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Yr 7 Unit I
Yr 7 Unit I
M W
Where this unit fits in Prior learning
p ? 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
t u 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
produces light and heat.
The scientific concept of energy and its conservation and transfer are introduced in this unit.
ET ET This unit leads onto:
unit 8I Heating and cooling and 9I Energy and electricity. It is important that pupils have studied
TY PC this unit before unit 7J Electrical circuits.
Misconceptions
Some pupils confuse energy with matter. Pupils need many opportunities to discuss energy, so that they can develop their own ideas.
M W
Learning objectives
p ? 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.
t u iv Simple energy transfers.
^ _ Scientific enquiry
v Use a model to help understand energy. (Framework YTO Sc1 7a, h)
UG
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.
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.
M W
Learning objectives
p ? i Energy can be stored as chemical energy, strain energy or gravitational energy.
Scientific enquiry
t u 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)
^ _
UG Suggested alternative starter activities (5–10 minutes)
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)
Learning outcomes
Most pupils will … Some pupils, making less progress will … Some pupils, making more progress will …
• 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.
M W
Learning objectives
p ? i We get chemical energy from food.
ii Food contains energy that originally came from the Sun.
iii Energy is measured in joules.
t u
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)
UG
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.
Learning outcomes
Most pupils will … Some pupils, making less progress will … Some pupils, making more progress will …
• 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.
^ _ Scientific enquiry
ii Evaluate fair tests. (Framework YTO Sc1 7c)
iii Draw a line graph. (Framework YTO Sc1 7f)
UG iv Draw conclusions. (Framework YTO Sc1 7g))
Main activity
Activity Learning Description Approx. Target group
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
the end-of-spread questions if time allows.
Learning outcomes
Most pupils will … Some pupils, making less progress will … Some pupils, making more progress will …
• 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.
M W
Learning objectives
p ? 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.
t u 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)
UG 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)
Learning outcomes
Most pupils will … Some pupils, making less progress will … Some pupils, making more progress will …
• 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.
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Learning objectives
p ? i Alternatives to fossil fuels that are renewable fuels.
ii Evaluate these alternative fuels.
iii Conserve fossil fuels so they last longer.
t u
Scientific enquiry
^ _ iv Use secondary sources of information. (Framework YTO Sc1 8d)
UG
Suggested alternative starter activities (5–10 minutes)
Recap last lesson Share learning objectives Problem solving Capture interest (1) Capture interest (2)
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
Learning outcomes
Most pupils will … Some pupils, making less progress will … Some pupils, making more progress will …
• 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.
M W
Learning objectives
p ? 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.
t u 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)
UG
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.
Learning outcomes
Most pupils will … Some pupils, making less progress will … Some pupils, making more progress will …
• 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.
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.
p ? Stored energy
Moving energy Energy from
t u
food
^ _
UG LP
TN
Energy
Copy the unit map and use these words to help you complete it.
You may add words of your own too.
M Problem solving
p ?
t u
^ _
UG LP
TN
M Brainstorming
p ? Teacher sheet
t u 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
UG LP
they different?
TN 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.
M Capture interest
p ? Technician sheet
t u Supply the following for a demonstration:
^ _ ● a Bunsen burner and matches or lighter
UG LP ● a heatproof mat
TN ● tongs
● magnesium ribbon
● wooden splints
● eye protection.
UG LP
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
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.
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.)
M Problem solving
p ?
t u
^ _
UG LP
TN
S p ort s
D ri n k
w h e aty bi x
1 pt 1 pt
Semi
skim Semi d mineral
me water
med skim
lettuce
h oce Bar
Cffe
To
UG LP
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.
^ _
coal oil wood gas
UG LP charcoal meths petrol
TN
2 car
1 barbecue
4 cooking stove
3 campfire
^ _ ● a balance
UG LP ● a teat pipette
TN
● 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.
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.
TN
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
M Brainstorming
p ? Teacher sheet
t u1 How long ago did coal start to form? Do you think it was:
A 3000 years ago?
^ _ B 3 million years ago?
UG LP C 300 million years ago?
(answer C)
TN
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)
secondary sources of
UG LP information. (Sc1)
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.
