Name:………………………………… Teacher …………………..

Year 7 Science
Physics Unit 2
Energy
Lesso What am I learning? Activities Textbook Workbook
n

1 Types of energy Energy transfer circus 30,31, 34-37 20,21

Energy transfers

2 Generating electrical poster 32-33

energy

3 Energy Efficiency Sankey Diagrams 38/39, 48/49 26

4 How gravitational Craters investigation 40/41 22

potential energy can
affect kinetic energy

5 Gravitational potential, KE/GPE – energy skatepark

Kinetic and thermal
Online simulator
energy

6 Elastic potential Bouncing balls 42/43 23

Energy and Energy investigation
conservation in
bouncing balls

7-8 How energy transfers Leap frog investigation

affect the movement
of an object Video production

1
Work can be completed online or by printing this booklet
out. If you complete online, textboxes can be created to
add answers to, alternatively delete the “………” spaces
before answering.

This booklet must be brought to every lesson

Lesson 1 – What is Energy?
happen
Energy is needed to make things …………………… . It comes in many 1000
………………… and can be ………………, or …………………………… from one stored
transferred
type into another. Some chemicals contain a lot of ………………….. energy types
small
and can be used as ………………………. . eg. Food and petrol. fuel
stored
Energy is measured in a special unit called a ………………(J). One joule is a Joule

very ………………..amount of energy so we often use kilojoules (kJ). 1kJ =

……………….J

Energy in food
Go to your kitchen and pick five different items with nutritional labels. Write the names and
brands of five different foods at home and their energy content.

Energy level kJ / 100g

Food

Mcdonald’s French fries 130.2

2
For reference your body needs the following amount of energy to carry out the following tasks:

Activity Energy needed per Activity Energy needed per

minute / KJ minute / KJ

Sitting 6 Walking slowly 13

standing 7 cycling 25

Getting dressed 15 Swimming 73

There are several different types of energy stores that are determined by the situation the energy
finds itself in:

● Hot objects contain ………………… energy.

● Moving objects contain ……………… energy.

● Foods and fuels contain energy in …………………

● Springy objects that have been stretched or compressed contain ………. ………… energy

● Objects that have been lifted against gravity contain …………….. …………….. energy

Energy can also be transferred from one object to another through:

Light Electricity

Sound Nuclear

Types of energy – complete the spider diagram

Energy
 What types of energy can you see in the pictures?

Energy can’t be created or destroyed, but it can be changed from one type to another.

Think about a kettle. Electrical energy goes into the kettle to make it work. What type of energy is the
electrical energy turned into?

4
 Electrical

Energy Transformation Activity

For each item, you will need to write the energy transformation that takes place. Fill in boxes 4-8
with examples you can find at home. Take a picture and stick it in your booklet or draw an image
of it.

Notes:
● ‘Useful energy out’ means the energy type that you would use as a main purpose for the device.
● ‘Wasted energy’ are energy types produced which are not the main purpose for the device.
● #1 serves as an example.

No Items Input energy Useful energy out Wasted Energy

(What energy Makes
the device work?)
1 Chemical energy Light energy Thermal energy

Candle in the dark

2

The lamp is given its energy

via the plug.
3

5
 Imagine the fan is switched
on. What type of energy does
the fan get from the wall?
What is the fan making the
air do?
4

Complete the Educake quiz Y7 P1.1 Energy transfers.

My first score was ………….. / 20

6
Lesson 2 – Generating Electrical Energy
Your task is to create a poster outlining how electrical energy is generated using one of the
following resources:

● Wind
● Water
● Sunlight
● Nuclear fuel
● Fossil fuels
● Biofuels

How?
You will need to research your chosen topic using pages 32-33 in your textbook and the internet.

What to Include?
The poster must include:

1. The basics of how the chosen resource generates electricity

2. Energy transfers involved.
3. Diagrams to illustrate
4. Real life examples of this being done in the world
5. Advantages and disadvantages of this source of electrical energy.

Remember:
Poster are supposed to look good, interesting and be
informative.

7
 Complete the
Educake quiz Y7
CP2.2 Electrical
energy to help you
Lesson 3 – Sankey diagrams
A Sankey diagram shows you how well a machine uses energy. In other words, it tells you if it uses
it efficiently (without much waste) or inefficiently (with a lot of waste).

The thickness of the arrows shows how much energy is involved. (The length of the arrows does
not matter in a Sankey Diagram.) Useful energy transfers are shown going left to right. Wasteful
energy transfers are shown going downwards (or upwards).

Useful
Energy out
Energy into of machine
machine

Wasted
Energy out
of machine

1. Write in these labels on the diagram above:

a. INPUT ENERGY
b. USEFUL OUTPUT ENERGY
c. WASTED OUTPUT ENERGY

2. A normal filament bulb transfers 10% of energy as light (useful) but 90% as
heat energy (wasted). Draw a Sankey diagram in the space below.

