about all the types of energy the stars and moon light
things in the picture might have, light bulbs
or that they are giving out.
flames
It may be light, sound, heat or
movement energy. Sometimes people
there may be more than one
loudspeakers
type of energy.
2 Complete the table opposite. squeaky machinery,
The first row is filled in for you. surfaces rubbing together
carriages on roller coaster

rushing through the air
carriages on all the rides
spinning carousel
the train in the ghost ride
big wheel
children coming down

the helter-skelter

Teacher
I1c Energy in, energy out activity notes

Practical Pupils observe some energy transfers in preparation for writing energy transfer diagrams. Core

Place mains electrical devices around the room, for example:
● a desk lamp
● a fan
● an iron/soldering iron
● a room heater
● a radio or cassette player.
Pupils observe energy transfers and make a table showing the type of energy that
goes in and comes out of each device.
Expected outcomes
Pupils complete a table in preparation for writing energy transfers.
Safety notes
All hot objects require a warning notice: warning – hot
Do not use any electrical device that could trap fingers or cut.
Do not bring any items into school which have not been through a portable
appliance test (PAT) unless they are to be looked at without being plugged in or
switched on.

Technician
I1c Energy in, energy out activity notes

Practical Pupils observe some energy transfers in preparation for writing energy transfer diagrams. Core
Equipment
Place mains electrical devices around the room. Use as many safe devices as
possible, with an emphasis on those that obviously give out light energy, sound
energy, heat energy or move. For example:
● a desk lamp
● a fan
● an iron/soldering iron
● a room heater
● a radio or cassette player.

Pupils observe energy transfers and make a table showing the type of energy that
goes in and comes out of each device.
Expected outcomes
Pupils complete a table in preparation for writing energy transfers.
Safety notes
All hot objects require a warning notice: warning – hot
Do not use any electrical device that could trap fingers or cut.
Do not bring any items into school which have not been through a portable
appliance test (PAT) unless they are to be looked at without being plugged in or
switched on.

Activity
Core
I1c Energy in, energy out
You are going to look at some devices. Electricity goes into each Do not burn
one. You are going to find out how the energy comes out. ! yourself with
flames or hot
objects.
Obtaining evidence
2 Look at the devices. Decide what kind of energy is going into
each one, and what kind of energy each one is giving out.

3 Write in your table the name of each device, the kind of energy
that goes in and the kind of energy it gives out. One has been
done for you.
Energy in Device Energy out

electrical lamp light energy
heat energy

!
Activity
I1c Energy in, energy out Core
You are going to look at some devices. Electricity goes into each Do not burn
one. You are going to find out how the energy comes out. ! yourself with
flames or hot
objects.
Obtaining evidence
2 Look at the devices. Decide what kind of energy is going into
each one, and what kind of energy each one is giving out.

3 Write in your table the name of each device, the kind of energy
that goes in and the kind of energy it gives out. One has been
done for you.
Energy in Device Energy out

electrical lamp light energy
heat energy

Teacher
I2a Stored energy activity notes

Practical Pupils consider how and where energy is stored, through a series of demonstrations. Core

A selection of mini-demonstrations illustrating stored energy are placed around
the room, for example:
● a candle burning
● a wind-up toy
● a ‘battery’ in a circuit causing a lamp to light
● a cotton reel racer (see Activity I2c)
● a mini pinball machine or any other toy in which a spring ‘shoots’ a ball
● a pop-up greetings card
● a model of a bungee jumper (clamp stand, rubber string and small doll)
● water dripping from a tap
● a sandbag to lift up and drop.
Pairs of pupils tour these and are guided to decide how energy is stored in each
object.
Alternatively, the teacher could demonstrate from the front of the class. In this
case, larger demonstrations may be desirable.
Expected outcomes
Pupils complete a table classifying the objects as storing chemical energy, strain
energy or gravitational energy.
Safety notes
Pupils should wear eye protection for demonstrations with stretched elastic bands
(cotton reel racer).
Answers
candle burning – chemical
wind-up toy – strain
lit Bunsen burner – chemical
‘battery’ – chemical
cotton reel racer – strain
pinball machine – strain
pop–up greetings card – strain
model of a bungee jumper: jumper high up – gravitational; stretched cord after
fall – strain
water dripping from a tap – gravitational
sandbag to lift up and drop – gravitational

Technician
I2a Stored energy activity notes

Practical Pupils consider how and where energy is stored, through a series of demonstrations. Core
Equipment
Place a selection of mini-demonstrations illustrating stored energy around the
room, for example:
● a candle burning
● a wind-up toy
● a ‘battery’ in a circuit causing a lamp to light
● a cotton reel racer (see Activity I2c)
● a mini pinball machine or any other toy in which a spring ‘shoots’ a ball
● a pop-up greetings card
● a model of a bungee jumper (clamp stand, rubber string and small doll)
● water dripping from a tap
● a sandbag with notice: LIFT UP AND DROP
Alternatively, the teacher could demonstrate from the front of the class. In this
case, larger demonstrations may be desirable.
Tips
Avoid hazardous examples such as catapults, bows and arrows, etc.

Pairs of pupils tour the demonstrations and are guided to decide how energy is
stored in each object.
Expected outcomes
Pupils complete a table classifying the objects as storing chemical energy, strain
energy or gravitational energy.
Safety notes
Pupils should wear eye protection for demonstrations with stretched elastic bands
(cotton reel racer).

Activity
I2a Stored energy Core
You are going to look at how energy is stored in different things.

Wear eye
protection.
Energy can be stored in three ways:
● chemical energy (such as in food, fuel or batteries)
● strain energy (when something is stretched or squashed)
● gravitational energy (when something has been lifted up).
Obtaining evidence
2 Look at each object. Decide how the energy is stored in it.

3 Record your decision in your table. Tick the correct type of energy.
Object Chemical energy Strain energy Gravitational energy

!
Activity
I2a Stored energy Core
You are going to look at how energy is stored in different things.

Wear eye
protection.
Energy can be stored in three ways:
● chemical energy (such as in food, fuel or batteries)
● strain energy (when something is stretched or squashed)
● gravitational energy (when something has been lifted up).
Obtaining evidence
2 Look at each object. Decide how the energy is stored in it.

3 Record your decision in your table. Tick the correct type of energy.
Object Chemical energy Strain energy Gravitational energy

Teacher
I2b Energy at the picnic activity notes

Paper Pupils look at a picture showing different places that energy can be stored. Core, Help

Pupils work in groups arranged by ability.
Core: Pupils make a table based on the headings and example provided. As an
extension, pupils who finish the activity could be asked to draw energy transfer
diagrams for different objects in the picture. If they do this on overhead
transparencies then their ideas can be shared with the rest of the class.
Help: Pupils fill in the table provided on the sheet, which lists for them the objects
in the picture that store energy.
Other relevant material

For the suggested extension to the Core activity:
Skill sheet 16: Energy transfer diagrams
Overhead transparency sheets, pens, projector
Pitfalls
There could be argument about whether muscles store strain or chemical energy,
especially from pupils who have modelled arm movement with elastic band
‘muscles’. Explain that the energy stored in the muscle cells is in the form of
chemical energy.
Answers
Core and Help:
Place or object in picture Type of energy stored

waterfall gravitational
camping gas cylinder chemical
rubber band in catapult strain
petrol in car fuel tank chemical
muscles in children’s arms chemical
ball in the air gravitational
food for picnic chemical

Activity
I2b Energy at the picnic Core
You are going to use the picture to help you think about all the
different places that energy can be stored.
Obtaining evidence
1 In your group, try to find all the places in the picture where
energy is stored.
2 Decide what kind of energy is stored in each place. It could be
gravitational energy, chemical energy or strain energy.

3 Make a table like the one below. The first row has been done
for you.
Place or object in picture Type of energy stored
waterfall gravitational

Activity
I2b Energy at the picnic Help
You are going to use the picture to help you think about all the
different places where energy can be stored.
Obtaining evidence
1 In your group, try to find all the places in the picture where
energy is stored.
2 Decide what kind of energy is stored in each place. It could
be gravitational energy, chemical energy or strain energy.
Place or object in picture Type of energy

stored
3 Complete the table opposite.
The first row has been done waterfall gravitational
for you. camping gas cylinder
rubber band in catapult
petrol in car fuel tank
muscles in children’s arms
ball in the air
food for picnic

Teacher
I2c Cotton reel racers activity notes

Practical Pupils design a cotton reel racer to find out how much energy can be stored in an Extension
elastic band.

Pupils work in small groups to develop and test a cotton reel racer, as shown on
the pupil sheet. Then as a class they race their cotton reel racers in a Derby,
measuring and recording the distance covered and duration of movement.
Expected outcomes
Pupils record the characteristics of their cotton reel racer and its ‘race results’.
They then suggest improvements both to their design and to the Derby as a test.
Pitfalls
It is essential to check that a working cotton reel racer can be built out of the
components being supplied. A working model would help less able groups, who
may find it difficult to interpret the diagram.
Safety notes
Pupils should wear eye protection as the rubber bands may be over-wound.
Answers
Answers will depend on the pupils’ experiments, but could include:
1 By using many rubber bands or by winding the bands tightly.
2 They might expect the one that stores most energy to win. It could be that the
one that stores the most energy skids too much.
3 Yes, because everyone started at the same time/in the same place.
4 By repeating it.
5 By using more bands, winding the bands more tightly, using a longer paddle, etc.

Technician
I2c Cotton reel racers activity notes

Practical Pupils design a cotton reel racer to find out how much energy can be stored in an Extension
elastic band.
Equipment short match

cotton reel
(acts as anchor)
For each group:
● a cotton reel washer
● a long match to act as a paddle
● a short match to act as an anchor
● a wax washer made from a candle by cutting with a wire
and slipping off the wick
● three rubber bands of suitable length
● a stopclock
● a metre rule
rubber band
long match
Tips (acts as paddle)
Try out different designs until there is an in-house version that
works with the apparatus available.

Pupils work in small groups to develop and test a cotton reel racer, as shown on
the pupil sheet. Then as a class they race their cotton reel racers in a Derby,
measuring and recording the distance covered and duration of movement.
Expected outcomes
Pupils record the characteristics of their cotton reel racer and its ‘race results’.
They then suggest improvements both to their design and to the Derby as a test.
Pitfalls
It is essential to check that a working cotton reel racer can be built out of the
components being supplied. A working model would help less able groups, who
may find it difficult to interpret the diagram.
Safety notes
Pupils should wear eye protection as the rubber bands may be over-wound.

Activity
I2c Cotton reel racers Extension
Cotton reel racers store energy in the rubber band. In this

Wear eye
investigation you will find out how much movement energy you protection.
can get out of a cotton reel racer.
Planning short match

(acts as anchor) cotton reel
1 Decide whether you will design your
cotton reel racer for speed or for washer
endurance (how far it will go).
2 You need to investigate the best
number of rubber bands to use and
the best number of turns to put in
the bands.
3 Do some trial runs. Don’t forget to
record your results.
rubber band
long match
Obtaining evidence (acts as paddle)
4 Take your racer to the Derby and compete.

5 You will need to write down:
● the number of rubber bands you used
● the number of turns you put into the rubber band(s)
● the distance your racer moved
● the time your racer kept moving.
Design a table to record the results.
Considering the evidence

1 Explain how you stored lots of energy in your racer.
2 Which was the winning design? Would you have expected it to
win?
Evaluating
3 Was the Derby a fair test?
4 How could the Derby be made a more reliable test?
5 How could you improve your cotton reel racer?

Teacher
I3a Energy in food activity notes

Practical To show pupils that foods store energy, and to enable them to observe and measure, Core, Extension
then explain their results using their scientific knowledge, and evaluate them to
suggest how to improve reliability and reduce error.

You may like to demonstrate the experiment with one type of snack food first.
Pupils work in pairs or small groups.
Core: Pupils set up the equipment and follow the instructions on the sheet to burn
two types of food under a boiling tube of water. They record their results in a table
using the headings provided, which prompt them to calculate the rise in temperature.
Extension: Pupils consider the variables they will measure and design a fair test. They
present their results as a bar chart.

Skill sheet 12: Lighting a Bunsen burner
Skill sheet 33: Heating substances
ICT opportunities
It would be possible to set up a spreadsheet for the results. Pupils may use this to
produce a bar chart. Pupils who weigh the food could use the spreadsheet to calculate
the temperature rise per gram of food. Alternatively, class results could be entered on
a spreadsheet and the average temperature rise for each food calculated.
Expected outcomes
Core and Extension: The snack foods with the highest fat content cause the greatest
temperature rise.
Pitfalls
Pupils may take too long moving the food from the Bunsen burner to the boiling
tube, so that it is nearly all burned before it arrives.
Make sure pupils do not put the Bunsen burner below boiling tube.
Safety notes
Pupils should wear eye protection when using the Bunsen burner and burning food.
Some of the foods with the highest fat content may drip fat.
Emphasise that pupils must not eat in the laboratory.
Avoid any foods containing nuts or peanuts; anaphylactic shock may be triggered by
very small quantities.
Answers
Core:
1 Answers will vary depending on the sizes of samples and the fat content of foods.
2 chemical energy
3 For example, repeat the experiment and take an average; use the same mass of
food each time and measure the distance it is held from the water.
Extension:
1 Answers will vary depending on the sizes of samples and the fat content of foods.
2 For example, repeat the experiment and take an average; use the same mass of
food each time and measure the distance it is held from the water.
3 Weigh the food on the balance.
4 Divide the rise in temperature by the mass of food in grams.
Technician
I3a Energy in food activity notes

Practical To show pupils that foods store energy, and to enable them to observe and measure, Core, Extension
then explain their results using their scientific knowledge, and evaluate them to
suggest how to improve reliability and reduce error.

Skill sheet 12: Lighting a Bunsen burner
Skill sheet 33: Heating substances
Equipment
For each pair or small group: ● a Bunsen burner
● a boiling tube ● a heatproof mat
● a thermometer (up to 100 °C) ● wooden splints
● a retort stand with two bosses and ● access to a top-pan balance
clamps (Extension)
● a 25 cm3 measuring cylinder ● a ruler (Extension)
● tongs
For the teacher:
● old tin lids
● matches/lighter
● at least two kinds of snack food, e.g.
crisps, ‘hula hoops’, pretzels, corn or
potato snacks; avoid peanuts
because of allergy considerations
For each bench/two or three groups:
Tips
A tin lid below the boiling tube catches any burning fat that falls. If pupils clamp
the tube near enough to the lid they can put the food on the lid, rather than
holding it under the tube.

You may like to demonstrate the experiment with one type of snack food first.
Pupils work in pairs or small groups.
Core: Pupils set up the equipment and follow the instructions to burn two types of
food under a boiling tube of water. They record their results in a table using the
headings provided, which prompt them to calculate the rise in temperature.
Extension: Pupils consider the variables they will measure and design a fair test.
They present their results as a bar chart.
Expected outcomes
Core and Extension: The snack foods with the highest fat content cause the greatest
temperature rise.
Pitfalls
Pupils may take too long moving the food from the Bunsen burner to the boiling
tube, so that it is nearly all burned before it arrives.
Make sure pupils do not put the Bunsen burner below boiling tube.
Safety notes
Pupils should wear eye protection when using the Bunsen burner and burning food.
Some of the foods with the highest fat content may drip fat.
Emphasise that pupils must not eat in the laboratory.
Avoid any foods containing nuts or peanuts; anaphylactic shock may be triggered
by very small quantities.
Activity
I3a Energy in food Core
You are going to find out about the energy stored in food. Wear eye
You will set fire to food and use the heat energy it releases protection.
to warm up some water. !
Do not eat
in the lab.
Equipment
tongs potato
crisp Hula hoop
thermometer
lit Bunsen
burner
boiling clamp 25 cm3
tube stand measuring
cylinder
heatproof mat
Obtaining evidence
1 Make a table like the one below to record your results.
2 Pour 20 cm3 of water into the boiling tube.
3 Clamp the boiling tube and thermometer as shown in the diagram.
4 Measure the temperature of the water, and write it in your table.
5 Hold one snack in the tongs and set fire to it in the Bunsen burner flame.
6 Hold the burning food under the boiling tube of water, until it has
finished burning.
7 Use the thermometer to measure the highest temperature of the water,
and write it in your table.
8 Pour out the hot water and refill with cold. Repeat the experiment for
another snack food.

Food Temperature of High temperature Temperature rise
water at start in °C of water in °C of water in °C
Considering the evidence and evaluating

9 Calculate each temperature rise and fill in the last column of the table.
1 Which food gave out most heat energy?
2 What kind of energy was stored in the food before it was burned?
3 Do you think that you would always get the same result? Write down
what you could do to check your result.
Activity
I3a Energy in food Extension
You are going to find out about the energy stored in food.
Wear eye
You will set fire to food and use the heat energy it releases protection.
to warm up some water.
Equipment
lit Bunsen tongs

burner thermometer potato
crisp
Hula hoop
heatproof mat
boiling
tube clamp
stand
balance 25 cm3
measuring
0 10 20 30 40 50 60 70 80 90 10 11 12 13 14 15
ruler cylinder
Planning and predicting

1 In this experiment you will hold the burning food under the boiling
tube of water. Make a list of all the things that you could measure.
2 You are going to compare the energy given out by two pieces of
food. How will you make it a fair test? Write down what you will
keep the same.
3 What measurements will you make? Draw a table to record them.
Obtaining evidence
4 Set up your apparatus. Measure and record the values that will be
the same for both experiments.
5 Carry out your experiments and write down your results.
Considering the evidence

6 Do calculations to help you decide which food gave out more heat
energy.
7 Draw a bar chart to show your results.
1 Which food gave out more energy?
Evaluating
2 How could you make sure you would always get the same results?
3 Did you measure your foods? If not, how could you have done this?
4 The test might be more fair if you thought about the temperature
rise per gram of food. Write down how you would work this out.
Teacher
I3b How much energy? activity notes

ICT To show pupils that standard tables of nutritional information can be used to calculate Core
the energy content of meals, and that spreadsheets can do complex, multi-stage
calculations quickly.