M Problem solving
p ?
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
t u
environmentally friendly development. This means that fossil fuels
^ _ cannot be used to supply any of the energy needed in the centre.
UG LP The energy needs for the centre will include activities to entertain
Think about how the energy for this new centre could be supplied
without using fossil fuels.
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.
M Problem solving
p ?
1 These animals can be used to provide energy.
t u List some ways that we could use their energy.
^ _
UG LP
TN
t u
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
UG LP example:
● a ball to drop
TC ● 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.
t u 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:
UG LP ● ball DROP THE BALL
● wind-up toy WIND UP THE TOY
TN ● 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
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.
t u
Obtaining evidence
^ _ 1 Make a table like the one below.
2 Read an instruction card and do what it says. Decide whether the object
UG LP gives out sound, light or heat energy. Decide whether the object moves.
TN TC 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.
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.
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.
t u
^ _
UG LP
TN
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.
t u
^ _
UG LP
TN
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
spinning carousel
big wheel
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.
t u 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:
UG LP
● a desk lamp
TN ● a fan
● an iron/soldering iron
● a room heater
● a radio or cassette player.
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.
t u Obtaining evidence
^ _ 1 Make a table like the one below.
2 Look at the devices. Decide what kind of energy is going into
UG LP
each one, and what kind of energy each one is giving out.
TN TC
Presenting the results
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.
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
1 Make a table like the one below.
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.
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
t u Equipment
Place a selection of mini-demonstrations illustrating stored energy around the
^ _ room, for example:
UG LP ● a candle burning
● a wind-up toy
TN ● a lit Bunsen burner
● 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.
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).
M W You are going to look at how energy is stored in different things. Wear eye
protection.
p Energy can be stored in three ways:
?
● chemical energy (such as in food, fuel or batteries)
t u ● strain energy (when something is stretched or squashed)
Activity
I2a Stored energy Core
Obtaining evidence
1 Make a table like the one below.
2 Look at each object. Decide how the energy is stored in it.
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:
M W You are going to use the picture to help you think about all the
different places that energy can be stored.
p ?
t u
^ _
UG LP
TN
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.
waterfall gravitational
M W You are going to use the picture to help you think about all the
different places where energy can be stored.
p ?
t u
^ _
UG LP
TN
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.
t u
Running the activity
^ _ 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,
UG LP measuring and recording the distance covered and duration of movement.
TC
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.
t u
Equipment short match
cotton reel
^ _ For each group:
(acts as anchor)
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.
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?
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.
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Technician
I3a Energy in food activity notes
TN 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.
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.
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Print current page (1 page) 6
Activity
I3a Energy in food Core
M W 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.
p ?
to warm up some water. !
Do not eat
in the lab.
t u
Equipment
^ _
tongs potato
UG LP crisp Hula hoop
thermometer
TN TC
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.
M W 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.
p ?
to warm up some water.
t u
Equipment
^ _
UG LP lit Bunsen tongs
burner
TN TC 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
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.
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.
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Teacher
I3b How much energy? activity notes
SS Answer
1 5220 kJ
TN
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.
The computer will have added up the energy in all the food.
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
t u
^ _
UG LP
TN Cod is a fish
t u
^ _
UG LP
TN Cod is a fish
.........................................................................................................
.........................................................................................................................................................................................................
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.
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.
M W You are going to find out how fossil fuels were made. You will be
using the information you find to create an interesting information
p ?
source for future Year 7 pupils to use.
t u
Starting off
^ _
Fossil fuels are called ‘fossil’ fuels because they started off as living
UG LP
things, in the same way as the fossils you see in museums started off as
TN 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?
M W Use this sheet to record the facts you find about fossil fuels, and to
write down how successful you think your presentation was.
p ?
t u Fact finding
^ _ You need to find out the answers to the questions below. Your answers
will help you to make your presentation.
UG LP
You could write the answers on this sheet, or write down where the
TN
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? ......................................................................................................
........................................................................................................................................................................................................
● How did these plants and animals get their energy? ...........................................................................
........................................................................................................................................................................................................
........................................................................................................................................................................................................
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? ...............................................................................