8
Remember to label it with: INPUT ENERGY, USEFUL OUTPUT ENERGY,
WASTED OUTPUT ENERGY

3. An energy efficient bulb transfers 40% of the energy as useful light energy.

a. How much energy is transferred as heat?

_____________________

b. Draw a Sankey Diagram for this light bulb in the space below. Remember to label it
with: INPUT ENERGY, USEFUL OUTPUT ENERGY, WASTED OUTPUT ENERGY

4. A team of scientists test an “old banger” car. They

find out that only 10% of the energy is transferred as
kinetic energy (useful) and 70% is transferred as heat
energy (wasted).

a. How much energy is wasted as sound?

_______________________

b. Draw a Sankey Diagram in the space below

9
 Label the arrows with input energy, useful output energy (kinetic), wasted output energy
(heat), wasted output energy (sound)

5. A team of scientists test a brand new hybrid car. They find out that 40% of the energy is
transferred as kinetic energy (useful) and 55% is transferred as heat energy (wasted).

a. How much energy is wasted as sound? _______________________

b. Draw a Sankey Diagram in the space below

Remember to label each of the arrows!!!

c. Explain why driving a newer car is ‘greener’ than driving a very old car.

………………………………………………………………………………………………….……………………………………………………

…………………………………………….………………………………………………………………………………………………….………

………………………………………………………………………………………….……………………………………………………………

…………………………………….………………………………………………………………………………………………….………………

…………………………………………………………………………………..……………………………………………………………………

10
 d. EXTENSION – Hybrid cars can recuperate some of the energy used from their movement to
recharge their battery. Could you add an arrow to the diagram above to show this?

6. Select one simple household appliance or machine of your choice.

a) What type of energy is input?……………………………………………

b) What type of energy is the useful energy output?………………………………

c) What type(s) of energy are wasted output?...................................................

Estimate the percentages of each of the above types of energy. Complete the table below:

TYPE(S) of ENERGY %

INPUT

USEFUL OUTPUT

WASTED OUTPUT

Use the estimated values above to draw a Sankey Diagram to show how well the
appliance/machine uses energy.

Blooket quiz

Extension
Complete the educake quiz Y7 P2.3 Sankey diagrams
I scored ………. / 6
11
Lesson 4 – Investigating Craters
Craters -Objectives

● To investigate how the height of drop affects the size of a

crater
● To explore gravitational potential and kinetic energy

Safety
Wear eye protection.

Background
• When you lift an object it gains ……………………………
……………………………. energy.
• A falling object gains ………………….………… energy.
• Energy cannot be …………………….. or ……………………..

Therefore the kinetic energy of a falling object is transferred into other forms of energy when it
hits a surface.
These energy transfers are what make a crater.

We will investigate if increasing the height dropped from affects the size of the crater.

Increased Increased
Increased gravitational ???? in
Kinetic
height potential crater size
energy
energy

12
13
14
15
Lesson 5 - Skatepark: Investigating Energy using
a simulator
Objectives:

In this activity you will investigate the relationships between kinetic, potential, thermal, and total
energy. You will see how these energies are used and change through measuring a simulated
skateboarder on a half-pipe. Then, you will see what happens to the energy levels of the skater
when friction is an added factor.

1. Click on the link: http://phet.colorado.edu/en/simulation/energy-skate-park-basics

This is a screen shot of the website:

When you see this screen you will then click on the play button on the image. You do not
need to download or embed.

2. You may see a screen - This is a screen shot of the simulation: When you see this screen
you will then click on “Run Now!”

3. If you see a screen that says INTRO, Click that

4. Switch between this document and the simulation “Energy Skate Park: Basics” to complete
this activity.

16
Task 1:
1. Make sure the simulation is on the tab Introduction (found at the bottom of the screen).

2. Click the speed and the pie chart application boxes.

3. Click and drag the skater to the top of the ramp’s left side. Your screen should look like
this.

4. Now release.

5. Observe what is happening to the speed and energy levels of the skater in motion.

6. Check the Grid box.

7. Use slow motion (button at the bottom of the screen) and the pause/play button to help
you fill in the following table:

The Skater’s Height in Meters Is there more potential or kinetic energy?

When the skater is at the ___________ (top, bottom) of the ramp, potential energy is at its
highest level.

Where is the skater at the ___________(top, bottom) of the ramp, kinetic energy is at its
highest level.

What is the relationship between speed and the kinetic/potential energies of the skater?

17
Predict:
Will anything be affected by altering the mass of the skater? (Will it cause him to go faster?
Slower? Will it alter his energy levels?)

If we increase the skater mass, his speed will …………………………………. And his energy levels will
…………………………………………………..

1. Reset all.

2. Set skater mass to small.

3. Click on bar graph application.

Your screen should look like this:

4. Place skater on top of the ramp.

5. Repeat for a medium mass and large mass skater.

The speed of the skater ________(increases, decreases, remains the same) when the skater’s
mass increased.