This PC-based activity uses a Microsoft® Excel spreadsheet available on this
CD-ROM.
Answer
1 5220 kJ

Activity
I3b How much energy? Core
You are going to use a computer to calculate the amount of

energy in a meal. You will use a spreadsheet to look up
information and to do calculations.
Leroy eats the meal shown in the picture.
200 g chips
50 g custard
200 g fried cod
in batter 100 g peas 50 g apple pie
The spreadsheet lists many foods and the energy they contain in
each 100 g.
1 To find ‘cod (batter, fried)’ in the first column:

● Click on A at the top of column A.
● Go to Edit and select Find. The Find window will appear.
● Type ‘cod’. Click on Find next.
● Close the Find window.
2 Type the size of Leroy’s portion in grams (200) into column C of
the row for cod (batter, fried). Press the return key to enter the
information.
The computer will now calculate the energy in Leroy’s portion of

fried cod in batter. The answer will appear in column D.
3 Repeat for all other parts of Leroy’s meal.

4 Scroll down to the bottom of column D to find the total energy.
The computer will have added up the energy in all the food.
1 How much energy was in Leroy’s meal?

Teacher
I3c Lucie’s lunch activity notes

Discussion Pupils discuss to establish where the energy in food comes from. Core, Help

Pupils work in groups to discuss where the energy in food comes from, as directed
by the pupil sheet. Groups could note their answers down, and these could be
summarised as a whole-class activity.
Core: Pupils identify the six foods in the picture, and answer questions leading
them to discuss where each one came from.
Help: A table is provided for pupils to record the six foods, and they answer the
structured questions on the sheet.
Pitfalls
Some pupils may talk about nutritional food groups and introduce ideas they
have learned, perhaps in Food technology. Congratulate them, but bring them
back to the simple idea at issue in this activity.
Answers
Core:
2 sunflower oil, potatoes, peas, cod, flour, eggs
3 a sunflower oil, potatoes, peas, flour
b from the Sun
4 a mainly plant food
b from the Sun. Some pupils may know that chickens also eat grubs and
insects, so a longer food chain will develop.
5 Big fish eat smaller fish; the smallest fish eat plant plankton, which gets its
energy from the Sun.
Help:
2
Food Plant or animal?
sunflower oil plant
potatoes plant
peas plant
cod animal
flour plant
eggs animal
3 the Sun
4 a mainly plant food
b from the Sun. Some pupils may know that chickens also eat grubs and
insects, so a longer food chain will develop.
5 the Sun

Activity
I3c Lucie’s lunch Core
You are going to answer the question:

● Where does the energy in Lucie’s lunch come from?
Cod is a fish
Potatoes are Peas are the

part of a seed of a plant.
plant
Batter is a mixture of flour,

The chips were fried egg and fat. The flour is
in sunflower oil. made from a plant called
Sunflower oil is made wheat. Eggs come from
from the seed of the chickens. The fat was
sunflower plant. sunflower oil.
1 Discuss in your group where the energy in each type of food

comes from.
2 List the six ingredients that were used to make Lucie’s lunch.
3 a How many of the ingredients come from plants?
b Where did the plants get their energy from?
4 a Where do chickens get their energy from?
b Where did this energy come from in the first place?
5 How do fish get their energy?

Activity
I3c Lucie’s lunch Help
You are going to answer the question:

● Where does the energy in Lucie’s lunch come from?
Cod is a fish
Potatoes are Peas are the

part of a seed of a plant.
plant
Batter is a mixture of flour,

The chips were fried egg and fat. The flour is
in sunflower oil. made from a plant called
Sunflower oil is made wheat. Eggs come from
from the seed of the chickens. The fat was
sunflower plant. sunflower oil.
1 Look carefully at Lucie’s lunch. Try to find

Food Plant or animal?
six ingredients.
2 List them in the table. Write down whether
each one came from plants or animals.
3 Where do all plants get their energy from?
.........................................................................................................
4 a What do chickens eat? ................................................................................................................................................

b So where does the energy in chicken’s food come from?
.........................................................................................................................................................................................................
Big fish (like cod) eat smaller fish (like herring). Very small fish eat tiny
plants that live in the sea. So all the fish get their energy from plants
one way or another.
5 Where do the tiny plants get their energy from? ...........................................................................................

Teacher
I5a Making fossil fuels activity notes

ICT Pupils develop their ICT skills by researching the formation of fossil fuels. Core, Help, Extension

At the start of the activity, if possible, show pupils a lump of coal, a sealed sample
of crude oil, and point out to them that natural gas is what comes out of the gas tap
in the laboratory. Identify these as fossil fuels. Explain that petrol, other fuels,
lubricating oil and bitumen (road tar) are made from crude oil.
The activity sheet should keep pupils on task and encourage them to look for
specific information.
Core: Pupils are given questions to help them with their research.
Help: Pupils are given questions and can make relevant notes on their activity sheet.
Extension: Pupils organise their own fact-finding with some prompts on the sheet.
A web search using the standard search engines does yield results, particularly using
the advanced search function [fossil + fuel + formation], but only a few of the
websites are suitable for Year 7 pupils. All standard CD-ROM encyclopedias contain
relevant information (e.g. Encarta, Encyclopedia Britannica). If possible, CD-ROMs
should be loaded onto the internal network so that many pupils can access
information simultaneously.
Alternatively, the activity could be done using books. The school librarian should
be consulted in advance, and suitable texts and other resources identified. The
activity could be carried out in the school resource centre or in the classroom with a
book-box provided by the school librarian or the schools library service.

Skill sheet 4: Web searches
Skill sheet 19: Research
Pitfalls
Ensure that enough resources are available for all pupils to be actively researching.
If pupils are using the Internet, ensure that unsuitable websites are blocked.
Answers
Pupils’ presentations should cover the following points:
● Fossil fuels are made from animals or plants that lived hundreds of millions of
years ago.
● When these animals and plants died they were buried. This meant they did not
rot in the normal way because they were away from the oxygen in the air. The
dead material was buried under many layers of sediments. This put it under high
pressure. Bacteria, high pressure and temperatures of 90–120 °C changed the dead
material into a mixture of hydrocarbons.
● If there was a lot of plant material, the dead material became coal.
● If it was mostly animal material it became crude oil and natural gas.
● The sediments over the dead material became sedimentary rocks.

Activity
I5a Making fossil fuels Core
You are going to find out how fossil fuels were made. You will be
using the information you find to create an interesting information
source for future Year 7 pupils to use.
Starting off
Fossil fuels are called ‘fossil’ fuels because they started off as living
things, in the same way as the fossils you see in museums started off as
living things.
Fossil fuels include coal, crude oil, natural gas and peat.
Fact finding
You need to find out the answers to these questions.
Fossil fuels were made from plants and animals.
● When did these plants and animals live?
● What did the plants and animals look like?
● How did the plants and animals get their energy?
● Plants and animals usually rot away when they die. Why didn’t these
plants and animals rot away when they died?
● How long did it take to turn the plants and animals into fossil fuels?
● What conditions were needed to turn the plants and animals into
fossil fuels?
– Was the temperature very hot, hot, warm or cold?
– Was the pressure high or low?
– Was anything else needed?
● Why are fossil fuels found buried in rock?
● What do the fossil fuels look like?
Making your resource

Now you have your information, how will you present it?
You could:
● write a story
● write an interactive quiz, perhaps with multiple choice answers
● create a multimedia presentation
● make a poster or leaflet.
Judging your success

● How many of the questions above did you answer?
● Is your end-product interesting?
● Is your end-product eye-catching?
Activity
I5a Making fossil fuels Help
Use this sheet to record the facts you find about fossil fuels, and to
write down how successful you think your presentation was.
Fact finding
You need to find out the answers to the questions below. Your answers
will help you to make your presentation.
You could write the answers on this sheet, or write down where the
information is so you can find it again easily.
1 Fossil fuels were made from plants and animals.
● When did these plants and animals live? ......................................................................................................
● What did these plants look like? ..........................................................................................................................
........................................................................................................................................................................................................
● What did these animals look like? .......................................................................................................................

........................................................................................................................................................................................................
● How did these plants and animals get their energy? ...........................................................................
........................................................................................................................................................................................................
2 Animals and plants usually rot away when they die.

● Why didn’t these plants and animals rot away when they died? ...............................................
........................................................................................................................................................................................................
3 The dead animals and plants were turned into fossil fuels.
● How long did it take to turn the plants and animals into
fossil fuels?..............................................................................................................................................................................
● Was the pressure high or low? ................................................................................................................................
● Was the temperature very hot, hot, warm or cold? ...............................................................................
4 Fossil fuels are found inside rocks.

● Why are fossil fuels found buried in rock? ....................................................................................................
● What do fossil fuels look like? ..................................................................................................................................

● How many questions did you answer? ...........................................................................................................
● Is your end-product interesting? .........................................................................................................................
● Is your end-product eye-catching? ....................................................................................................................

Activity
I5a Making fossil fuels Extension
You are going to find out how fossil fuels were made. You will be
using the information you find to create an interesting
information source for future Year 7 pupils to use.
Fact finding
You need to find out the answers to these questions.
● Fossil fuels were made from plants and animals. When did these
plants and animals live? How did they get their energy? What did
they look like?
● Animals and plants usually rot away when they die. How do dead
plants and animals usually rot? Why didn’t these plants and
animals rot in the usual way?
● Describe the process by which the dead material turned into fossil
fuels. What conditions were necessary for the process to happen?
What role did bacteria play in the process?
● What are the different types of fossil fuel? What do they look like?
Why are different fossil fuels formed? What is in fossil fuels?
● Why are fossil fuels found buried in rock? What type of rock are
they found in? Are different types of fossil fuels found in different
parts of the rock?
Making your resource

Now you have your information, how will you present it?
You could:
● write a story
● write an interactive quiz, perhaps with multiple choice answers
● create a multimedia presentation
● make a poster or leaflet.

● How many of the questions above did you answer?
● Is your end-product interesting?
● Is your end-product eye-catching?

Teacher
I5b Comparing fuels activity notes

Practical A demonstration to compare fuels that may be unfamiliar to pupils, and to reinforce Core, Help, Extension
Sc1 ideas from burning foods. Help pupil sheet only

This is a demonstration, so there is no Core pupil sheet, although a Help sheet is
provided with a template to record variables and results. Teachers may wish to use
this sheet for all pupils.
Introduce the activity by explaining that its purpose is to compare different fuels
in order to decide which is best. Remind pupils of the burning food activity
(Activity I3a).
Ask for suggestions for relevant variables. Pupils can be prompted to identify the
fixed input variables: volume of water; mass of fuel; distance from fuel to water.
The table on the Help sheet lists these. Pupils may suggest a draught shield – the
safety screen can be deployed to fulfil two purposes. As a class, decide on the
values to use for these variables.
Then discuss what factors you might want to compare in fuels. Pupils can be
prompted to identify factors such as: how easy it is to light, the appearance of the
flame, the rise in temperature of water. The table on the Help sheet lists these
with space to record for each fuel.
Demonstrate firstly with ‘petrol’ (lighter fuel – use mineral wool as wick), then
paraffin, then attempt coal (it will need white spirit or meths to get it to light).

Skill sheet 8: Variables
I6a Resource 1 and 2: the cards for fossil fuels could be given out for pupils to
compare features of fossil fuels other than how much heat they give out. Groups
could discuss and consider which one might be best for particular situations, such
as heating a remote country cottage or a first floor flat in town.
Expected outcomes
Suitable values for the fixed variables might be: 20 cm3 of water; 5 g of fuel; 2 cm
away from water.
Pitfalls
‘Petrol’ will burn better with mineral wool wick. Coal is very difficult to set alight,
but is worth the attempt as many pupils will never have seen it. Be prepared for
them to confuse it with barbecue charcoal.
Safety notes
All present should wear eye protection.

Technician
I5b Comparing fuels activity notes

Practical A demonstration to compare fuels that may be unfamiliar to pupils, and to reinforce Core, Help, Extension
Sc1 ideas from burning foods. Help pupil sheet only

Skill sheet 8: Variables
Equipment
For the class:
● a balance
● a teat pipette
● a 100 or 25 cm3 measuring cylinder
● a metal crucible or tin lid
● mineral wool
● a retort stand with two clamps
● a thermometer
● a heatproof mat
● lighter fuel (for ‘petrol’)
● paraffin
● coal and lighting fluid
● a container for water (e.g. a beaker)

This is a demonstration, so there is no Core pupil sheet, although a Help sheet is
provided with a template to record variables and results. Teachers may wish to use
this sheet for all pupils.
Introduce the activity by explaining that its purpose is to compare different fuels
in order to decide which is best. Remind pupils of the burning food activity
(Activity I3a).
Ask for suggestions for relevant variables. Pupils can be prompted to identify the
fixed input variables: volume of water; mass of fuel; distance from fuel to water.
The table on the Help sheet lists these. Pupils may suggest a draught shield – the
safety screen can be deployed to fulfil two purposes. As a class, decide on the
values to use for these variables.
Then discuss what factors you might want to compare in fuels. Pupils can be
prompted to identify factors such as: how easy it is to light, the appearance of the
flame, the rise in temperature of water. The table on the Help sheet lists these
with space to record for each fuel.
Demonstrate firstly with ‘petrol’ (lighter fuel – use mineral wool as wick), then
paraffin, then attempt coal (it will need white spirit or meths to get it to light).
Expected outcomes
Suitable values for the fixed variables might be: 20 cm3 of water; 5 g of fuel; 2 cm
away from water.
Pitfalls
‘Petrol’ will burn better with mineral wool wick. Coal is very difficult to set alight,
but is worth the attempt as many pupils will never have seen it. Be prepared for
them to confuse it with barbecue charcoal.
Safety notes
All present should wear eye protection.

Activity
I5b Comparing fuels Help
Your teacher will demonstrate an activity to compare fuels. You

are going to discuss the variables in the experiment, and then
record the results as your teacher carries out the experiment.
Making it a fair test

1 Complete this table to record what you decided during the
discussion about variables and making it a fair test.
Variable Keep the same or Value

vary and record? (if kept the same)
volume of water
mass of fuel
distance from fuel to water
rise in temperature of water
type of fuel vary and record
Obtaining evidence
2 Use the table below to record the differences between the three fuels.
Petrol Paraffin Coal
How easy was

it to light?
What did the

flame look like?
Temperature of water
at the start in °C
Temperature of water
at the end in °C
Rise in water
temperature

Teacher
I5c How much longer? activity notes

Paper Pupils come to understand that fossil fuel reserves are finite. Core

Pupils work individually or in pairs to interpret the bar chart and answer
questions on the pupil sheet.
ICT opportunities
Pupils could search the Internet for up-to-date information about existing fossil
fuel resources. This may be useful as an extension activity, and pupils could then
report their findings to the rest of the class.
Answers
1 Allow 5 years either way for answers read off the bar chart, and adjust the
figures in the last column according to the year.
Fuel Year when it Number of years

will run out fuel will last
coal 2230 230
oil 2045 45
natural gas 2065 65
2 For example: more oil may be discovered; better technology makes previously
unfeasible oil sites accessible; energy conservation measures such as better
home insulation and more efficient vehicles make oil last longer.
3 For example: insulate homes better – shut doors, draught excluders, loft
insulation, thick carpets/curtains; improve vehicle fuel efficiency – more
aerodynamic designs, less friction within engines; travel as a group – car
sharing, use buses and trains.

Activity
I5c How much longer? Core
You are going to use the bar chart to help you to understand
that our fuel reserves will not last for ever.
2240 coal
2200
2160
Estimated date
when fuel will
run out 2120
2080
natural gas
oil
2040
2000
Fuel
1 Copy the table below. Use the information in the bar chart to
complete your table.
Fuel Year when it will run out Number of years fuel will last
2 Write down two reasons why there may still be oil that we can
use after the year 2050.
3 Make a list of ways in which we can reduce the amount of
energy resources that we need to use.

Teacher
I5d Move it! activity notes

Paper Pupils write energy transfers and apply ideas about energy transfers to some domestic Core, Help, Extension
appliances.

Pupils complete some energy transfer diagrams. In addition, they could also draw
their own energy transfer diagrams for some other devices.
Core and Extension: Pupils copy and complete diagrams.
Help: Pupils write on the sheets to complete the diagrams.