M W You are going to find out how fossil fuels were made. You will be
using the information you find to create an interesting
p ?
information source for future Year 7 pupils to use.
t u
^ _ Fact finding
UG LP You need to find out the answers to these questions.
TN ● 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?
You could:
● write a story
● write an interactive quiz, perhaps with multiple choice answers
● create a multimedia presentation
● make a poster or leaflet.
t u
Running the activity
^ _ 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
UG LP this sheet for all pupils.
TC 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.
t u
Other relevant material
^ _ Skill sheet 8: Variables
UG LP Equipment
For the class:
TN
● 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)
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.
volume of water
mass of fuel
Obtaining evidence
2 Use the table below to record the differences between the three fuels.
Temperature of water
at the start in °C
Temperature of water
at the end in °C
Rise in water
temperature
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.
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.
M W You are going to use the bar chart to help you to understand
that our fuel reserves will not last for ever.
p ?
t u
2240 coal
^ _
UG LP
2200
TN
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.
t u
Running the activity
^ _ Pupils complete some energy transfer diagrams. In addition, they could also draw
their own energy transfer diagrams for some other devices.
UG LP
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
^ _ a
............................................ energy
UG LP
heat energy
food processor
b
............................................ energy
............................................ energy
tumble dryer
c
light energy
heat energy
............................................
............................................ energy
kettle
^ _ a
............................................ energy
UG LP
............................................ energy
food processor
b
............................................ energy
............................................ energy
tumble dryer
c
light energy
thermal energy
............................................
kettle
^ _ a
UG LP light energy
TN
heat energy
television
............................................ energy
heat energy
food processor
c
............................................ energy
............................................ energy
tumble dryer
t u
Running the activity
^ _ Pupils work in groups. Each group will need a set of cards made from
I6a Resource 1 and 2.
UG LP
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.
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
M W
Dung Blubber
p ? ● Solid ● Solid
● Made from animal droppings. The droppings ● Blubber is the fat from seals. Seals have a thick
t u 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.
UG LP ● 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.
TN
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.
M W
Methane Peat
p ? ● Gas ● Solid
● Found underground or made from rotting ● Found just below the ground and is very easy
t u 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
UG LP buses, but the vehicles have to be modified to bogs. Peat bogs are very rare and a unique set
TN 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.
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.
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.
M W You are going to read about a power station that uses poultry
litter as a fuel.
p ?
t u
Running the activity
^ _ 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
UG LP different groups could demonstrate each device to the rest of the class.
TC 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
t u
Other relevant material
^ _ Skill sheet 16: Energy transfer diagrams
UG LP
Equipment
TN 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.
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.
p ?
1 Draw a circle of 10 cm diameter on 2 Use an angle measurer to divide the
t u 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.
UG LP
TN TC
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.
t u
Running the activity
^ _ 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
UG LP feedback to the class, if the teacher has arranged the lesson this way.
TC
Other relevant material
Skill sheet 16: Energy transfer diagrams
Expected outcomes
The model turbine turns and pupils come to appreciate the energy transfers
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
t u
Other relevant material
^ _ Skill sheet 16: Energy transfer diagrams
UG LP
Equipment
TN 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.
Expected outcomes
The model turbine turns and pupils come to appreciate the energy transfers
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.
............................................
energy ..................................... ..................................... .....................................
water turbine
energy energy energy
in water behind
dam
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.
t u
Other relevant material
^ _ Skill sheet 16: Energy transfer diagrams
UG LP
Equipment
TN 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
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
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.
M W You are going to think about one possible way to make our
energy resources last longer.
p ?
1 In your group, read what is written in the box.
t u
^ _ 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.
UG LP
Do you think that electricity, petrol and gas should have a higher price so that
TN 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?
Activity
I7d Energy costs Core
You are going to think about one possible way to make our
energy resources last longer.
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?
t u
Running the activity
^ _ 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.
UG LP They can use the cards on I7e Resource 2 if required to help them expand and
illustrate their energy trails.
light energy
● Show energy transfers using arrows like this:
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!
^ _ … in a banana
UG LP Where
We can Plants So the
did the energy
TN get energy
in the banana Bananas get their energy in the
from a grow on energy from banana must come
come from?
banana. plants. the Sun. from the Sun.