The energy level of the skater _________ (increases, decreases, remains the same) when the
skater’s mass increased.

What can you conclude about the relationship between the mass of the skater and the energy
level?

18
Task 2:
1. Click the “Friction” tab on the bottom of the simulation.

2. Make sure the friction level is set to “none”

3. Check on the bar graph box

4. Check the Grid Box. Your screen should look like this:

5. Click and drag the skater to the top of the ramp, now release.

Is thermal energy present?

Prediction:
What will happen to the skater when friction is present? How will his energy levels be affected?

When friction is increased, the skaters energy levels …………..

19
Explain:
Fill in the table below. Every time you alter the friction level, reset all and check off the bar graph.
(The first row is done for you)

Friction Level Number of times Highest point of Skater What is happening to the energy
Skater passes middle first time he goes to the levels?
of the ramp until he right side of ramp? (Use
stops red dot in middle of
skateboard for your
measurement)

None once approximately 6 Total: remains the same

meters KE: increasing and
decreasing oppositely than
potential
PE: increasing and decreasing
oppositely than kinetic
ThE: not present
Quarter way toward Total:
Lots KE:
PE:
ThE:

Half Way toward Lots Total:

KE:
PE:
ThE:
Three Quarters toward Total:
Lots KE:
PE:
ThE:

Lots Total:
KE:
PE:
ThE:

20
Questions
What is the relationship between friction and thermal energy?

Application
If you designed a rollercoaster, how might you design it? Would you
have friction?

Select the playground tab.

Design a rollercoaster to make a loop the loop.

The skater must be able to go completely around the

loop the loop.

Explain your design choice; you must use the following vocabulary:

Total Energy, Kinetic Energy, Potential Energy, Thermal Energy,

Friction

21
Task 3

1. In the table below, write down whether each quantity increases, decreases, or stays the same when the
skater is moving uhphill and then downhill
2.

Skater’s Movement Potential Energy Kinetic Energy Total Energy

v
Up the hill

Down the hill

v

3. The picture shows the skater starting at the top of

the ramp (position 1). Draw the energy pie chart
for the skater at positions 2, 3, and 4. 1
4
Explain your reasoning for each point:
2

2:________________________________________________________________________________

3:________________________________________________________________________________
3

4:________________________________________________________________________________

4. The skater is moving to the right along flat ground.

In the table below, write down whether each quantity is
v
increasing, decreasing, or staying the same.

Track Friction Potential Energy Kinetic Energy Thermal Energy Total Energy

Zero

22
 Greater than Zero

5. The skater is started at the top of the track. The table below shows Energy Bar Charts for the skater.

In the table, draw where you think the skater is on the track, and if you think friction is on or off.

Draw

Skater

Position

Friction

on or off

Extension
Read textbook pages 40-41
Complete workbook exercise 2.6

Lesson 6 – Bouncing balls

Objectives

23
 ● To investigate how the height of drop affects the height that a ball bounces
● To explore the relationship between gravitational, kinetic and elastic potential energy

You will need:

Bouncy ball
Meter ruler

Background

• When you lift an object it gains ………..…………… potential energy.

• A falling object gains …………….…….. energy.
• When an object deforms …………..…….. potential energy is stored.

In the crater investigation, this energy was used to make a crater, however in this investigation the
surface is too hard. What will happen to the energy in this case?

24
25
26
27
Annotate the diagram to show what is happening in terms of energy. (Gravitational potential,
kinetic, elastic potential, sound

Extension
Read textbook pages 42-43
Complete workbook exercise 2.7

28
Lesson 7+8 – Frog Leap Investigation
Objectives
• To investigate how energy transfers can affect the movement of an organism

Background
• When you lift an object it gains ………..…………… potential energy.
• When an object deforms …………..…….. potential energy is stored.
• Energy cannot be …………..……. or …………..…………...
• The frog contains ………………………………………… when you push it’s ‘spring’ down. On release,
the elastic potential energy is converted to ……………………….. energy and can be used jump.

Investigation brief
You, an excellent physicist, will be investigating ways to make the best jumping frog. The definition
of best is defined as a frog that jumps the furthest away. For your experiment, you will choose one
factor that will impact the frog’s distance of travel. For example, the width of the body, the length
of the body, the number of folds the leg contains, etc. After deciding on one factor (independent
variable), you will make four frogs with different variations.

The secret behind making the best leaping frog is directly related to the different energy types the
frog possesses, so have a think about that when you’re choosing a variable to investigate!

Example

My independent variable is the width of the frog’s body. I will make frogs with the widths, 5cm,
7cm, 9cm, and 11cm. After making the four frogs, I will test which width makes the best leaping
frog.

29
30
Results

Once you have collected your data, present your findings in a short video.

This can use photos, videos, commentary or captions.

Once complete upload to the classroom under the assignment.

31