Pitfalls
Copying and completing the energy transfer diagrams could be laborious. If you
do not want to re-use the sheets for another class, you may find it easier for all
pupils to write the answers directly onto their sheets.
Answers
Core: Missing words are as follows:
1 a movement/kinetic
b electrical, movement/kinetic, heat/thermal, sound
c electrical, TV (or other suitable device e.g. computer)
d electrical, heat/thermal energy, sound energy, movement energy
Help: Missing words are as follows:

1 a electrical
b movement
c electrical, movement, heat, sound
Extension: Missing words are as follows:

1 a movement/kinetic, sound, heat/thermal
b electrical, movement/kinetic, heat/thermal, sound
c electrical, TV (or other suitable device e.g. computer)
d electrical energy, heat/thermal energy, sound energy, movement energy

Activity
I5d Move it! Core
You are going to use simple diagrams to show how energy is

moved or transferred in different devices.
1 Copy and complete these energy transfer diagrams.
a
............................................ energy
electrical energy sound energy
heat energy
food processor
b
............................................ energy
............................................ energy ............................................ energy
............................................ energy
tumble dryer
c
light energy
............................................ energy sound energy
heat energy
............................................
............................................ energy
kettle

Activity
I5d Move it! Extension

1 Copy and complete these energy transfer diagrams.
a
............................................ energy
electrical energy ............................................ energy
............................................ energy
food processor
b
............................................ energy
............................................ energy ............................................ energy
............................................ energy
tumble dryer
c
light energy
............................................ energy sound energy
thermal energy
............................................
kettle

Activity
I5d Move it! Help

1 Complete these energy transfer diagrams.
light energy
..................................... energy sound energy
heat energy
television
............................................ energy
electrical energy sound energy
heat energy
food processor
c
............................................ energy
............................................ energy ............................................ energy
............................................ energy
tumble dryer

Teacher
I6a Different fuels activity notes

Discussion Pupils learn about and evaluate different renewable fuels Core
Resource 1, 2

Pupils work in groups. Each group will need a set of cards made from
I6a Resource 1 and 2.
In step 2, pupils consider the replacement time of the fuel; for example, if they
used up their supply of cow dung, how long would it take to get some more to
burn? They need to think about whether fuels need to be dried or otherwise
processed before burning, etc.
In step 3, they need to think about how the technology needs to be developed to
harvest or burn the fuel.
If there is time, different groups could present and defend their rank orders.

I6a Resource 1 and 2
Answers
1 Renewable: dung, blubber, charcoal, methane from rotting rubbish, peat
(arguably non-renewable), ethanol, rape seed oil fuel, wood.
Non-renewable: diesel, petrol, fuel oil, kerosene, smokeless fuel, methane
(natural gas), peat (possibly), propane, paraffin, coal.
2 The ranking order is debatable! For example:
Replacement time (starting with the quickest): wood, blubber, rape seed oil
fuel, dung (has to be dried), charcoal, ethanol, methane from rotting rubbish,
peat (takes a long time to dry)
3 The ranking order is debatable! For example:
Ease of replacement (starting with the easiest): wood, dung, blubber, peat,
charcoal, alcohol, methane from rotting rubbish, rape seed oil fuel

Activity
I6a Different fuels Core
In this activity you are going to work in a group to classify

different fuels.
1 Give each person in the group some of the cards from Resource
sheets 1 and 2. Take it in turns to read a card out loud, and then
to put it into one of two piles – renewable or non-renewable.
2 Put the non-renewable fuels to one side. Look at the renewable
fuel cards. For each one, decide how long it would take to get
some more once you have burned all the fuel you have. Put the
cards in order, with the one that could be replaced most quickly
first. Make a list of the fuels in order, with the heading
replacement time.
3 Some renewable fuels only have to be collected. Others have to
be made, sometimes using complicated technology. Re-order
your renewable fuel cards, with the easiest to use at the top and
the one that needs the most complicated technology at the
bottom. Make another list of the fuels in order, with the heading
ease of replacement.
4 Look at another group’s replacement time list. Do your orders
agree? Ask your teacher if you have any big differences.
5 Look at another group’s ease of replacement order. Do your
orders agree? Ask your teacher if you have any big differences.

Activity
I6a Different fuels Resource 1
!
!
Dung Blubber
● Solid ● Solid
● Made from animal droppings. The droppings ● Blubber is the fat from seals. Seals have a thick
are collected and dried. layer of fat under the skin. It is only available
● Used in fires. It is cheap because the to people who hunt seals.
droppings are a waste product. ● Blubber can be burned in fires.
● Makes smoke and ash when it burns. ● It is a smoky fuel. Carbon dioxide and water
Produces mainly carbon dioxide and water. are made when it burns.
Charcoal Diesel
● Solid ● Liquid
● Made from wood. ● Made from crude oil by an expensive process.
● Used mainly for barbecues. Expensive. Crude oil is found deep in the ground and has
● Burns with little smoke and little ash. Burns at to be drilled for.
a very high temperature. Produces carbon ● Used in cars and lorries because it can be
dioxide and water when it burns. turned into gas in the engine. Does not work
at low temperatures as it turns into a solid.
Diesel is cheaper than petrol.
● Burns to give mainly carbon dioxide and
water, but can make smoke.
Petrol Fuel oil

● Liquid ● Liquid
● Made from crude oil by an expensive process. ● Made from crude oil by an expensive process.
Crude oil is found deep in the ground and has Crude oil is found deep in the ground and has
to be drilled for. to be drilled for.
● Used in cars because it turns into petrol gas ● Used in boilers for heating water. Fuel oil is
very easily in the engine. This means it works usually more expensive than natural gas
even at low temperatures. Petrol is available (methane) or coal.
from petrol stations all over the country. ● Produces unpleasant gases such as sulphur
dioxide when it burns, as well as carbon.
Kerosene Smokeless fuel

● Liquid ● Solid
● Made from crude oil by an expensive process. ● Made from coal.
Crude oil is found underground and has to be ● Used in boilers for heating water, and for
drilled for. fires. More expensive than coal, fuel oil or
● Used in aeroplanes because it turns into gas natural gas.
easily in the engine. It is very high in energy. ● Burns with little smoke, so it can be used in
It is very expensive. Airports buy tankers of ‘smokeless zones’. Makes carbon dioxide, water
kerosene from suppliers and owners of small and a small amount of unpleasant gases such
planes buy their kerosene from airport owners. as sulphur dioxide when it burns. Burns to ash.

Activity
I6a Different fuels Resource 2
!
!
Methane Peat
● Gas ● Solid
● Found underground or made from rotting ● Found just below the ground and is very easy
rubbish. Methane from underground is called
to dig up.
natural gas and has to be drilled for.
● Used in boilers to heat water, in fires and for ● Peat is dried out and burned as a fuel. By
cookers. It can be used as a fuel in cars and digging it up, people are destroying peat
buses, but the vehicles have to be modified to bogs. Peat bogs are very rare and a unique set
use it. It is cheaper than coal or fuel oil. of plants and animals are found there.
● A very clean fuel, making no smoke or ash. It
produces carbon dioxide and water when
burned.
Propane (bottled gas) Ethanol (alcohol)

● Gas (but liquid when in the storage tank) ● Liquid
● Made from crude oil. Crude oil is found deep in ● Made from sugar by fermentation.
the ground and has to be drilled for. ● Can be used as a fuel for cars. It is cheaper
● Used in boilers to heat water, and in fires and
than petrol in countries such as Brazil that
for cookers. More expensive than natural gas
and used in places not supplied with piped gas. have big factories to make it. The cars have to
Delivered in large bottles or tanks. Cars, lorries be modified to run on ethanol.
and buses can be modified to run on propane. ● Ethanol is a clean fuel. It makes only carbon
● A very clean fuel, making no smoke and ash. dioxide and water when burned.
It produces carbon dioxide and water when
burned.
Paraffin Rape seed oil fuel

● Liquid ● Liquid
● Made from crude oil by an expensive process. ● Made from rape seed oil.
Crude oil is found deep in the ground and has ● Fuel made from rape seed oil is still
to be drilled for. experimental. It is very like diesel and can be
● Paraffin is used mainly in small heaters. It is used in lorries and cars as fuel.
about the same price as fuel oil. ● A clean fuel that burns producing mainly
● A smoky fuel but makes no ash. It burns to carbon dioxide and water.
make carbon dioxide and water.
Wood Coal
● Solid ● Solid
● Collected from woods or forests, or bought. ● A fossil fuel. Has to be dug out of the ground
● Used in boilers to heat water, and for fires. by miners.
● Used in boilers for heating water, or for fires.
● Can be cheap if collected by the person who
Less expensive than fuel oil, more expensive
is going to burn it. Less cheap if it has to be
than natural gas (methane).
bought.
● Most coal burns to make unpleasant gases
● Makes lots of smoke and ash when burning. such as sulphur dioxide. Carbon dioxide,
Produces mainly carbon dioxide and water. water, smoke and ash are also produced.

Teacher
I6b Biomass activity notes

Paper Pupils develop their understanding of alternative, renewable energy resources which Extension
can be used to turn turbines in a power station by studying a British project that used
poultry litter as fuel to generate electricity.

This activity requires good reading skills. It could be used as a homework.

Answers
1 a chemical
b as thermal/heat energy
c electrical
2 through cables/via the local electricity supplier
3 Steam condenses back into water.
4 Ash is removed in a precipitator.
5 Ash contains no nitrates, but is high in phosphates and potassium salts.
6 Poultry litter is a renewable energy resource/will not run out.

Activity
I6b Biomass Extension
You are going to read about a power station that uses poultry
litter as a fuel.
1 Read the following passage carefully.
Chickens on many farms are kept in sheds with sawdust or wood

shavings on the floor. The chickens’ droppings and the feathers
they lose mix with sawdust or wood shavings. This makes
poultry litter. Many farms send their litter to an experimental
power station at Eye, in Suffolk.
Poultry litter from a 40 km radius is delivered by truck to the
power station. The litter is stored in bunkers until it is needed. A
crane transfers the litter to a container that feeds the boiler,
where the litter is burned.
The boiler produces steam at 450 °C and high pressure (65 times
air pressure). The steam pushes a turbine, which is linked to a
generator. The electricity made by the generator is bought by the
regional electricity company.
Once the steam has pushed the turbine it is much cooler and
moves more slowly. This steam is cooled down in condensation
towers outside the building.
The gases from the boiler are passed over a precipitator. The
precipitator removes all the ash from the smoke. This ash makes
a good fertiliser. It is high in phosphate and potassium salts, low
in nitrates and completely sterile.
1 a What type of energy is stored in the poultry litter?

b How is this energy released in the power station?
c What form of energy is sent out from the power station?
2 How does the electricity get from the experimental power station
to homes?
3 What happens in the cooling towers?
4 How are the waste gases cleaned before they are put into the air?
5 There is a problem in Suffolk because too many nitrates get into
the water supply. Why is the ash a suitable fertiliser for this area?
6 What advantages are there in using poultry litter for a fuel rather
than coal, natural gas or oil?

Teacher
I7a Make a wind turbine activity notes

Practical Pupils build a model wind turbine to develop their understanding of alternative, Core
renewable energy resources which can be used to turn turbines in a power station.

Pupils could each make their own wind turbine as the apparatus is simple. This
activity could form part of a circus of activities with activities I7b and I7c, or
different groups could demonstrate each device to the rest of the class.
This activity involves building a simple wind turbine. This is used to raise a
button rather than generate electricity. The wind is supplied by a hairdryer. An
alternative is using a model wind generator such as that supplied by Philip Harris.
However, the wind generator is expensive, especially if the recommended 12 V
battery is purchased, and would be unlikely to redeem its cost in reduced
electricity bills!

Expected outcomes
The model turbine turns and pupils come to appreciate the energy transfers
taking place in it.
Pitfalls
Pupils need to work carefully to obtain a working model.
Answers
1 moving air from the hairdryer
2 It raised a button.
3 a movement/kinetic energy
b movement/kinetic and gravitational energy
movement/kinetic electrical
4 wind turbine
energy energy

Technician
I7a Make a wind turbine activity notes

Practical Pupils build a model wind turbine to develop their understanding of alternative, Core

Equipment
For each pupil:
● access to a hairdryer
● access to a compass for drawing circles
● a ruler
● scissors
● card
● a pencil for use in construction
● two pins
● two clothes pegs
● thread
● a large button
Alternative demonstration:
● model wind generator such as that supplied by Philip Harris:
follow the instructions provided.
Tips
Check that the turbine works with the equipment provided.

Pupils could each make their own wind turbine as the apparatus is simple. This
activity could form part of a circus of activities with activities I7b and I7c, or
different groups could demonstrate each device to the rest of the class.
This activity involves building a simple wind turbine. This is used to raise a
button rather than generate electricity. The wind is supplied by a hairdryer. An
alternative is using a model wind generator such as that supplied by Philip Harris.
However, the wind generator is expensive, especially if the recommended 12 V
battery is purchased, and would be unlikely to redeem its cost in reduced
electricity bills!
Expected outcomes
taking place in it.
Pitfalls
Pupils need to work carefully to obtain a working model.

Activity
I7a Make a wind turbine Core
You are going to build a very simple wind turbine.
1 Draw a circle of 10 cm diameter on 2 Use an angle measurer to divide the

the cardboard. Cut it out. Make a circle into eight equal sections.
hole with your pencil. Carefully cut along the lines, leaving
a gap of 1 cm in the middle.
3 Bend the card to make blades like a 4 Tie a piece of cotton, 20 cm long,
turbine. Carefully push the pencil around the pencil. Fix a button on
through the middle of the card. the other end.
5 Stick a pin in each end of the pencil. 6 Fix the pegs firmly to the bench with
Rest the pin in the holes of the pegs. plasticine. Direct a hairdryer at the
blades of the turbine.
1 What made the turbine turn?

2 What did your model turbine do?
3 a What type of energy was carried by the air from the hair dryer?
b What two kinds of energy did the button gain?
4 Think about a real wind turbine used to make electricity. Draw an
energy transfer diagram for a real wind turbine.
Teacher
I7b Make a water turbine activity notes

Practical Pupils build a simple water turbine to develop their understanding of alternative, Core

See I7a Teacher activity notes. This activity involves building a very simple water
turbine. Full instructions are given on the activity sheet. Pupils may prepare
feedback to the class, if the teacher has arranged the lesson this way.

Expected outcomes
taking place in it.
Pitfalls
Pupils must not clamp the pins, or the turbine will not be free to turn.
Safety notes
Care is needed – sharp blades. Pupils will need a suitable surface for cutting on.
Answers
1 Answer depends on the flow of water and the exact design of the turbine.
2 The falling water hits the fins of the turbine.
3 By adding more fins, using faster-flowing water.
4 kinetic/movement energy (also some gravitational energy)
5 kinetic/movement energy
6 gravitational
energy kinetic/movement kinetic/movement electrical
water turbine
energy energy energy
in water
behind dam

Technician
I7b Make a water turbine activity notes

Practical Pupils build a simple water turbine to develop their understanding of alternative, Core

Equipment
For each group:
● a large cork with parallel sides (e.g. wine cork)
● a craft knife
● plastic card cut into eight rectangles the same length as the cork
and about 2 cm wide
● two optical pins
● access to two clamp stands
● access to a tap with clearance beneath
Tips
Check that the turbine works with the equipment provided.

See I7a Teacher activity notes. This activity involves building a very simple water
turbine. Full instructions are given on the activity sheet. Pupils may prepare
feedback to the class, if the teacher has arranged the lesson this way.
Expected outcomes
taking place in it.
Pitfalls
Pupils must not clamp the pins, or the turbine will not be free to turn.
Safety notes
Care is needed – sharp blades. Pupils will need a suitable surface for cutting on.

Activity
I7b Make a water turbine Core
You are going to build a simple water turbine. Take care –

1 Look at the diagram to see how the turbine is put together. !
sharp blade!
Cut on a
2 Cut eight slits lengthways in your cork using a craft knife. suitable surface.
Make each slit about 6 mm deep.

3 Slide the plastic fins into the slits.
4 Put a large pin into each end.
5 Set up two clamp stands so that the pins rest on the
clamps and the turbine is under a running tap.
Do not clamp the pins, they must be free to turn.
6 Turn on the tap. Position the turbine so the water falls
on the fins at one side.
7 Your turbine should spin. Try to count the number of
turns in 1 minute.
1 How fast did your turbine spin?

2 What makes the turbine move?
3 How could you make a turbine that turned faster?
4 What type of energy is in the falling water?
5 What type of energy is given to the turbine?
A real water turbine turns to make electricity. In a real

water turbine, the water falls because it has been lifted
up and stored in a reservoir behind a dam.
6 Copy and complete this energy transfer diagram for

a real water turbine.
............................................
energy ..................................... ..................................... .....................................
water turbine
in water behind
dam

Teacher
I7c Make a solar furnace activity notes

Practical Pupils study a solar furnace or solar oven to develop their understanding of Core
alternative, renewable energy resources which can be used to turn turbines in a
power station.