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
M W
p ?
t u
^ _
UG LP
TN
chemical energy gravitational energy chemical energy
in grass in cloud in banana
^ _
Review learning
UG LP
● 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.
M Word game
Read out the statements for pupils to identify as true or false.
p ?
t u Statement True/False
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.
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?
M Word game
p ? Look at the examples below and decide what kind of energy they
may transfer. Write them into the correct columns in the table.
t u
UG LP Movement Light energy Sound energy Thermal (heat) Chemical Strain energy Gravitational
(kinetic) energy energy energy energy
TN
song wind
chocolate bar laser beam
a slope radiator
bent ruler ball on top of
✂
I3 Energy in food Plenaries
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.
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
^ _
Group feedback
UG LP
● 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.
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.
M Review learning
p ? 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.
t u
The heat and pressure turned the plants to coal and the
^ _ mud to rock.
UG LP
When the plants died, they were buried under layers of
TN 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.
M Word game
p ? Sort these statements and write them into the correct columns in the table.
t u
Advantages of fossil fuels Disadvantages of fossil fuels
^ _
UG LP
TN
Word game
Sort these statements and write them into the correct columns in the table.
M Looking ahead
p ?
Looking ahead
^ _
Review learning
UG LP ● 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?
M Word game
p ?
t u
Q A Q A
^ _ Falling water turns Petrol Formed from dead Fossil fuels
UG LP the blades in this trees millions of
machine. years ago.
TN
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.
M Word game
p ?
t u
Q A Q A
^ _ Old-fashioned wind Wind turbine Transfers light Poultry litter
UG LP turbine. energy to electrical
energy.
TN
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.
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
M Word game
p ? Match each description to the correct energy transfer.
^ _ Solar furnace
Thermal energy → kinetic energy → electrical energy
UG LP generating electricity
TN
Water turbine
Thermal energy → kinetic energy → electrical energy
generating electricity
✂
I7 More energy resources Plenaries
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
Thermal energy → kinetic energy → electrical energy
generating electricity
M W
1 Here are some different types of energy. The letters are all mixed up!
p ? Can you sort them out?
t u
t
^ _ t
n m
UG LP i
g
e h
TN m v
o
e l
h l r
d
s u l
t i e
a t
n o c
e e
a c
M W
3 What form of energy is being shown in each picture?
Use the words opposite to fill in the gaps. heat
p ?
light
t u
electric
^ _ sound al
UG LP
TN nt
moveme
...................................... energy
...................................... energy
heat energy
lamp
M W
1 These pictures show different kinds of stored energy.
p ? Choose words from this list to label the pictures with
the kind of energy they show.
t u
^ _ chemica nal
UG LP
strain l gravitatio
TN
TN
I have ............................................
energy.
energy.
Tick the
2 Here are some people at work. Which one from each pair box each
needs to eat more food for energy? time.
M W 3 Look at this table. It shows the energy values of 100 cm3 of some drinks.
p ?
Drink orange cocoa soda orange cola
t u juice water squash
^ _
UG LP Energy value 150 kJ 1300 kJ 0 kJ 90 kJ 200 kJ
TN
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
................................ ................................ ................................ ................................ ................................
M W
1 Shaibal and Pippa did these experiments to find out which fuel is the
p ? best.
t u
^ _
UG LP 100 cm3 100 cm3
TN
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.
lighter fuel 46 21
firelighters 82 21
You are going to work out the temperature change for each fuel.
M W
p ?
t u
100 cm3 100 cm3
^ _ of water of water
UG LP
2 g of 5 g of
TN
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.
^ _ animals
le
non-renewab You may
UG LP use words
trains plants more than
TN power station once.
s
oil
millions diesel lorries
M W
2 You are going to tell a story about oil, which is a fossil
p ? fuel.
t u a Look at the pictures on Sheet 3 about the story of
oil. They’re all mixed up.
^ _
UG LP b Here is the story of oil. Read the sentences. Each
one belongs to one picture. Write the number of
TN
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 kly 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.