If the solar furnace is included as part of a circus of activities (see I7a Teacher
activity notes), then it can be visited by pairs or small groups in succession. Pupils
may prepare feedback to the rest of the class if the teacher has arranged the lesson
that way. However, as there will be only one solar furnace, some teachers may
prefer to demonstrate to the whole class.
The solar furnace described here is supplied by Griffin. If this apparatus is not
available, an inexpensive alternative is to build a solar oven (see ICT opportunities
below). A fun alternative would be cooking a hot dog using a simple solar oven as
described in this website:
Energy Quest – Solar Hot Dog Cooker

ICT opportunities
Other websites with relevant information and activities include:
Prototype Solar Stoves section of the SunSpot website
The Solar Cooking Archive website
Kona Cooker website
Expected outcomes
Pupils record the temperature rise and answer the questions.
Pitfalls
If the day is not sunny, a high wattage infra-red lamp or an electric filament lamp
should be used to illuminate the dish. Some adjustment may then be necessary to
achieve a satisfactory temperature rise.
Safety notes
The container and its contents may become very hot. This is a heating
experiment, so pupils should wear eye protection. A warning sign should be
placed by an infra-red heater if used.
Answers
1 curved
2 (depends on the dish purchased)
3 It is reflected.
4 So that all the reflected light goes to that point.
5 (depends on results)
6 a the Sun (or lamp)
b heat/thermal
7 Water turns into steam, and the rising steam turns the turbine.

Technician
I7c Make a solar furnace activity notes

Practical Pupils study a solar furnace or solar oven to develop their understanding of alternative, Core

Equipment
For the class:
● a solar furnace as provided by educational equipment suppliers, e.g. Griffin: dish
follow the instructions provided.
● thermometers
● wash bottle of water for filling the ‘oven’
container
for water
Tips
It is possible to make a solar oven as an alternative. Information is given on the
following websites:
Prototype Solar Stoves section of the SunSpot website
Energy Quest – Solar Hot Dog Cooker
The Solar Cooking Archive website
Kona Cooker website

If the solar furnace is included as part of a circus of activities (see I7a Teacher
activity notes), then it can be visited by pairs or small groups in succession. Pupils
may prepare feedback to the rest of the class if the teacher has arranged the lesson
that way. However, as there will be only one solar furnace, some teachers may
prefer to demonstrate to the whole class.
The solar furnace described here is supplied by Griffin. If this apparatus is not
available, an inexpensive alternative is to build a solar oven (see websites listed
above). A fun alternative would be cooking a hot dog using a simple solar oven as
described in the Energy Quest website.
Expected outcomes
Pupils record the temperature rise and answer the questions.
Pitfalls
If the day is not sunny, a high wattage infra-red lamp or an electric filament lamp
should be used to illuminate the dish. Some adjustment may then be necessary to
achieve a satisfactory temperature rise.
Safety notes
The container and its contents may become very hot. This is a heating
experiment, so pupils should wear eye protection. A warning sign should be
placed by an infra-red heater if used.

Activity
I7c Make a solar furnace Core
You are going to use a small solar furnace to heat water.

Wear eye
protection.
1 Examine the solar furnace. Take care –
! the water may
become very hot.
1 What shape is the dish?
2 How far is the container from the dish?
2 Put some water into the container. dish

3 Take the temperature of the water.
4 Place the dish so it will catch the light.
Tip: If it is not a sunny day, shine electric light onto the dish. container
5 Leave the dish and water for 10 minutes. for water
6 Take the temperature of the water in the container.
3 What happens to the light when it hits the dish?

4 Why is the container put where it is?
5 How much did the temperature of the water rise?
6 a Where did the energy for the furnace come from?
b What kind of energy was transferred to the water?
7 Real solar furnaces are huge. They are used in some countries to
heat water to generate electricity. How is heated water made to
turn the turbine?

Teacher
I7d Energy costs activity notes

Discussion Pupils debate the issue of energy resources and their use. Core

Pupils could discuss their ideas first in small groups; the discussion can then be
opened into a class debate.

Skill sheet 22: Debate
Answers
2 For example:
People would try harder not to waste energy, so resources would last longer.
(Pupils may give specific examples such as car sharing, using public transport
and insulating houses.)
More use might be made of privately captured renewable energy, so reducing
use of fossil fuels. (Again, specific examples might include log fires, or
landowners using HEP and wind generators.)
There may be more research into renewable energy resources such as biogas
and ethanol-powered vehicles. (Take care if pupils discuss recycling – do not let
them confuse energy conservation with materials conservation.)
3 For example:
People with low incomes may economise on heating, which may lead to deaths
of very young/very old.
The cost of transport will rise, and low-income families may have to economise
on necessities such as food for growing children.
The better off could still afford resources, leading to more inequality of
opportunity.

Activity
I7d Energy costs Core
You are going to think about one possible way to make our
energy resources last longer.
1 In your group, read what is written in the box.
People are worried that we will run out of non-renewable energy resources.
One suggestion is that everyone should pay more for the energy that they use.
Do you think that electricity, petrol and gas should have a higher price so that
people would use less?
Would it work? Would everybody use less energy if it cost more money?
What effect would this have on poorer people in Britain?
2 In your group, write one sentence that describes a good result

that could come from higher prices for energy.
3 In your group, write one sentence that describes a bad result that
could come from higher prices for energy.
4 Decide whether you think energy prices should be increased.

!
Activity
I7d Energy costs Core
You are going to think about one possible way to make our
energy resources last longer.
1 In your group, read what is written in the box.
People are worried that we will run out of non-renewable energy resources.
One suggestion is that everyone should pay more for the energy that they use.
Do you think that electricity, petrol and gas should have a higher price so that
people would use less?
Would it work? Would everybody use less energy if it cost more money?
What effect would this have on poorer people in Britain?
2 In your group, write one sentence that describes a good result

that could come from higher prices for energy.
3 In your group, write one sentence that describes a bad result that
could come from higher prices for energy.
4 Decide whether you think energy prices should be increased.
Teacher
I7e Energy trails activity notes

Discussion Pupils discuss energy trails to help them realise that almost all energy on Earth derives Core
from the Sun. Resource 1, 2

Pupils work in groups to make some energy trails based on what they have
learned in this unit. Pupils should read I7e Resource 1 before starting the activity.
They can use the cards on I7e Resource 2 if required to help them expand and
illustrate their energy trails.

I7e Resource 1 and 2

Activity
I7e Energy trails Core
You are going to work in groups to make some energy trails.

These show where the energy originally comes from. You are
going to produce a poster showing your energy trail.
Remember these things when making your energy trail.
● Show where the energy is stored using boxes

like this: gravitational
energy
in water in a
high reservoir
light energy
● Show energy transfers using arrows like this:
1 Read Resource sheet 1 before you begin.

2 Choose the starting point for your energy trail. You could use one
of these suggestions, or think of one of your own.
e
a burger a cyclist an aeroplan
a barbecue mper
a bungee ju
3 Discuss in your group where the energy came from. Trace the
energy back to its source.
4 Make a rough sketch of where the energy was stored, and what
energy transfers happened.
5 Check your rough sketch against other energy trails (maybe in
your textbook). Is everyone in the group satisfied with it?
6 Show your rough sketch to your teacher.
7 Plan your poster. Look at Resource sheet 2. Are there any boxes
you would like to use in your poster? Decide if you are going to
use the boxes given or draw your own.
8 Decide who is going to do what, then build your energy trail!

Activity
I7e Energy trails Resource 1
Tracking the energy …

Energy can be moved about. Energy can be stored. However, it is
impossible to make or destroy energy. We say that energy is conserved.
… in a banana
Where
We can Plants So the
did the energy
get energy Bananas get their energy in the
in the banana
from a grow on energy from banana must come
come from?
banana. plants. the Sun. from the Sun.
These people are talking about the

energy in a banana. chemical
light energy
Sun energy
We can show this using an energy in banana
transfer diagram.
… in weights lifted by an athlete

An athlete lifts some weights. The energy stored as gravitational energy
in the weights came from the Sun. On the way, it was stored as chemical
energy in food, and as chemical energy in the athlete (maybe in fat).
Here is an energy transfer diagram.
chemical chemical gravitational

light chemical kinetic
Sun energy energy energy
in food in athlete in weights
Not all the energy is useful to us. When the athlete lifts the weights, he
gets hot. Not all the energy is used to lift up the weights. Some is
transferred as thermal energy instead. We show this as a side arrow.
chemical gravitational
kinetic
energy energy
energy
in athlete in weights
thermal energy

Activity
I7e Energy trails Resource 2
chemical energy gravitational energy chemical energy

in grass in cloud in banana
chemical energy strain energy chemical energy

in battery in spring in cow
gravitational energy chemical energy chemical energy

in weights in trees in coal
chemical energy ......................................... energy ......................................... energy

in athlete in ......................................... in .........................................

I1 Energy on the move Plenaries

Pupils write a definition Whole-class discussion of Groups of pupils discuss True/false quiz. Pupils suggest energy
for energy. responses and feedback on their responses to transfers that take place in
Activity I1a. Activity I1c. our bodies.
Review learning
● Depending on the group, ask the class to brainstorm key
terms/words/phrases that they think should be included
in a sentence to define energy.
● Then ask pupils to work in pairs to agree on a short
sentence to define energy.
● Identify a pair to share their sentence with the class. Ask
other pairs to compare their sentences with this one and
to identify what is similar and what is different about
their sentences.
● Use pupils’ responses to draw out any misconceptions.
Sharing responses
● Ask a pupil to describe his or her observations for one of
the activities. With examples, such as the lit Bunsen
flame, that will appear in two or more columns,
encourage the group to order/rank the features observed
in terms of mainly …., some …, a little … as a build-up
to formal energy transfer diagrams later.
Group feedback
● Ask individual pupils or pairs to describe one example
from their results.
● Ask other pairs if they agree/disagree. They should
justify their reasons.
● If more than one energy transfer happens in the
example, ask pupils to suggest which transfer
dominates.
Word game
● Pupils listen to statements about energy and decide if ➔ Teacher sheet
each statement is true or false. Pupils respond by raising
their hand for true, or not for false. Scan the class to
identify misunderstandings.
Looking ahead
● The question can be set for individuals to consider and Question
suggest answers to. They then share responses with What energy transfers take place in our
other pupils. Make it clear they may not know the bodies?
answer and need to suggest their ideas and predictions.
● Suggestions can be summarised and recorded in pupils’
books to reconsider after further lessons.

I1 Energy on the move Plenaries
Word game
Read out the statements for pupils to identify as true or false.
Statement True/False
Energy transfers only take place in electrical components. F
Energy gets used up. F
Things that emit light, e.g. the Sun, are transferring energy. T
Energy moves from place to place. T
Energy can be transferred as sound. T
Energy transfers do not occur in plants and animals. F
Energy is an example of a force. F

I2 Stored energy Plenaries

Pupils devise three Whole-class discussion of Groups of pupils discuss Odd one out. Pupils suggest why we and
questions to ask another responses and feedback on their responses to other living things require
group or pupil about Activity I2a. Activity I2c. food.
active energy.
Review learning
● Pupils have five minutes to prepare three questions
based on this lesson to challenge another group.
They must be able to answer their own questions.
Sharing responses
● Pupils identify evidence to suggest that energy can be
stored from the activities in the circus.
● Ask pupils to describe in what ways the energy is stored.
● Summarise the ideas on the board.
● Pupils review ideas and decide if there are lots of
different ways of storing energy or a few specific ways.
Group feedback
● Pupils describe the relationship between the number of
turns they gave their cotton reel racer and how much
movement it produced.
● Ask them to describe and sequence the energy transfers
involved.
Word game
● Pupils identify the ‘odd man out’ in each list of three
items and justify their answer.
Items
a) bow, wind-up toy, battery
b) bread, battery, spring
c) wood, petrol, radio
Looking ahead
● The questions can be set for individuals to consider and Questions
suggest answers to. They then share responses with Why do we eat food?
other pupils. Make it clear that they may not know the What is in food that is to be transferred to us?
answer and need to suggest their ideas and predictions.
● Suggestions can be summarised and recorded in pupils’
books to reconsider after further lessons.

I3 Energy in food Plenaries

Pupils devise three Whole-class discussion of Groups of pupils discuss Check progress by Pupils suggest a definition
questions to ask another responses and feedback on their responses to matching energy types of a fuel.
group or pupil about Activity I3b. Activity I3a. and examples.
stored energy.
Review learning
● Pupils have five minutes to prepare three questions
based on this lesson to challenge another group.
They must be able to answer their own questions.
Sharing responses
● Ask pupils to share their answers about how much Questions
energy was in the meal. If Leroy ate the same meal but on a
different day, would he get the same energy
● Then ask the questions on the right to check they
from it?
understand that the energy content of the food itself is
If Leroy ate that meal when he was 17 years
constant but that our body demands may vary.
old, would he get the same energy from it?
Would it be enough?
If Leroy’s sister ate that meal, would she get
too much or too little energy?
Has Leroy eaten too much or too little?
Group feedback
● In groups, ask pupils to share their results. Questions
Is there a pattern?
● Summarise the data collected for the pea and raisin for
Do we have reliable data to suggest a
each group by asking the questions on the right.
pattern?
Why do the values vary between groups?
Can they suggest one value for the
temperature rise for a pea/raisin based on
the data from all of the groups?
How did they arrive at this value?
What would they expect if another class
carried out the same activity?
Word game
● Pupils work in pairs. They use the table on the pupil ➔ Pupil sheet
sheet and write in the examples of things containing
energy under the correct headings.
● If they finish quickly, suggest that they add some more
examples of their own.
Looking ahead
● Pupils discuss what their definition of a fuel is. Questions
Can you give an example of something you
● Use the questions to prompt them. think is a fuel?
Where do you get it?
What does it do?

Word game
Look at the examples below and decide what kind of energy they
may transfer. Write them into the correct columns in the table.
Energy on the move Stored energy
Movement Light energy Sound energy Thermal (heat) Chemical Strain energy Gravitational
(kinetic) energy energy energy energy
song wind
chocolate bar laser beam
a slope radiator
bent ruler ball on top of

✂
Word game
Look at the examples below and decide what kind of energy they
may transfer. Write them into the correct columns in the table.
Energy on the move Stored energy
Movement Light energy Sound energy Thermal (heat) Chemical Strain energy Gravitational
(kinetic) energy energy energy energy
song wind
chocolate bar laser beam
a slope radiator
bent ruler ball on top of

I4 The best fuel – Think about Plenaries

Group feedback Bridging to other topics
Pupils explain why a fair test is Ask pupils to think of instances where
important when comparing variables of fair tests and relationships are useful.
different fuels.
Group feedback
● Pairs or trios have 5–10 minutes to discuss, write down
or display why a fair test is important.
● Take feedback from five pairs/trios and display all
methods.
Bridging to other topics

● Check pupils’ understanding of what a fair test is and
why it is important when working with variables to find
relationships.
● Pupils work in groups to decide where fair tests are or
could be necessary in other contexts they may have
met. Examples are friction in shoes in Unit 7K and
growth in Unit 7B.

I5 Fossil fuels Plenaries

Pupils put statements in Whole-class discussion of Groups of pupils discuss Pupils select statements Pupils read a newspaper
sequence to show how research from Activity I5a. their responses to to show the advantages article about uses of new
fossil fuels are produced. Activity I5c. and disadvantages of fuel alternatives.
fossil fuels.
Review learning
● Pupils put statements in sequence to show how fossil ➔ Pupil sheet
fuels are produced. They could draw a diagram for each
stage.
Sharing responses
● Ask pupils to summarise their research by contributing
to a class PowerPoint presentation.
Group feedback
● Ask pupils to describe how they used the information Questions
provided to answer the questions. What are people assuming will or won’t
change?
● Discuss what might change the predictions in the bar
What will happen if we stop using cars and
chart by answering the questions.
just use public transport?
What will happen if everyone becomes
vegetarian?
Word game
● Pupils sort statements about fossil fuels into advantages ➔ Pupil sheet
and disadvantages.
Looking ahead
● Pupils read and discuss the newspaper article. ➔ Pupil sheet
● Ask them to consider whether they think the article is
true or a hoax.

Review learning
Write out these statements in the correct order to describe how fossil
fuels are formed. If you have time, draw a diagram for each stage.
The heat and pressure turned the plants to coal and the
mud to rock.
When the plants died, they were buried under layers of
mud and sediment.
More and more layers of mud and sediment pressed
down on the buried plants.
Plants trapped the energy in sunlight, made food and
grew.

Review learning
Write out these statements in the correct order to describe how fossil
fuels are formed. If you have time, draw a diagram for each stage.
The heat and pressure turned the plants to coal and the
mud to rock.
When the plants died, they were buried under layers of
mud and sediment.
More and more layers of mud and sediment pressed
down on the buried plants.
Plants trapped the energy in sunlight, made food and
grew.

Word game
Sort these statements and write them into the correct columns in the table.
Advantages of fossil fuels Disadvantages of fossil fuels
Fossil fuels are concentrated forms of energy.

Fossil fuels are cheap.
Fossil fuels can be transported to where they are required.
Fossil fuels produce waste gases such as carbon dioxide and
sulphur dioxide.
Fossil fuels are non-renewable.
Word game
Sort these statements and write them into the correct columns in the table.
Advantages of fossil fuels Disadvantages of fossil fuels
Fossil fuels are concentrated forms of energy.

Fossil fuels are cheap.
Fossil fuels can be transported to where they are required.
Fossil fuels produce waste gases such as carbon dioxide and
sulphur dioxide.
Fossil fuels are non-renewable.
Looking ahead
‘Frying Squad’ chases fuel cheats

By Simon de Bruxelles Dyfed-Powys Police have each year. Besides drivers my motoring costs since I
stopped three motorists us- topping up with cooking started running my Subaru
POLICE smelt something ing cooking oil as fuel. oil, they are also cracking on cooking oil. The car
fishy when they stopped a Each received a £500 on- down on the far bigger runs just as well and even
motorist in West Wales last the-spot penalty, plus an problem of “red” diesel in- smells a lot better than
week. It was the contents additional £150 charge for tended for agricultural use. diesel.”
of his fuel tank. towing away their vehicle The fuel, which is taxed at The Automobile Associa-
Now they have begun a if they did not have the a lower rate than ordinary tion yesterday told motor-
crackdown on drivers who means to pay immediately. diesel, is filtered to re- ists of the dangers of run-
are evading millions of They were told that persis- move the colorant and ning cars on cooking oil.
pounds in fuel duty by fill- tent offenders could face up resold. John Stubbs, head of tech-
ing their cars with every- to to seven years in In West Wales, traffic po- nical policy at the AA said:
thing from ordinary cook- jail. lice have begun calling “It might work for a short
ing oil to the waste from The drivers were commit- themselves the “frying time, but it is not a good
the local fish-and- ting an offence because all squad”. They can sniff out idea from a technical
chip shop. cars using public roads the duty-dodgers because point of view.
The cooking oil, mixed must pay fuel duty. the fumes from a car run- “Cooking oils are much
with a dash of methanol, Last week Customs and ning on cooking oil smell heavier than ordinary diesel
works out at 32p a litre Excise launched a cam- like a fish-and-chip shop. and contain a higher pro-
compared with the pump paign against motorists One driver who was portion of water, so they
price of diesel at 73p a who evade an estimated among those caught last would eventually rust the
litre. In the past few days £450 million of fuel tax week said: “I have halved fuel pump.”
Source: The Times, London 9th Oct 2002

Looking ahead
‘Frying Squad’ chases fuel cheats

By Simon de Bruxelles Dyfed-Powys Police have each year. Besides drivers my motoring costs since I
stopped three motorists us- topping up with cooking started running my Subaru
POLICE smelt something ing cooking oil as fuel. oil, they are also cracking on cooking oil. The car
fishy when they stopped a Each received a £500 on- down on the far bigger runs just as well and even
motorist in West Wales last the-spot penalty, plus an problem of “red” diesel in- smells a lot better than
week. It was the contents additional £150 charge for tended for agricultural use. diesel.”
of his fuel tank. towing away their vehicle The fuel, which is taxed at The Automobile Associa-
Now they have begun a if they did not have the a lower rate than ordinary tion yesterday told motor-
crackdown on drivers who means to pay immediately. diesel, is filtered to re- ists of the dangers of run-
are evading millions of They were told that persis- move the colorant and ning cars on cooking oil.
pounds in fuel duty by fill- tent offenders could face up resold. John Stubbs, head of tech-
ing their cars with every- to to seven years in In West Wales, traffic po- nical policy at the AA said:
thing from ordinary cook- jail. lice have begun calling “It might work for a short
ing oil to the waste from The drivers were commit- themselves the “frying time, but it is not a good
the local fish-and- ting an offence because all squad”. They can sniff out idea from a technical
chip shop. cars using public roads the duty-dodgers because point of view.
The cooking oil, mixed must pay fuel duty. the fumes from a car run- “Cooking oils are much
with a dash of methanol, Last week Customs and ning on cooking oil smell heavier than ordinary diesel
works out at 32p a litre Excise launched a cam- like a fish-and-chip shop. and contain a higher pro-
compared with the pump paign against motorists One driver who was portion of water, so they
price of diesel at 73p a who evade an estimated among those caught last would eventually rust the
litre. In the past few days £450 million of fuel tax week said: “I have halved fuel pump.”
Source: The Times, London 9th Oct 2002

I6 Using fuels wisely Plenaries

Pupils discuss word pairs. Whole-class discussion of Groups of pupils discuss Check progress using a Pupils suggest how life
responses to Activity I6a. their responses to loop game on energy might change if fossil fuels
Activity I6b. resources. run out.
Review learning
● Organise the class into groups of two or four. Each Word pairs
group is given one word pair from the list on the right. Renewable fuel and fossil fuel
Pupils talk about what links/connects the two words Advantage and disadvantage
and in what ways they are different. Alternative energy and electricity
● Each group summarises information on OHT/
PowerPoint/ as individual notes for the class to discuss.
Sharing responses
● Pupils justify their classification of fuel as renewable or
non-renewable and the ordering of how easy renewable
fuels are to use.
Group feedback
● Pupils discuss responses to questions. Pupils describe the Questions
clues they used to select their response. Could guinea pig droppings/cow
dung/camel dung be used?
● Ask them to discuss the questions on the right.
What changes might be needed?
What might remain the same?
Word game
● Give each pupil a card containing a response and a ➔ Pupil sheet
question. Ask a pupil to begin by standing up and
reading out the question section only of their card and
sitting down. The pupil who has an appropriate
response to this question stands up, gives their response
and then asks the question they have on their card and
sits down and so on.
● The game is complete when the first pupil stands up
for the second time to read out the response section of
their card.
● If there are not enough cards for the whole class, pairs
of pupils can share a card.
Looking ahead
● Pupils discuss what might be the impact on them of the Questions
loss of fossil fuels, e.g. today, next year, in five years’ What would happen to the air they breathe
time, and what choices they might make in terms of if no more fossil fuels were consumed?
future use of existing reserves. Use the questions to What might happen to their choice of
prompt them. food?
What might happen to their choice of
building materials?
What might happen to their choice of
materials for clothes?

I6 Using fuels wisely Plenaries
Word game
!
!
Q A Q A
Falling water turns Petrol Formed from dead Fossil fuels
the blades in this trees millions of
machine. years ago.
Q A Q A
Describes plant and Water turbine Formed from tiny Coal
animal material dead sea animals
used as fuel, millions of years
e.g. wood or animal ago.
dung.
Q A Q A
Unit of energy. Biomass Dead remains of an Oil and natural
animal or plant gas
found in rocks.
Q A Q A
Material that gives Joule A fuel that cannot Fossil
out energy when it be replaced.
is burned.
Q A Q A
Name for coal, oil Fuel Wind turns the Non-renewable
and gas. blades in this
machine.

I6 Using fuels wisely (continued) Plenaries
Word game
!
!
Q A Q A
Old-fashioned wind Wind turbine Transfers light Poultry litter
turbine. energy to electrical
energy.
Q A Q A
Scientific word for Windmill Gas produced by Solar cell
burning. rotting plant or
animal material.
Q A Q A
Huge curved mirrors Combustion This type of energy Methane gas
that concentrate resource does not
sunlight like a involve burning.
magnifying glass.
Q A Q A
Another word for Solar furnace An example of plant Renewable
heat energy. material used as a
biomass fuel.
Q A Q A
These animal Thermal energy An example of fuel Wood
droppings can be used by cars.
used as a fuel to
generate electricity.

I7 More energy resources Plenaries

Review learning Sharing responses Group feedback Word game Looking back
Pupils suggest what they Whole-class discussion of Groups of pupils discuss Match energy transfers Pupils revise and
would do now as Prime responses and feedback on their responses to with descriptions. consolidate knowledge from
Minister of the UK to Activity I7a or I7b. Activity I7c. the unit.
respond to the coming
energy crisis when fossil
fuels run out in 40–60
years.
Review learning
● Each pupil imagines that he or she is the Prime Minister Questions
of the UK in the 21st century. They answer the How are you going to respond to our
questions to help them review how renewable energy society’s energy demands?
resources fit into the government’s energy planning. Are we being greedy?
Are we being selfish?
What measures would you take now to
Sharing responses avoid problems when fossil fuels run out in
● Pupils describe the energy transfers taking place in their 40–60 years?
model water or wind turbine.
● Pupils show how these energy transfers can be
summarised in an energy transfer diagram.
Group feedback
● Ask pairs/groups to compare the answers to the
questions at the end of the activity.
● Summarise the key ideas on the board.
● Ask pupils to suggest an energy transfer diagram for the
solar furnace. Compare the different suggestions and
agree an energy transfer diagram to use as a summary.
● Ask what pupils would expect if their model furnace was
made 20 times bigger?
Word game
● Pupils match a description of an energy resource to the ➔ Pupil sheet
energy transfers taking place.
Looking back
● Pupils revise and consolidate knowledge from the unit. ➔ Unit map
They can use the Unit map, Pupil check list or the Test ➔ Pupil check list
yourself questions. ➔ Test yourself

Word game
Match each description to the correct energy transfer.
Description of energy resource Energy transfer
Solar furnace
Thermal energy → kinetic energy → electrical energy
generating electricity
Water turbine
Wind turbine Thermal energy → electrical energy


✂
Word game
Match each description to the correct energy transfer.
Description of energy resource Energy transfer
Solar furnace
Water turbine
Wind turbine Thermal energy → electrical energy


I1 Energy on the move Specials
1 Here are some different types of energy. The letters are all mixed up!
Can you sort them out?
t
t
n m
g i
e h
m v
o
e l
h l r
d
s u l
t i e
a t
n o c
e e
a c
2 Use the words opposite to fill in the gaps. light energy

a is needed to make
...........................................
things happen. There are many heat movemen

t
different kinds of it.
b energy is given out l

electrica
...........................................
when something cools down. sound
c A radio gives out ........................................... energy.
d A candle gives out ........................................... and heat energy.
e Moving things have ........................................... energy.
f We use ........................................... energy to make televisions work.

I1 Energy on the move (continued) Specials
3 What form of energy is being shown in each picture?

Use the words opposite to fill in the gaps. heat
light
electric
sound al
nt
moveme
4 A lamp works because it changes one kind of

energy into another.
sound
a Choose words from the list opposite to fill in
the gaps. You will not need to use all the words. light
The lamp changes ........................................... energy into

r
transfe
........................................... energy.
l
This is an energy ........................................... . electrica
b A lamp does not only give out light energy. movem

ent
Now choose words from the list to fill in the
gaps in the energy transfer diagram.
...................................... energy
...................................... energy
heat energy
lamp

I2 Stored energy Specials
1 These pictures show different kinds of stored energy.

Choose words from this list to label the pictures with
the kind of energy they show.
chemica nal
strain l gravitatio

I2 Stored energy (continued) Specials
2 Look at the cartoon. Use these words to fill in the gaps.
strain moveme nal

nt gravitatio
............................................
............................................
............................................

I3 Energy in food Specials
1 Use these words to fill in the gaps.
al joules
chemic Sun food
a My body gets the energy it needs from my ...................................... .

b Food contains stored ...................................... energy.
c Plants get the energy they need from the ...................................... .
d Energy is measured in ...................................... .
Tick the
2 Here are some people at work. Which one from each pair box each
needs to eat more food for energy? time.
Fred is a builder. Frank is a bank clerk.
Rachel is a secretary. Rita is a gardener.
c What might happen to Frank and Rachel if they eat too

much and don’t take any exercise?
...............................................................................................................................................................

I3 Energy in food (continued) Specials
3 Look at this table. It shows the energy values of 100 cm3 of some drinks.
Drink orange cocoa soda orange cola

juice water squash
Energy value 150 kJ 1300 kJ 0 kJ 90 kJ 200 kJ
These energy values are shown on this bar chart.

a Write the name of each drink under the correct bar.
1500
1000
Energy
in kJ
500
0
................................ ................................ ................................ ................................ ................................
................................ ................................ ................................ ................................ ................................
b Which drink has the biggest store of energy? ..............................................................

c Which drink stores more energy,
orange squash or orange juice? ..............................................................
d Which drink stores no energy at all? ..............................................................

I4 The best fuel Specials
1 Shaibal and Pippa did these experiments to find out which fuel is the
best.
100 cm3 100 cm3

of water of water
2 g of 5 g of
lighter firelighters
fuel
a They measured the temperature of the water at the start and when
all the fuel had burned away. Here are their results.
Fuel Temperature Temperature Temperature

at end in °C at start in °C change in °C
lighter fuel 46 21
firelighters 82 21
You are going to work out the temperature change for each fuel.
i This is how you do it for lighter fuel on your calculator.

temperature at end ! temperature at start " temperature change
4 6 ! 2 1 " .............. °C
Write your answer in the table.
ii Now do the same thing for the firelighters.

temperature at end ! temperature at start " temperature change
! " .............. °C
Write the temperature change in the table.

I4 The best fuel (continued) Specials
100 cm3 100 cm3

of water of water
2 g of 5 g of
lighter firelighters
fuel
b What did Shaibal and Pippa keep the same in both experiments?
Tick them in the list.
volume of water
size of beaker
beaker same height above the burning fuel
type of fuel
mass of fuel
c Did Shaibal and Pippa make their experiment a fair test? ........................
I think this because they:
kept everything except the fuel used the same
used different masses of fuel in each experiment
changed the size of beaker
changed everything in each experiment.
d Can you tell which fuel is the best from this experiment? ........................
I think this because:
the test was fair
the test was unfair
the temperature changes are different.

I5 Fossil fuels Specials
1 Use these words to fill in the gaps.

natural gas
cars coal
petrol
animals
le
non-renewab You may
use words
trains plants more than
power station once.
s
oil
millions diesel lorries
a The fossil fuels are ...................................... , ......................................

and ...................................... ...................................... .
b Fossil fuels are made when dead ......................................

and ...................................... are buried. It takes ......................................
of years for fossil fuels to form.
c ...................................... and ...................................... are made from
crude oil. They are burned in the engines of
...................................... , ...................................... and ...................................... .
d You may use ...................................... ...................................... to

cook with at home.
e Coal and natural gas are burned in

............................................................. to make electricity.
f Fossil fuels are ............................................................. energy

resources. They are not being replaced as we use
them up. They are running out.

I5 Fossil fuels (continued) Specials
2 You are going to tell a story about oil, which is a fossil

fuel.
a Look at the pictures on Sheet 3 about the story of
oil. They’re all mixed up.
b Here is the story of oil. Read the sentences. Each
one belongs to one picture. Write the number of
the sentence by the right picture.
u n sh o n e brightly.
S
lio n s o f y e ars ago the
1 Mil t
w q u ic k ly in the brigh
nts gre
2 Tiny pla
sunshine. t e t h e plants.
t u r e s a
is h a n d o t her sea crea
3 F
h s a n k t o t he sea floor.
d fis
4 The dea with sand.
r e c o v e r e d
d fish we
5 The dea
s h ro tte d to form oil.
d fi
6 The dea d isc overed und
er
r, o il is
M illio n s of years late
7
ea.
the North S
o il fr o m the rocks.
get the
8 Oil rigs .
th e o il to the refinery
s take
9 Pipeline
r o l is m a d e from oil.
10 Pe t
t o a p e t r o l station.
rol
n k e r t a kes the pet
11 A t a
a r e n g in e to make it
ec
h e p e tr o l burns in th
12 T
move.

I5 Fossil fuels (continued) Specials
Sun’s
rays
OIL

I6 Using fuels wisely Specials
1 Match the words to their descriptions.
fossil fuels Using less to make it

last longer.
renewable These are coal, oil

resources and natural gas.
Fuels made from plants and

non-renewable animals that can be made again.
resources
These will run out – once we’ve used
them they’ve gone for good.
conserve
These won’t run out because we
biomass can replace them, e.g. wood.
2 Colour in green the ways energy is being saved.

Colour in red the ways energy is being wasted.
Turn lights off when they’re not needed.
Drive cars with bigger engines.
Share cars instead of driving everywhere alone.
Turn the central heating down a bit and wear a jumper.
Leave lights on when they’re not needed.

Live in draughty houses.
Draught-proof our houses.
3 Write true or false for each sentence.

a Biomass has stored energy from the Sun. ..........................
b Coal is a renewable resource. ..........................
c To conserve energy, we need to use more of it. ..........................
I7 More energy resources Specials
1 Look at these pictures of energy resources.

Circle the non-renewable fossil fuels in red.
Circle the renewable sources of energy in green.
natural
gas
coal
wind solar
energy energy
wood petrol
oil
falling wave
water energy
2 Use these words to label the al

chemic light heat
energy transfer diagram.
light al
chemic
Sun swamp
plants coal fire
stored stored .....................................
...................................... ...................................... ...................................... #

energy energy energy ......................................
energy
I7 More energy resources (continued) Specials
2 Most of our energy comes from the Sun.

Colour the renewable energy sources in green.
Colour the non-renewable energy sources in red.
a b c
The Sun The Sun heats Plants trap
evaporates the air. The air energy from the
water. Then it moves and Sun. This is
rains in the there is wind. stored as
mountains. chemical
energy in fossil
Wind turns fuels for
Falling water wind turbines millions of
turns turbines to make years.
to make electricity.
electricity.
Fossil fuels are
burned in
power stations
d e to make
electricity.
The Sun heats Light from the
the air and Sun powers
makes wind. solar cells.
Fossil fuels are
These make
burned in
electricity.
homes for heat
Wind makes energy.
waves. Waves
turn wave
turbines to
make electricity.