M W
p ?
t u
^ _
UG LP
TN
Sun’s
rays
OIL
coal
wind solar
energy energy
wood petrol
oil
falling wave
water energy
Sun swamp
plants coal fire
stored stored .....................................
energy
© Harcourt Education Ltd 2003 Catalyst 1
This worksheet may have been altered from the original on the CD-ROM. Sheet 1 of 2
Print current page (1 page) 6
TN 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.
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.
M W HELP
p ? 1 Look at the pictures below. All the objects are transferring energy.
They are designed to transfer the energy mainly as movement (kinetic)
t u
energy, light energy, sound energy or heat energy.
^ _
UG LP
TN
car
TV
handbell
CORE
2 Copy and complete these sentences about types of energy, using the
words below.
thermal
sound electrical
kinetic
EXTENSION
4 Copy and complete the energy transfer diagrams below by
labelling the arrows.
electrical energy
a
electric drill
movement energy
b
alarm clock
gas cooker
electrical energy
d
hairdryer
M W HELP
p ? 1 Copy and complete these sentences about stored energy, using
the words below.
t u
^ _ l chemica
gravitationa l strain
UG LP
a Energy in a torch battery is stored
TN
as ...................................... energy.
...................................... energy.
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
M W EXTENSION
p ? 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
t u
answer the question.
^ _
UG LP
Sally woke up as usual at 7.00 a.m. She got out of
TN
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.
M W HELP
p ? 1 Copy and complete these sentences by choosing from the words
in bold.
t u
Energy is measured in grams/joules. These are very
^ _
small/large units so we usually use kilojoules/kilometres.
UG LP
Food contains energy stored as strain/chemical energy.
TN
2 The table shows the energy values of some foods.
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.
TN
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.
M W HELP 10 000
p ? Bar chart of foods and 9000
their energy values 8000
t u
7000
^ _
Energy
6000
UG LP in kilojoules
TN per 100 grams 5000
4000
3000
2000
1000
0
Food
✂
I3 Energy in food (continued) Homework
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
M W HELP
p ? 1 The flow chart below shows how fossil fuels were formed. The
boxes are in the wrong order. Draw the flow chart again, putting
t u
the boxes in the right order.
^ _
Air was kept Very slowly Millions of Instead, they
UG LP
away from they became years ago, were compressed
TN them. They did fossil fuels. animals and by the mud
not decay plants died. settling on top.
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.
M W HELP
p ? 1 Read the short story below about the Waster family.
t u
, as
y left the TV switched on
^ _ aster left home
to go to work.
T he
ral heating to co
me on
r and M rs W y se t th e cent
M ooms. The and hot.
UG LP 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
TN five hours befo hot th at they ha d
home, it was so bit open and,
When they got ly left th e frid 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
M W
coal diesel ethanol
p ? (from sugar cane
(from crude oil)
used in vehicles which grows quickly
t u in hot countries)
used in vehicles
^ _
UG LP
methane camping gas
TN
(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.
M W EXTENSION
p ? 5 Read the following information about a poultry litter generator.
t u
Farmer Rooster does not like paying for his
^ _
electricity, so he has converted his generator to run
UG LP on poultry litter from the chicken shed on his farm.
TN 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.
M W HELP
p ? 1 People often talk about ‘alternative energy resources’. What are
they an alternative to?
t u
^ _ 2 Write out each alternative energy resource along with its correct
description.
UG LP
Alternative energy
TN 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.
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?
M W EXTENSION
p ?
4 There are both advantages and disadvantages associated with all
types of energy resources. Copy and complete the table to show
t u
some disadvantages of renewable energy resources. Try to give
^ _ two disadvantages for each energy resource.
UG LP
Energy resource Disadvantages
TN
wind power
wave power
hydroelectricity
solar power
M W HELP
Question Answer Mark
p ?
1 a Car 1
t u 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.
UG LP
ii When a handbell rings, kinetic energy is transferred to sound energy. 1
HM In c, underscores show answers; other text copied by pupils.
Total for Help 5
CORE
Question Answer Mark
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
Question Answer Mark
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
M W HELP
Question Answer Mark
p ?