I Energy resources Specials answers
I1 Energy on the move I6 Using fuels wisely

1 From left to right – movement, light, sound, 1 fossil fuels – These are coal, oil and natural gas.
heat, electrical. renewable resources – These won’t run out
2 a energy b heat c sound because we can replace them, e.g. wood.
d light e movement f electrical non-renewable resources – These will run out,
3 From left to right: electrical, movement, light, once we’ve used them they’ve gone for good.
heat (and light), sound. conserve – Using less to make it last longer.
4 a electrical, light, transfer biomass – Fuels made from plants and animals
b electrical energy → light energy and heat that can be made again.
energy 2 Coloured green – Turn lights off when they’re
not needed. Share cars instead of driving
I2 Stored energy everywhere alone, Turn the central heating
down a bit and wear a jumper. Draught-proof
1 elastic band – strain our houses.
skier – gravitational Coloured red – Drive cars with bigger engines.
battery – chemical Leave lights on when they’re not needed. Live
chocolate – chemical in draughty houses.
camping gas – chemical 3 a true b false c false
drawn bow – strain
person at top of stairs – gravitational
2 gravitational, strain, movement
I7 More energy resources
1 Coloured red – coal, natural gas, petrol, oil.
I3 Energy in food Coloured green – wood, wind energy, solar
energy, falling water, wave energy.
1 a food b chemical c Sun d joules 2 light → chemical → chemical → light and heat
2 a Fred b Rita 3 Coloured green = a, b, d, e.
c They may become overweight/fat. Coloured red = c.
3 a From left to right – orange squash, cola, soda
water, cocoa, orange juice.
b cocoa c orange juice d soda water
I4 The best fuel

1 a i lighter fuel: 25 ºC
ii firelighters: 82 ! 21 " 61 ºC
b Ticked should be volume of water, size of
beaker, beaker same height above burning
fuel.
c No, because they used different masses of
fuel in each experiment.
d No, because the test was unfair.
I5 Fossil fuels
1 a coal, oil, natural gas
b plants and animals, millions
c petrol and diesel, cars, lorries, trains
d natural gas
e power stations
f non-renewable
2 From left to right – 8, 12, 11, 2, 9, 10, 6, 5, 1, 7, 3, 4.

I1 Energy on the move Homework
HELP
1 Look at the pictures below. All the objects are transferring energy.
They are designed to transfer the energy mainly as movement (kinetic)
energy, light energy, sound energy or heat energy.
car
TV
handbell
light bulb Bunsen burner bicycle

a Which objects transfer the energy mainly as kinetic energy?
b Which object transfers the energy mainly as both sound and light energy?
c Copy and complete the sentences below.
i A Bunsen burner transfers energy mainly as ...................................... energy,
but it also transfers some as light energy.
ii When a handbell rings, kinetic energy is transferred to ...................................... energy.
CORE
2 Copy and complete these sentences about types of energy, using the
words below.
thermal
sound electrical
kinetic
In a loudspeaker, energy transfers along the connecting wires as ......................................
energy and out of the loudspeaker as ...................................... energy.
When a drummer hits his drum kit, ...................................... energy in his
sticks is transferred to ...................................... energy coming from the drum.
In between, the drumskin transfers ...................................... energy.

I1 Energy on the move (continued) Homework
3 Look at the diagrams at the start of question 1.

a When a car is moving, in what form is energy transferred from
the engine to the wheels?
b i In what form is energy transferred into a TV?
ii In what forms is energy transferred out of a TV?
iii Some energy is also wasted, which warms up the parts
inside the TV. In what form is this energy transferred?
c Give another term for heat energy.
EXTENSION
4 Copy and complete the energy transfer diagrams below by
labelling the arrows.
electrical energy
a
electric drill
movement energy
b
alarm clock
(you decide how

energy transferred in
c many arrows to
from the gas
draw)
gas cooker
electrical energy
d
hairdryer

I2 Stored energy Homework
HELP
1 Copy and complete these sentences about stored energy, using
the words below.
l chemica
gravitationa l strain
a Energy in a torch battery is stored
as ...................................... energy.
b In a jack-in-a-box, the energy in the spring is stored as
...................................... energy.
c A diver on a high diving board is storing
energy as ...................................... energy.
d The petrol in a car contains stored ...................................... energy that

can be transferred to kinetic energy when the car is travelling.
CORE
2 Copy and complete the energy transfer diagrams below by filling
in the gaps and labelling the arrows.
gravitational
a energy
in rollercoaster
......................................
b energy
in wind-up
clock spring
......................................
chemical
kinetic energy ...................................... energy
c energy
energy in weight held
in food as he drops the weight
up by weightlifter

I2 Stored energy (continued) Homework
EXTENSION
3 Food is a store of chemical energy, and your body transfers this to
many other kinds of energy. Read the paragraph below and then
answer the question.
Sally woke up as usual at 7.00 a.m. She got out of

bed, got dressed and went downstairs. Her mum
had prepared her favourite breakfast of a lettuce
leaf, three slices of raw carrot and a chocolate bar
(strange girl!). Eating this prepared Sally for the day
ahead. After breakfast, Sally went back upstairs, had
a shower, cleaned her teeth and got ready for
school. At 8.15 a.m. she caught the school bus,
which took her to school. She enjoyed talking to her
friends on the way.
The underlined sections all involve some kind of energy transfer.

Draw an energy transfer diagram for each one, to show the
energy changes that each represents.

I3 Energy in food Homework
HELP
1 Copy and complete these sentences by choosing from the words
in bold.
Energy is measured in grams/joules. These are very
small/large units so we usually use kilojoules/kilometres.
Food contains energy stored as strain/chemical energy.
2 The table shows the energy values of some foods.
Food Energy in kilojoules

per 100 grams
grilled bacon 1350
Bakewell tart 3350
breakfast cereal 1700
curry and rice 6700
cheeseburger and chips 9800
a Stick down the bar chart of foods and their energy values. Draw
bars to complete the chart.
b Which food provides the most energy?
c Where did the energy in the rice originally come from?
CORE
3 Explain the following true statements.
a Jo who works on a building site needs to eat more than her
twin sister Jem who works in an office all day.
b We need energy from food, even when we are asleep.
c A fried egg provides more energy than a boiled egg of exactly
the same size.
d Walking for one kilometre uphill uses more energy than walking
for one kilometre along a flat road.

I3 Energy in food (continued) Homework
4 Read this information.
A meal of steak pie, chips and vegetables, followed by

blackcurrant cheesecake, provides 6900 kJ of energy.
Walking uphill transfers 2300 kJ of energy per hour.
Playing a computer game transfers 990 kJ of energy per hour.
a For how long could you walk uphill using only the energy from
the meal?
b i For roughly how many hours could you play a computer
game using only the energy from the meal?
ii Why would it be a very bad idea to play a computer game
for this amount of time? (Hint: this has nothing to do with
energy!)
EXTENSION
5 Jon was a keen mountaineer and he climbed Mont Blanc last
summer. Before he set off he had an enormous meal. He also
carried food and drink with him. It took him 14 hours to reach the
summit and return to the valley. The temperature at the summit
was !5 °C but in the valley it was 20 °C.
a Which type of energy is involved in each of the following?
i Jon’s food
ii Jon travelling uphill
iii Jon keeping warm
iv Jon sitting at the summit, ready to descend
b Why did Jon need to take food with him, given that he had
eaten an enormous breakfast?
c Draw a flow chart (an energy transfer diagram, really) to show
how energy from the Sun helped to get Jon to the top of Mont
Blanc and back, keeping him warm at the same time.

HELP 10 000
Bar chart of foods and 9000
their energy values 8000
7000
Energy
6000
in kilojoules
per 100 grams 5000
4000
3000
2000
1000
0
Food

✂
HELP 10 000
Bar chart of foods and 9000
their energy values 8000
7000
Energy
6000
in kilojoules
per 100 grams 5000
4000
3000
2000
1000
0
Food

I5 Fossil fuels Homework
HELP
1 The flow chart below shows how fossil fuels were formed. The
boxes are in the wrong order. Draw the flow chart again, putting
the boxes in the right order.
Air was kept Very slowly Millions of Instead, they

away from they became years ago, were compressed
them. They did fossil fuels. animals and by the mud
not decay plants died. settling on top.
They sank under

2 Copy and complete these sentences. water and were
a In power stations, fossil fuels are used to … covered in mud.
b We should not use fossil fuels too quickly because …
CORE
3 a Write two or three sentences to explain the difference between
how oil formed and how coal formed.
b Fossil fuels are often described as non-renewable energy
resources. Explain the meaning of ‘non-renewable’.
c The energy stored in coal came from the Sun.
i Explain how energy from the Sun ended up in the coal.
ii The Sun shines every day. Why is coal described as a non-
renewable energy resource?
EXTENSION
4 In a power station, the energy in coal, oil or gas is used to
produce steam. The steam drives the generators that produce the
electricity.
Construct an energy transfer diagram, using the correct scientific
names for the types of energy at each stage, to show the transfer
of energy from the fuel to the electricity.
5 The problem of long-term supply of fossil fuels will be eased if

they could be made to last longer (conserved). Suggest two ways
in which reserves of fossil fuels could be conserved.

I6 Using fuels wisely Homework
HELP
1 Read the short story below about the Waster family.
, as
T he y left the TV switched on
to go to work. ral heating to co
me on
r and M rs W aster left home y se t th e cent
M ooms. The and hot.
ts in all the bedr house was nice
well as the ligh get hom e, so th at the
windows.
re they would to open lots of
five hours befo hot th at they ha d
home, it was so bit open and,
When they got ly le ft th e fr id ge door a tiny
al
Waster accident
Young Tommy it stay ed like that all
night.
chec ke d,
because nobody
Copy and complete the table below to help the Wasters conserve
fossil fuels.
What the Wasters did wrong What they should do to conserve fossil fuels
left the TV on all day
left lights on all day
control the heating better
opened all the windows
make sure the fridge door is closed
2 The pictures on Sheet 2 show several different types of fuel. Use

them to help you answer the questions.
a Copy and complete the following sentences.
i Coal is a non-renewable fuel because …
ii Ethanol is a renewable fuel because …
b Now copy and complete this table, putting each fuel in the
correct column. Two have been done for you.
Renewable fuels Non-renewable fuels

ethanol coal
c Which of the renewable fuels in your table could easily be used

to power a car?

I6 Using fuels wisely (continued) Homework
coal diesel ethanol

(from crude oil) (from sugar cane
used in vehicles which grows quickly
in hot countries)
used in vehicles
methane camping gas

(from crude oil)
p o ul t r y
l i tt e r
bio-diesel
(oil made from plants)
used in vehicles methane
timber
electricity out
c at t l e
s lu r r y
wood fired power station
CORE
3 Look at the pictures above.
a In Brazil, ethanol is used instead of petrol in cars. It is not used
in cars in the UK. Explain why not.
b Cattle slurry fermenters produce methane gas, which can be
used to power small generators and make electricity. Suggest
why you would find cattle slurry fermenters in the country but
not in cities.
4 a A new power station has just been opened in Yorkshire. It burns

only wood from trees nearby. Explain why some people have
objected to the amount of space the whole thing needs.
b Some features of biomass fuels are listed below. Make a table to
show clearly which of these features are advantages and which
are disadvantages.
● Biomass is renewable.
● Biomass fuels are bulky and may take up a lot of storage space.
● Growing trees use up atmospheric carbon dioxide.
● Burning biomass fuels produces carbon dioxide.
● Burning biomass fuels reduces our use of fossil fuels.
● A range of waste materials can be burned as biomass fuels.
● Growing trees needs a lot of space.

I6 Using fuels wisely (continued) Homework
EXTENSION
5 Read the following information about a poultry litter generator.
Farmer Rooster does not like paying for his

electricity, so he has converted his generator to run
on poultry litter from the chicken shed on his farm.
Twice a week, Farmer Rooster gathers together all
the poultry litter from the barns where his chickens
sleep for the night. He empties it into a large tank
and leaves it to ferment. The stored energy in the
poultry litter is transferred to the methane gas that
is produced. In the generator house the gas is
burned and the energy transferred to Farmer
Rooster’s generator. The generator turns and
electricity is produced. Farmer Rooster can generate
enough electricity from his poultry litter to run all
the electrical appliances on his farm.
a Name two parts of the process in which chemical energy is

stored.
b Name three types of energy involved in the process that are not
stored.
c Using the information from parts a and b, construct an energy
transfer diagram for the whole process.

I7 More energy resources Homework
HELP
1 People often talk about ‘alternative energy resources’. What are
they an alternative to?
2 Write out each alternative energy resource along with its correct
description.
Alternative energy
Descriptions
resources
This up-and-down movement of the sea can be used
solar energy
to turn a turbine.
The force of the wind turns the blades of the turbines,
falling water
which convert the movement to electrical energy.
Water stored in a reservoir runs downhill to drive a
wind energy
water turbine and generate electrical energy.
Special panels transfer light energy to heat energy or
wave energy
electrical energy.
CORE
3 a For each of the alternative energy resources listed in question 2,
we can list the energy transfers taking place. Copy and
complete the table below. The first row has been done for you.
Type of alternative Energy in at Energy transferred Energy out at

energy resource the start during the process the end
wind energy kinetic energy kinetic energy in electrical energy
in the wind the turbine
falling water kinetic energy in the
falling water and the
turbine
wave energy electrical energy
solar energy
b Why are most wind farms built near the top of a hill?
c What major advantage do the energy resources listed in the
table have over burning fuels?

I7 More energy resources (continued) Homework
EXTENSION
4 There are both advantages and disadvantages associated with all
types of energy resources. Copy and complete the table to show
some disadvantages of renewable energy resources. Try to give
two disadvantages for each energy resource.
Energy resource Disadvantages

wind power
wave power
hydroelectricity
solar power

Homework
I1 Energy on the move mark scheme
HELP
Question Answer Mark
1 a Car 1
Bicycle 1
b TV 1
c i A Bunsen burner transfers energy mainly as heat or thermal energy, but it also 1
transfers some as light energy.
ii When a handbell rings, kinetic energy is transferred to sound energy. 1
In c, underscores show answers; other text copied by pupils.
Total for Help 5
CORE
2 In a loudspeaker, energy transfers along the connecting wires as electrical 1
energy and out of the loudspeaker as sound energy. 1
When a drummer hits his drum kit, kinetic energy in his sticks is transferred 1
to sound energy coming from the drum. In between, the drumskin transfers 1
thermal energy. 1
Underscores show answers; other text copied by pupils.
3 a Kinetic or movement energy 1
b i Electrical energy 1
ii Light and sound energy 1, 1
iii Heat or thermal energy 1
c Thermal energy 1
Total for Core 11
EXTENSION
4 a Arrows labelled kinetic or movement energy, sound energy 2
Accept: heat or thermal energy.
b Arrows labelled sound energy, light energy 2
c Arrows labelled heat or thermal energy, light energy, sound energy, kinetic energy 3
One mark for each correct answer up to three.
d Arrows labelled heat or thermal energy, sound energy, kinetic energy 3
Total for Extension 10

Homework
I2 Stored energy mark scheme
HELP
1 a Energy in a torch battery is stored as chemical energy. 1
b In a jack-in-a-box, the energy in the spring is stored as strain energy. 1
c A diver on a high diving board is storing energy as gravitational energy. 1
d The petrol in a car contains stored chemical energy that can be transferred to 1
kinetic energy when the car is travelling.
Total for Help 4
CORE
2 a 2
gravitational movement or kinetic energy
energy
in rollercoaster sound or heat energy
b strain energy movement or kinetic energy

3
in wind-up
clock spring sound energy
c gravitational energy 2
chemical energy kinetic energy kinetic energy
in weight held up
in food
by weightlifter as he drops the weight
Underscores show answers; other text copied by pupils. One mark for each correct answer.
Total for Core 7
EXTENSION
3 Energy transfer diagrams should include:
Got out of bed: ( stored chemical energy →) kinetic energy → gravitational energy 2
Went downstairs: gravitational energy → kinetic energy 2
Eating: stored chemical energy in food → stored chemical energy in Sally 2
Went upstairs: ( stored chemical energy →) kinetic energy → gravitational energy 2
Bus took her to school: stored chemical energy → kinetic energy 2
Talking to friends: stored chemical energy → sound energy 2
Accept equivalent answers or suitable alternatives.
Award one mark for correct input and one mark for correct output in each diagram.

Homework
I3 Energy in food mark scheme
HELP
1 Energy is measured in joules. These are very small units so we usually use
kilojoules.
Food contains energy stored as chemical energy.
Underscores show answers; other text copied by pupils. Deduct one mark for each
error up to three. 3
2 a Award one mark for accurately drawn columns and one mark for correctly labelling them. 2
b Cheeseburger and chips 1
c The Sun 1
Total for Help 7
CORE
3 a Jo or the building site worker is more active than Jem or the office worker 1
so transfers or uses more energy during the day. 1
b We need energy because the heart still beats or we still breathe, which transfers
energy. 1
Accept: we need energy for the life processes, or other suitable alternatives.
c The fried egg contains fat or oil 1
which has a large (chemical) energy store or is high in energy. 1
d When walking uphill, we need to lift the body up against gravity as well
as forwards. 1
Accept equivalent answers.
4 a 6900/2300 1
! 3 hours 1
b i 6900/990 1
! about 7 hours 1
ii It is bad for your health to play computer games for long periods at a time. 1
Total for Core 11
EXTENSION
5 a i Chemical energy 1
ii Kinetic or movement energy or gravitational energy 1
iii Thermal or heat energy 1
iv Gravitational energy 1
b The energy from his breakfast would not be enough to get him to the top and
back or he was using up energy all the time. 1
c Accept any suitable flow chart for a maximum of four marks. 4
One mark for starting from the Sun. One mark each for including thermal (heat),
kinetic (movement) and chemical energy. Deduct one mark for each error or major
omission up to four.

Homework
I5 Fossil fuels mark scheme
HELP
1 Correct order of flow chart boxes:
Millions of years ago, animals and plants died.
They sank under water and were covered in mud.
Air was kept away from them. They did not decay.
Instead, they were compressed by the mud settling on top.
Very slowly they became fossil fuels.
All correct, three marks; deduct one mark for each box out of place up to three. 3
2 a In power stations, fossil fuels are used to generate or make electricity. 1
Accept answers referring to burning fuels to produce heat energy or steam, which drives
the generator to convert heat energy to electrical energy.
b We should not use fossil fuels too quickly because they are running out
or they are not being replaced (as quickly as we are using them)
or they are non-renewable. 1
Total for Help 5
CORE
3 a Sentences should include:
Oil was made from the bodies of dead sea creatures or animals. 1
Coal was made from plants. 1
b Cannot be quickly replaced 1
Accept equivalent answers. Do not accept references to ‘recycling’.
c i Millions of years ago, plants made food using energy from the Sun. This food was 1
stored in the plants (as chemical energy), and the plants slowly turned to coal. 1
ii Coal takes millions of years to form, 1
so even though plants are storing food every day, they are not turning to coal
as quickly as we are using up the coal. 1
Total for Core 7
EXTENSION
4 chemical
thermal kinetic electrical
energy steam generator
in fuel energy energy energy
One mark for each correct energy transfer up to three. 3

5 Reduce our energy consumption by using energy-efficient processes. 1
Replace fossil fuels with alternative sources of energy. 1
Accept equivalent answers or suitable alternatives/examples.

Homework
I6 Using fuels wisely mark scheme
HELP
1 Left the TV on all day: make sure the TV is off when they are not watching it 1
Left lights on all day: switch lights off when they leave a room 1
Heating came on much too early: control the heating better 1
Opened all the windows: turn the heating down instead 1
Left the fridge door open: make sure the fridge door is closed 1
2 a i Coal is a non-renewable fuel because it is running out or it is not being
replaced (as quickly as we are using it). 1
ii Ethanol is a renewable fuel because it is made from sugar cane, which grows
quickly. 1
b Renewable fuels: ethanol, methane, biodiesel, timber 3
Non-renewable fuels: coal, diesel, camping gas 2
c Biodiesel, ethanol 1, 1
Total for Help 14
CORE
3 a Ethanol is produced from sugar cane. 1
It is not hot enough for sugar cane to grow quickly in the UK. 1
b Cattle slurry is produced by cattle, which live in the country. 1
It would not be efficient to transport the slurry to fermenters in the cities. 1
4 a The power station needs a constant supply of wood. 1
This requires a large forest, so the land cannot be used for growing anything else. 1
b Advantages: biomass is renewable, growing trees use up atmospheric carbon
dioxide, burning biomass fuels reduces our use of fossil fuels, a range of waste
materials can be burned as biomass fuels
Disadvantages: biomass fuels are bulky and may take up a lot of storage space,
burning biomass fuels produces carbon dioxide, growing trees needs a lot of space 5
Deduct one mark for each error up to five.
Total for Core 11
EXTENSION
5 a Poultry litter, methane
Both are required for the mark. 1
b Thermal or heat energy, kinetic or movement energy, electrical energy
All three are required for the mark. 1
c chemical chemical
energy energy thermal steam or kinetic electrical
generator
in poultry in energy moving air energy energy
litter methane
One mark for each correct energy transfer up to four. 4


Homework
I7 More energy resources mark scheme
HELP
1 Fossil fuels 1
2 Solar energy: special panels transfer light energy to heat energy or electrical
energy. 1
Falling water: water stored in a reservoir runs downhill to drive a water
turbine and generate electrical energy. 1
Wind energy: the force of the wind turns the blades of the turbines, which
convert the movement to electrical energy. 1
Wave energy: this up-and-down movement of the sea can be used to turn
a turbine. 1
Total for Help 5
CORE
3 a Falling water: gravitational energy (in the water high up), kinetic energy in
the falling water and the turbine, electrical energy
Wave energy: gravitational or kinetic energy in the wave, kinetic energy in
the turbine, electrical energy
Solar energy: thermal or heat energy in the Sun’s rays, thermal or heat energy
in hot water or electrical energy
One mark for each correct table entry. 6
b It is windy there. 1
c They do not produce pollution or carbon dioxide. 1
Total for Core 8
EXTENSION
4 One mark for each correct disadvantage up to two per energy resource, e.g. 8
Wind power: wind unreliable, visual pollution, noisy
Wave power: experimental, unreliable
Hydroelectricity: can only be used in hilly areas, reservoirs destroy habitats
Solar power: sunshine unreliable (in UK), solar furnaces very expensive

I Energy resources Test yourself
1 The energy transfer diagrams show some energy changes during

Joe’s morning. Draw lines to match each diagram to what Joe did.
Complete the diagrams using the words below.
gravitational strain chemical
electrical sound
kinetic
What Joe did

chemical energy energy
......................................
in food in Joe’s body

turned the bedside
●
lamp on
...................................... energy gravitational energy in
came downstairs ●
Joe at top of stairs
ate his breakfast ●
energy
......................................
kinetic energy
wound up his toy
● in Joe at top of stairs
kangaroo
went upstairs ● kinetic energy energy

......................................
in clockwork kangaroo
put in new batteries to
●
make his radio work
chemical energy in ...................................... energy

batteries of a radio
...................................... energy light energy

lamp
2 Complete these sentences by crossing out the wrong words.

Energy is stored in food, and in fuels, as chemical/electrical
energy. We measure the amount of energy in food in units called
kilograms/kilojoules.
All the energy stored in food originally came from the
Sun/Moon. Plants/animals make their own food using light
from the Sun. Animals eat metals/plants, or other animals that
have eaten plants. If we eat too much water/food and don’t
exercise/sleep enough, we will get fat.
I Energy resources (continued) Test yourself
3 What name do we give to a substance that we burn to release its

energy? Circle the correct letter.
A energy
B fuel
C fossil
D wave
4 Draw lines to match each energy resource to its correct definition.

Energy resource Definition
solar energy ● The up-and-down movement of the sea

●
can be used to make electricity.
wind energy ● ● Energy is used direct from the Sun.
biomass ● Plant and animal material contains stored

●
energy.
wave energy ● Energy from the downward movement of
●
water is used to make electricity.
hydroelectric
● Energy is stored in the remains of animals or plants
(falling water) ●
that have been preserved for millions of years.
fossil fuel ● Energy is used to make windmills turn to

●
make electricity.
5 a Underline the non-renewable energy resources in the list below.

natural gas
solar energy
wind energy
coal
wave energy
oil
biomass
hydroelectric (energy from falling water)
b Write true or false for this statement.

Renewable energy resources get smaller
when we use them and can’t be replaced. ...............................

I Energy resources (continued) Test yourself
6 a This diagram shows the flow of energy up a food chain. Write

numbers in the boxes to put them in the correct order.
b This diagram shows the flow of energy when sugar cane is

grown and fermented to make ethanol. Ethanol is used as fuel
in cars in Brazil. Write numbers in the boxes to put them in the
correct order.

Test yourself
Answers
I Energy resources
1 The energy transfer diagrams show some energy changes during
Joe’s morning. Draw lines to match each diagram to what Joe did.
Complete the diagrams using the words below.
gravitational strain chemical
electrical sound
kinetic
What Joe did chemical

chemical energy energy
......................................
in food in Joe’s body

turned the bedside
●
lamp on
kinetic
...................................... energy gravitational energy in
came downstairs ●
Joe at top of stairs
ate his breakfast ●
gravitational
...................................... energy
kinetic energy
wound up his toy
● in Joe at top of stairs
kangaroo
went upstairs ● kinetic energy strain

energy
......................................
in clockwork kangaroo
put in new batteries to
●
make his radio work
chemical energy in sound

...................................... energy
batteries of a radio
electrical
...................................... energy
lamp light energy
2 Complete these sentences by crossing out the wrong words.

Energy is stored in food, and in fuels, as chemical/electrical
energy. We measure the amount of energy in food in units called
kilograms/kilojoules.
All the energy stored in food originally came from the
Sun/Moon. Plants/animals make their own food using light
from the Sun. Animals eat metals/plants, or other animals that
have eaten plants. If we eat too much water/food and don’t
exercise/sleep enough, we will get fat.
Test yourself
Energy resources (continued) Answers
I
3 What name do we give to a substance that we burn to release its
energy? Circle the correct letter.
A energy
B fuel
C fossil
D wave
4 Draw lines to match each energy resource to its correct definition.

Energy resource Definition
solar energy ● The up-and-down movement of the sea

●
can be used to make electricity.
wind energy ● ● Energy is used direct from the Sun.
biomass ● Plant and animal material contains stored

●
energy.
wave energy ● Energy from the downward movement of
●
water is used to make electricity.
hydroelectric
● Energy is stored in the remains of animals or plants
(falling water) ●
that have been preserved for millions of years.
fossil fuel ● Energy is used to make windmills turn to

●
make electricity.
5 a Underline the non-renewable energy resources in the list below.

natural gas
solar energy
wind energy
coal
wave energy
oil
biomass
hydroelectric (energy from falling water)
b Write true or false for this statement.

Renewable energy resources get smaller
false
when we use them and can’t be replaced. ...............................

Test yourself
Energy resources (continued) Answers
I
6 a This diagram shows the flow of energy up a food chain. Write
numbers in the boxes to put them in the correct order.
3 1 2 4
b This diagram shows the flow of energy when sugar cane is

grown and fermented to make ethanol. Ethanol is used as fuel
in cars in Brazil. Write numbers in the boxes to put them in the
correct order.
2 3 1 4

End of unit test
I Energy resources Green
1 Which two of the energy resources shown are renewable?

Write the letters. 2 marks
A B C
2 How can the energy in a piece of coal be released? 1 mark
3 a Name two non-renewable energy resources that can be burned

to release energy. 2 marks
b Wood is burned and cannot be used again in its original state.
Explain why wood is described as a renewable energy resource. 1 mark
4 Sarah was going out for the evening. She switched off the radio
in her room but left the heater and light on. Her dad said he could
take her in the car but she had already arranged to meet her
friends and catch the bus.
a Name one thing Sarah did that helps to save energy. 1 mark
b Name one thing she did that used energy up unnecessarily. 1 mark
c Explain why it is important to save energy. 1 mark
5 Sam burned three different types of food and used the heat energy
released to heat a fixed amount of water. The table shows his
results.
Food Starting Finishing

temperature of temperature of
water in °C water in °C
crisps 20 30
bran cereal 20 24
crackers 20 28
a Which food sample heated up the water the least? 1 mark

b Which food sample had the most energy? 1 mark
c Sam took the thermometer out of the beaker of water to read
the temperature. How will this affect his results? 1 mark

End of unit test
I Energy resources (continued) Green
6 Sam then compared the food labels on different foods to

see what it said about their energy content. The table shows
what he found.
Food Energy content in

kJ per 50 g
crisps 1030
crackers 1058
chocolate 1118
bread sticks 640
bran cereal 700
pasta (dry) 735
a Name two food samples in the table that would heat the water
more than bran cereal. 2 marks
b Name one food sample that would heat the water less than
bran cereal. 1 mark
7 a The table shows how renewable energy resources can be

transferred to useful energy. Copy and complete the table using
the words below. 4 marks
ergy kinetic en
electrical en ergy
thermal
energy
Type of energy Transferred by Useful type of

input energy output
solar furnace
wind turbine
water turbine
wave turbine
b Before water runs through a water turbine, it is stored in a

reservoir. What type of energy is stored in the reservoir? 1 mark

End of unit test
I Energy resources (continued) Green
8 Daisy planned an investigation to compare the energy output from

some different foods. She planned to use:
● marshmallow
● crispbread
● crisps
● wheat cereal.
She would set fire to each in turn
and see what happened to the
burning food
temperature of the water in the
tube.
a What two variables must she control to make the investigation
fair? 2 marks
David is planning the same experiment, but he is going to use a
temperature sensor connected to a datalogger.
burning food
b i Whose results will be more precise, Daisy’s or David’s? 1 mark

ii Give a reason for your answer. 1 mark
c How should they best present their results so that others in the
class can understand what has happened? 1 mark

End of unit test
I Energy resources Red
1 Sarah was going out for the evening. She switched off the radio in
her room but left the heater and light on. Her dad said he could
take her in the car but she had already arranged to meet her
friends and catch the bus.
a Give one example of how Sarah used fuel economically. 1 mark
b Explain why it is important to save energy. 1 mark
2 Sam burned three different

Food Starting Finishing
types of food and used the
temperature of temperature of
heat energy released to heat
water in °C water in °C
a fixed amount of water.
The table shows his results. crisps 20 30
bran cereal 20 24
a Which food sample
heated up the crackers 20 28
water the least? 1 mark
b Which food sample has the most energy? 1 mark
c Sam took the thermometer out of the beaker of water to read
the temperature. How will this affect his results? 1 mark
3 Sam then compared the food labels on

Food Energy content in
different foods to see what it said about
kJ per 50 g
their energy content. The table shows
what he found. crisps 1030
crackers 1058
a Name two food samples in the
table that would heat the chocolate 1118
water more than bran bread sticks 640
cereal. 2 marks bran cereal 700
b Name one food sample that pasta (dry) 735
would heat the water less
than bran cereal. 1 mark
c Where does the energy in food originally come from? 1 mark
4 We can make use of energy from waves, wind and the Sun.
a Give two advantages of these types of energy resources. 2 marks
b Give two limitations of these types of energy resources. 2 marks
c Explain why burning oil is using energy from the Sun. 2 marks

End of unit test
I Energy resources (continued) Red
5 a The table shows how

Type of energy Transferred by Useful type of
renewable energy
input energy output
resources can be
solar furnace
transferred to useful
energy. Copy and wind turbine
complete the table water turbine
using the words below. wave turbine
4 marks
electrical energy thermal energy kinetic energy
b Before water runs through a water turbine, it is stored in a

reservoir. What type of energy is stored in the reservoir? 1 mark
6 Daisy planned an investigation to compare the energy output from

some different foods. She planned to use:
● marshmallow
● crispbread
● crisps
● wheat cereal.
She would set fire to each in turn
and see what happened to the
temperature of the water in the burning food
tube.
David is planning the same
experiment, but he is going to use a
temperature sensor connected to a
datalogger.
a i Whose results will be
more precise, Daisy’s
or David’s? 1 mark
ii Give a reason for
your answer. 1 mark burning food
b How should they best present their results so that others in the
class can understand what has happened? 1 mark
c What should David and Daisy do to reduce errors in their
results? 1 mark
d Write one other advantage that David’s experiment has over
Daisy’s. 1 mark
End of unit test
I Energy resources mark scheme
Green (NC Tier 2–5)

Question Answer Mark Level
1 A, C 1, 1 2
2 By burning it 1 3
3 a Two from: natural gas, oil, coal 2 3
b Wood can be replaced if new trees are planted as part of a managed
replacement system or if new trees are planted as older trees are cut
down or trees grow quite quickly.
Accept equivalent answers. 1 4
4 a Switched off the radio in her room or caught the bus instead of
letting her dad drive her 1 3
b Left the heater or light on in her room 1 3
c If less energy is used, then less fuel is burned to generate the energy
needed, therefore our fuel reserves will last much longer and/or less
pollution is released into the atmosphere. 1 4
5 a Bran cereal 1 3
b Crisps 1 4
c The results will be inaccurate because the bulb of the thermometer
is not in contact with the water. 1 3
6 a Two from: crisps; crackers; chocolate; pasta 2 4
b Bread sticks 1 4
7 a Thermal energy, solar furnace, electrical energy 1 4
Kinetic energy, wind turbine, electrical energy 1 4
Kinetic energy, water turbine, electrical energy 1 4
Kinetic energy, wave turbine, electrical energy 1 4
b Gravitational energy 1 5
8 a Size or mass of food sample 1 3
Amount or volume of water 1 3
b i David’s 1 4
ii The temperature sensor records temperature continuously or more
accurately or automatically. 1 4
c As a bar graph 1 4
Scores in the range of: NC Level

4–8 2
9–14 3
15–18 4
19–25 5

End of unit test
I Energy resources mark scheme
Red (NC Tier 3–6)

Question Answer Mark Level
1 a Switched off the radio in her room or caught the bus instead of
letting her dad drive her 1 3
b If less energy is used, then less fuel is burned to generate the energy
needed, therefore our fuel reserves will last much longer and/or less
pollution is released into the atmosphere. 1 4
2 a Bran cereal 1 3
b Crisps 1 4
c The results will be inaccurate because the bulb of the thermometer
is not in contact with the water. 1 3
3 a Two from: crisps; crackers; chocolate; pasta 2 4
b Bread sticks 1 4
c The Sun 1 6
4 a They are renewable. 1 5
They don ’t produce pollution. 1 5
b Two from: they are unreliable as they depend on the weather; they
may not be available in the places where energy is needed; they do
not produce as much energy as fossil fuel; they often take up a lot
of space 2 5
c The oil was made from living things which got their energy from
the Sun. 1 6
We burn the oil to release the energy from it. 1 6
5 a Thermal energy, solar furnace, electrical energy 1 4
Kinetic energy, wind turbine, electrical energy 1 4
Kinetic energy, water turbine, electrical energy 1 4
Kinetic energy, wave turbine, electrical energy 1 4
b Gravitational energy 1 5
6 a i David’s 1 4
ii The temperature sensor records temperature continuously or more
accurately or automatically. 1 4
b As a bar graph 1 4
c Repeat the experiment and take an average. 1 5
d Results are recorded automatically or he can alter the time interval
between readings. 1 5
Accept suitable alternatives that do not repeat the answer to a ii.
Scores in the range of: NC Level

5–9 3
10–14 4
15–18 5
19–25 6

I Energy resources Pupil check list
Learning outcomes I can do I can do I need to

this very this quite do more
well well work on this
I can describe to someone else what
energy is.
I can recognise when an energy transfer
takes place.
I can use the words heat, light, sound,
electrical and kinetic energy to describe
examples of energy transfer.
I can recognise when energy is being
stored as chemical energy, strain energy
or gravitational energy.
I can state how much energy is in food
using the unit joule (J).
I can use my ideas of stored chemical
energy to explain how food transfers
energy to me.
I can locate and interpret energy information
contained in food labels.
I can name the three fossil fuels and
explain why they are running out.
I can evaluate whether an investigation is
a fair test.
I can name the variables I am working
with in an investigation.
I can describe and name examples of
alternative fuels.
I can describe the difference between
renewable and non-renewable energy
resources.
I can describe how energy is transferred by
electricity.
I can recognise examples of renewable
energy resources.
I can compare a fossil fuel with a renewable
energy resource and give one advantage
and one disadvantage for each.