1 a Energy in a torch battery is stored as chemical energy. 1
t u 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
UG LP kinetic energy when the car is travelling.
Underscores show answers; other text copied by pupils.
HM Total for Help 4
CORE
Question Answer Mark
2 a 2
gravitational movement or kinetic energy
energy
in rollercoaster sound or heat 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
Question Answer Mark
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.
Total for Extension 12
M W HELP
Question Answer Mark
p ?
1 Energy is measured in joules. These are very small units so we usually use
t u 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
UG LP
2 a Award one mark for accurately drawn columns and one mark for correctly labelling them. 2
HM b Cheeseburger and chips 1
c The Sun 1
Total for Help 7
CORE
Question Answer Mark
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
Accept equivalent answers or suitable alternatives.
Total for Core 11
EXTENSION
Question Answer Mark
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
Accept equivalent answers or suitable alternatives.
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.
Total for Extension 9
M W HELP
Question Answer Mark
p ?
1 Correct order of flow chart boxes:
t u 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.
UG LP Very slowly they became fossil fuels.
All correct, three marks; deduct one mark for each box out of place up to three. 3
HM
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
Underscores show answers; other text copied by pupils.
Total for Help 5
CORE
Question Answer Mark
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
Accept equivalent answers.
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
Accept equivalent answers.
Total for Core 7
EXTENSION
Question Answer Mark
4 chemical
thermal kinetic electrical
energy steam generator
in fuel energy energy energy
M W HELP
Question Answer Mark
p ?
1 Left the TV on all day: make sure the TV is off when they are not watching it 1
t u 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
UG LP Underscores show answers; other text copied by pupils.
Accept equivalent answers or suitable alternatives.
HM
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
Accept equivalent answers.
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
Underscores show answers; other text copied by pupils.
c Biodiesel, ethanol 1, 1
Total for Help 14
CORE
Question Answer Mark
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
Accept equivalent answers or suitable alternatives.
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
Question Answer Mark
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
M W HELP
Question Answer Mark
p ?
1 Fossil fuels 1
t u 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
UG LP
Wind energy: the force of the wind turns the blades of the turbines, which
convert the movement to electrical energy. 1
HM
Wave energy: this up-and-down movement of the sea can be used to turn
a turbine. 1
Total for Help 5
CORE
Question Answer Mark
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
Underscores show answers; other text copied by pupils.
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
Question Answer Mark
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
Total for Extension 8
energy
......................................
kinetic energy
wound up his toy
● in Joe at top of stairs
kangaroo
in clockwork kangaroo
put in new batteries to
●
make his radio work
t u
^ _
UG
TN
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.
gravitational
...................................... energy
kinetic energy
wound up his toy
● in Joe at top of stairs
kangaroo
in clockwork kangaroo
put in new batteries to
●
make his radio work
electrical
...................................... energy
lamp light energy
t u 3 1 2 4
^ _
UG
TY
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
^ _
UG SS
MS ET
2 How can the energy in a piece of coal be released? 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.
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
ergy kinetic en
electrical en ergy
thermal
energy
burning food
M 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
p ?
take her in the car but she had already arranged to meet her
t u friends and catch the bus.
^ _ a Give one example of how Sarah used fuel economically. 1 mark
UG SS b Explain why it is important to save energy. 1 mark
MS ET
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
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
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
© Harcourt Education Ltd 2003 Catalyst 1
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End of unit test
I Energy resources mark scheme
M
Learning outcomes I can do I can do I need to
p ? this very this quite do more
well well work on this
t u
I can describe to someone else what
^ _ energy is.
UG 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.
M Word Definition
p ? alternative energy Energy makes things work. When anything happens,
t u resources energy is transferred.
M Word Definition
p ? movement energy A pattern that links variables together. A relationship
t u 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
UG 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.
M Definition
p ? The movement (kinetic) energy of waves.
t u A device that takes in the movement (kinetic) energy
^ _ of waves and gives out electrical energy.
I Energy resources Key words
I Book answers
I Book answers
M 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.
p ? 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.
t u 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.
2 a By sharing cars we will use less petrol.
energy used to produce steam to turn turbines.
The rotating turbines turn electrical generators
UG 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.