I Energy resources Glossary
Word Definition
alternative energy Energy makes things work. When anything happens,
resources energy is transferred.
biomass When something moves, it has movement energy.
charcoal R The scientific name for movement energy. R
chemical energy Energy transferred by sound.
coal Energy transferred by light.
conserving Energy transferred from a hot object to a cooler

object.
electrical energy
The scientific name for heat energy.
energy
Energy carried by electricity.
energy transfer
Moved from one place to another.
energy transfer diagram
The movement of energy from one place to another.
fossil
A diagram with arrows that shows how energy moves
fossil fuels from place to place.
fuel Something that gives out light energy. R
generator R Energy stored in a material because the material is
geothermal energy R being pulled or pushed.
gravitational energy Energy stored in a material, which will be given out in

a chemical reaction.
heat energy
A material that has a lot of stored chemical energy. We
HEP R
burn a fuel to use the energy.
hydroelectric power R Energy stored because something is lifted up.
input variable Energy is measured in joules.
J The short way of writing joules.
joules There are 1000 joules in 1 kilojoule.
kilojoules The short way of writing kilojoules.
kinetic energy R A thing that we change or that changes in an
kJ investigation.
light energy The thing you change in an investigation.
light source R The thing that changes during an investigation. The

outcome variable is the thing you measure.
methane

I Energy resources (continued) Glossary
Word Definition
movement energy A pattern that links variables together. A relationship
describes how the outcome variable changes when the
natural gas
input variable is changed. R
non-renewable energy
Material made from plants that lived many millions of
resource
years ago, used as a fuel.
oil
A liquid formed from animals and plants that lived
outcome variable many millions of years ago, used as a fuel.
relationship R A gas formed from animals and plants that lived many
renewable energy millions of years ago, used as a fuel. It is mostly
resource methane.
solar energy Materials made from animals and plants that lived
many millions of years ago, used as a fuel.
solar furnace
The remains of an animal or plant that has been buried
sound energy deep underground for millions of years and preserved.
strain energy An energy resource that cannot be replaced as we use
thermal energy it is non-renewable.
transferred Using fuels or other resources carefully, so that they

will last longer.
variable
Energy resources that are not fossil fuels.
water turbine
The total mass of a living thing, not including the
wave energy water. Biomass can be used as an energy resource.
wave turbine An energy resource that can be replaced as we use it.
wind energy A hydrocarbon fuel that is a gas. Natural gas is mainly
wind turbine methane.
A fuel made from wood, that is mainly carbon. R
A device that concentrates heat (thermal) energy from
the Sun and uses the thermal energy to heat a material
or to generate electricity.
Energy given out by the Sun.
A device that takes in the movement (kinetic) energy
of the wind and gives out electrical energy.
The movement (kinetic) energy of the wind.

I Energy resources (continued) Glossary
Definition
The movement (kinetic) energy of waves.
of waves and gives out electrical energy.
of falling water and gives out electrical energy.
A device that takes in kinetic (moving) energy and
gives out electrical energy. R
Using the kinetic (movement) energy of falling water
to produce electrical energy. R
A short name for hydroelectric power. R
The electrical energy produced using the heat from
the Earth’s core. R

I Energy resources Key words
alternative energy gravitational energy resources

resources heat energy oil
biomass HEP R outcome variable
charcoal R hydroelectric power R relationship R
chemical energy input variable renewable energy resource
coal J solar energy
conserving joules solar furnace
electrical energy kilojoules sound energy
energy kinetic energy R strain energy
energy transfer kJ thermal energy
energy transfer diagram light energy transferred
fossil light source R variable
fossil fuels methane water turbine
fuel movement energy wave energy
generator R natural gas wave turbine
geothermal energy R non-renewable energy wind energy
wind turbine
!
I Energy resources Key words
alternative energy gravitational energy resources

resources heat energy oil
biomass HEP R outcome variable
charcoal R hydroelectric power R relationship R
chemical energy input variable renewable energy resource
coal J solar energy
conserving joules solar furnace
electrical energy kilojoules sound energy
energy kinetic energy R strain energy
energy transfer kJ thermal energy
energy transfer diagram light energy transferred
fossil light source R variable
fossil fuels methane water turbine
fuel movement energy wave energy
generator R natural gas wave turbine
geothermal energy R non-renewable energy wind energy
wind turbine
I Energy resources Book answers
I1 Energy on the move 1 a Strain energy.

b Gravitational energy.
Green c Chemical energy.
a She is moving/spinning very quickly d Gravitational energy.
b When you dance e Chemical energy.
c Ears f Strain energy.
d Eyes 2 Strain energy
e You could feel the heat or see the steam coming → kinetic energy
Chemical energy
out from the iron. 3 Strain energy → kinetic energy
f Lamp, meter, music centre, electric lamps, iron → gravitational energy
1 a D 4 The money model is a useful way of thinking
b C about energy. Money buys things, like energy
c A makes things happen. Money can be transferred
d B using coins, notes, cheques or credit card.
e B Money can be stored in a wallet, purse or a safe.
2
→ heat energy
Electrical energy → sound energy
It can be stored in a bank account or a building
→ kinetic energy society. When money is spent, it is like energy
being transferred. When money is saved, it is
Red like energy being stored.
a i With our eyes
ii With our ears
iii With our skin I3 Energy in food
b Iron, meter, lamp Green
1 a D a About 230 kJ.
b C b One hour.
c A c 1975 kJ.
d B d Two slices of bread and butter and a mug of tea
e B with milk will give a breakfast that contains
2
→ heat energy
Electrical energy → sound energy
1265 kJ. Another breakfast to give 1265 kJ
→ kinetic energy would be one slice of bread and butter, 4 fried
eggs and a mug of tea with milk. Eight fried
3 a, b Appropriately labelled drawings of cooker eggs and a mug of tea would also give 1265 kJ
and TV. of energy, but that wouldn’t be a very healthy
breakfast.
I2 Stored energy 1 We measure energy in joules. One thousand
Green joules equals one kilojoule. Energy is stored in
a i In the stretched bow. food as chemical energy. The energy in our
ii In the spring. food comes from the Sun.
b Fuel, food and in batteries. 2 a Walking up a slope.
c On a table. b 1500 kJ.
1 a Strain energy is energy stored because a 3 From the Sun.
material is being pulled or pushed. Red
b Chemical energy is energy stored in fuels, a i About 230 kJ.
food or batteries. ii About 600 kJ.
c Gravitational energy is energy stored in an b About 5 hours.
object because it is lifted up. c Various combinations are possible: bread and
2 a Gravitational energy. marmalade produces 1332 kJ; no combination
b Chemical energy. produces exactly 1500 kJ unless you take
c Strain energy. fractions of portions, in which case the number
3 Strain energy of possibilities is endless.
→ kinetic energy
Chemical energy 1 The energy from the Sun was used to grow the
Red corn which chickens eat and provides the
a Kinetic, gravitational, chemical, sound and warmth for the chickens to live. The eggs
thermal energy. produced by the chickens therefore have their
b When is most stretched, when she is at the energy provided from the Sun. The butter in
bottom of her jump. It is stored as strain which the egg was fried is made from milk/cream
energy. from cows. The Sun provides the energy for
c When she is at the top of her jump. growing the grass that cows eat and therefore the
d It is stored in the material and in the girl. energy which cows use to produce milk.
I Book answers
2 Individual answers. I5 Fossil fuels

3 Yes. Joules could be thought of as pence and
kilojoules as ten pounds. Green
a Fossil fuels.
b Because they were away from the oxygen in the
air.
c From the light energy from the Sun.
I4 The best fuel d Burning to make electricity, heat our homes
Green and move lorries, cars and planes.
a To make it a fair test the same amount of fuel e i About 230 years.
had to be used. ii About 50 years.
b To make it a fair test the same volume of water iii About 30 years.
had to be used. 1 Three fossil fuels are coal, oil and natural
c 61°C gas. Fossil fuels were made from animals and
d No. They used 2 g of lighter fuel and 6 g of plants that lived many millions of years ago.
firelighter fuel. The energy in them came from the Sun. Fossil
e Yes, they used 100 cm3 of water each time. fuels will run out one day. This is because they
f No, this wasn’t a fair test. They used more are non-renewable.
firelighter fuel in the second experiment than 2 A – true. B – false. C – false. D – true.
lighter fuel in the first. 3 We will have used up what we have and these
g I would have used 2 g of firelighter fuel in the fossil fuels are non-renewable.
second experiment.
h They changed the amount of fuel used. Red
i They measured the rise in the temperature of a Grow plants, bury the plants under lots of
the water. earth, add mud and more earth and wait
j They kept the volume of water the same and millions of years.
the starting temperature of the water the same b Sun’s light energy → chemical energy in plants
to make it a fair test. → chemical energy in animals → animals die
and sink to bottom of ocean → dead animals
Red covered by layers of sediment → millions of
a To make it a fair test the same amount of fuel years → oil and natural gas.
had to be used. 1 A – true. B – false. C – false. D – true.
b To make it a fair test the same volume of water 2 a i About 230 years.
had to be used. ii About 50 years.
c 61°C iii About 30 years.
d No. They used 2 g of lighter fuel and 5 g of b It depends how fast we use the fossil fuels.
firelighter fuel. 3 Individual answers
e I would have used 2 g of firelighter fuel in the
second experiment.
f The mass of fuel used.
g The rise in temperature of the water.
h The amount of water, the type of fuel and the I6 Using fuels wisely
starting temperature of the water were all kept Green
the same. a Any three from: share cars, make cars with
i smaller engines, insulate our homes to save
40
heat energy, turn off lights when not in use to
30
save energy.
b The energy in the Sun.
Temperature
rise in °C 20 c Wood comes from trees which can be grown in
a few years. Coal takes millions of years to form.
10
d The Inuits live in the arctic where there are no
trees. The Bedouin live in deserts where also
0
0 0.5 1.0 1.5 2.0 2.5 3.0 there are no trees.
Mass of fuel in g e Methane can be used as a fuel. If we use
methane for fuel our fossil fuels will last longer.
j The temperature rises more as you burn a bigger Also our environment will improve by getting
mass of fuel. rid of the rubbish.
I Book answers
1 Fossil fuels are non-renewable, so they are 3 a Trees, blubber, camel dung, rubbish to make
running out. We need to conserve fossil fuels methane.
to make them last longer. Biomass is material b So that the fossil fuels will last longer.
from living things. It can be burned instead c The whale population was decreasing.
of fossil fuels. Biomass fuels are renewable. 4 Biomass can be used to produce methane which
We can get wood from trees and methane is a fuel. This fuel can be burned and the heat
from rotting rubbish. energy used to produce steam to turn turbines.
2 a By sharing cars we will use less petrol. The rotating turbines turn electrical generators
b By driving cars with smaller engines, the which produce electricity.
amount of fuel consumed will be less.
c Insulating our homes will prevent loss of
heat to the outdoors, so less fuel will be
I7 More energy resources
needed to keep our houses warm. Green
d Switching off lights when they are not being a The Sun is not bright enough and it is often
used will save on the amount of electricity cloudy in Britain.
we use. Therefore the power stations will b Anywhere where there is wind.
not have to produce so much electrical c Wind
energy. d The Sun.
1 Energy Is it Is the Does it make
Red resource renewable? energy from waste gases
a i By sharing cars we will use less petrol. the Sun? by burning?
ii By driving cars with smaller engines, the fossil fuels no yes yes
amount of fuel consumed will be less. biomass fuels yes yes yes
iii Insulating our homes will prevent loss of solar energy yes yes no
heat to the outdoors, so less fuel will be wind energy yes yes no
needed to keep our houses warm. wave energy yes yes no
iv Switching off lights when they are not falling water yes yes no
being used will save on the amount of 2 They will not run out and most of them do not
electricity we use. Therefore the power pollute the environment.
stations will not have to produce so much 3 Solar, wind, wave and falling water energies do
electrical energy. not add to air pollution.
v By recycling glass we will be able to make
new glass containers using less energy Red
than if we had to make new glass. a The Sun is not bright enough and it is often
b The Inuits live in the arctic where there are no cloudy in Britain.
trees. The Bedouin live in deserts where also b Anywhere where there is wind.
there are no trees. c Geothermal energy is not renewable because
c Methane can be used as a fuel. If we use the energy does not come from the Sun.
methane for fuel our fossil fuels will last longer. 1 Energy resource R S H NP Disadvantages
Also our environment will improve by getting fossil fuels no yes yes no running out,
rid of the rubbish. pollution
d i The products of burning hydrogen do not biomass fuels yes yes yes no pollution with
pollute the environment. carbon dioxide
ii It is not easy to handle, it takes up a lot of solar energy yes yes yes yes needs good
space, it escapes into the air easily and it amount of Sun
can explode. wind energy yes yes yes yes needs good
1 The energy stored in biomass comes from the wind
Sun. Plants could not grow without the Sun’s wave energy yes yes yes yes technology not
energy and animals could not live without developed
plants. HEP (mountains) yes yes yes yes dependent on
2 a Wood comes from trees which can be grown weather
in a few years. Coal takes millions of years to HEP (tidal) yes no yes yes technology not
form. developed
b To keep the wildlife living in the established
woodlands.
c The charcoal burns at a higher temperature
than wood. It is safe, light and easy to
store.


Catalyst Unit I Energy Resources

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I Energy resources Unit guide

Where this unit fits in Prior learning

This unit leads onto:

Framework yearly teaching objectives – Energy

Expectations from the QCA Scheme of Work

Suggested lesson allocation (see individual lesson planning guides)

Health and safety (see activity notes to inform risk assessment)

© Harcourt Education Ltd 2003 Catalyst 1

Suggested alternative starter activities (5–10 minutes)

Suggested alternative main activities

Suggested alternative plenary activities (5–10 minutes)

Key words Out-of-lesson learning

© Harcourt Education Ltd 2003 Catalyst 1

Suggested alternative starter activities (5–10 minutes)

Suggested alternative main activities

Suggested alternative plenary activities (5–10 minutes)

Key words Out-of-lesson learning

© Harcourt Education Ltd 2003 Catalyst 1

Suggested alternative starter activities (5–10 minutes)

Suggested alternative main activities

Suggested alternative plenary activities (5–10 minutes)

Key words Out-of-lesson learning

© Harcourt Education Ltd 2003 Catalyst 1

Suggested alternative starter activities (5–10 minutes)

Suggested alternative plenary activities (5–10 minutes)

Key words Out-of-lesson learning

© Harcourt Education Ltd 2003 Catalyst 1

Suggested alternative starter activities (5–10 minutes)

Suggested alternative main activities

Suggested alternative plenary activities (5–10 minutes)

Key words Out-of-lesson learning

© Harcourt Education Ltd 2003 Catalyst 1

Suggested alternative starter activities (5–10 minutes)

Suggested alternative main activities

Suggested alternative plenary activities (5–10 minutes)

Key words Out-of-lesson learning

© Harcourt Education Ltd 2003 Catalyst 1

Suggested alternative starter activities (5–10 minutes)

Suggested alternative main activities

Suggested alternative plenary activities (5–10 minutes)

Key words Out-of-lesson learning

© Harcourt Education Ltd 2003 Catalyst 1

Suggested alternative starter activities (5–10 minutes)

Introduce the unit

Share learning objectives

© Harcourt Education Ltd 2003 Catalyst 1

Energy from Other renewable

alternative energy resources kilojoules, kJ

© Harcourt Education Ltd 2003 Catalyst 1

strain light sound

movement (kinetic) gravitational heat (thermal)

chemical fire electrical

metal blood air

liquid earth space

© Harcourt Education Ltd 2003 Catalyst 1

© Harcourt Education Ltd 2003 Catalyst 1

© Harcourt Education Ltd 2003 Catalyst 1

Suggested alternative starter activities (5–10 minutes)

Recap last lesson

Share learning objectives

Capture interest (1)

Capture interest (2)

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Suggested alternative starter activities (5–10 minutes)