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Energy and electricity
Where this unit fits in
Unit guide
Prior learning
This unit builds on: work on electricity and energy in unit 7I Energy resources, unit 7J Electrical circuits To make good progress, pupils starting
and unit 8I Heating and cooling.
this unit need to:
• know how to connect simple series and
parallel circuits
• recall that fossil fuels and wind, waves
voltage (potential difference), energy conservation, energy dissipation and energy efficiency.
and the Sun are all energy resources
This unit leads onto:
• be familiar with the different ways in
work on the reactivity of metals in unit 9F Patterns of reactivity and work on fuels in unit 9G
which energy is transferred and stored.
Environmental chemistry. It relates to unit 9D Using control for electronic monitoring in the design and
technology scheme of work, and to unit 18 Twentieth-century conflicts and unit 20 Twentieth-century
medicine in the history scheme of work.
The concepts in this unit are:
Framework yearly teaching objectives – Energy
• Recognise the idea of energy conservation as a useful scientific accounting system when energy is transferred; use this to explain energy transfers
in familiar situations, energy efficiency and energy dissipation.
• Develop, from a simple model of energy transfer in electrical circuits, the idea of potential difference in electrical circuits.
• Use the model of energy conservation to explain how:
– the potential difference measured across cells or components shows how much energy is transferred from the cells to the current and from the
current to the components;
– electrical energy can be generated using fuels, including the energy transfers involved; recognise possible environmental effects of this.
Expectations from the QCA Scheme of Work
At the end of this unit …
… most pupils will …
… some pupils will not have made so
much progress and will …
… some pupils will have progressed
further and will …
in terms of scientific enquiry NC Programme of Study Sc1 2c, g, j, k, m, o
• identify patterns in measurements of voltage and use
these to draw conclusions about circuits
• identify and control key factors in investigating simple
cells and identify patterns in their results, including
observations that do not fit the main trends.
• measure the voltage of a range of cells
• present data as charts or tables.
• relate energy transfer devices in the
laboratory to everyday appliances
• synthesise information from secondary
sources about the development of the
electricity supply industry and
communicate it clearly
• consider whether data is sufficient, and
account for anomalies.
in terms of physical processes NC Programme of Study Sc4 1a, b, c, 5a, c, e, g
• describe some energy transfers and transformations in
familiar situations, including dissipated energy, and
energy transfer devices
• recognise that the voltage change across a circuit
component is a measure of its energy transfer
• describe how voltage originates from a chemical cell
• give examples of the hazards of high-voltage circuits
• compare the energy consumption of common electrical
appliances
• describe how electricity is generated by energy from fuels,
and recognise possible environmental effects of this.
• describe some useful energy transfer
devices
• recognise that any functioning circuit
needs a power supply to provide a voltage
and that high voltages are hazardous
• recognise that electricity is a convenient
way of ‘delivering’ energy, but that it
must be paid for and that its generation
can cause environmental problems
• give examples of how energy goes to
waste.
• apply a model of voltage and energy
changes to a circuit
• recognise that although the total energy
in a system is conserved, energy can be
dissipated
• use ‘power ratings’ in comparing the
costs of using different electrical
appliances
• link the function of an electric generator
to magnetic effects.
Suggested lesson allocation (see individual lesson planning guides)
Direct route
I1
Make it work
I2
Energy in and out
I3
I4
Using electricity Power stations
Booster 6
Focus on energy – Making things happen
Extra lessons (not in Pupil book)
I2 Investigate:
How to increase the
voltage in a fruit cell.
I4 Power stations
Extra lesson for
Activity I4b.
Review and assess progress (distributed
appropriately)
Misconceptions
Pupils often think that current is used up around a circuit. This is because they confuse current with energy.
Health and safety (see activity notes to inform risk assessment)
Risk assessments are required for any hazardous activity. In this unit pupils use mains electrical equipment in their investigations. Pupils must not
experiment with mains electricity.
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Lesson planning
guide
Learning objectives
i
Energy transfers in familiar contexts.
ii
Electricity is a useful means of transferring energy.
iii Energy conservation and energy dissipation. (red only)
Scientific enquiry
iv Use energy transfer diagrams to describe energy transfers.
v
Use a simple model to explain why dissipated energy is less useful. (red only)
Suggested alternative starter activities (5–10 minutes)
Introduce the unit
Share learning objectives
Unit map for Energy and • Describe some energy
electricity.
transfers and record them as
diagrams.
• Describe useful forms of
energy, and what happens to
it after the transfer.
• State that energy is
conserved.
Problem solving
Word game
Capture interest
Pupils look at food labels
and decide which food
would be best to eat a few
hours before a race.
Game of ‘rocket’ hangman to
recap use of words kinetic,
potential, chemical energy,
heat (thermal), light, sound
from Year 7.
Demonstration of useful
energy transfers, e.g.
spring-driven clock, eating
foods, chemical change.
Suggested alternative main activities
Activity
Learning
objectives
see above
Description
Approx.
timing
Target group
C
H
E
S
G
R
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Textbook I1
i, ii, iii and v Teacher-led explanation and questioning OR Pupils work individually,
in pairs or in small groups through the in-text questions and then
onto the end-of-spread questions if time allows.
20 min
R/G
Activity I1a Practical
i, ii and iv
Energy transfers Pupils observe processes and record the energy
transfers taking place.
20 min
✔
Activity I1b Paper
i, ii, iii and v Wasted energy What happens to energy after it has been ‘used’?
Activity to help pupils to realise that not all the energy ends up
where we want it when energy is transferred.
15 min
✔
Activity I1c
Catalyst Interactive
Presentations 3
i
10 min
Some examples of energy changes:
• Sun, a plant growing (speeded up), being eaten, person running.
• Power station, overhead lines, socket, using hair straightener.
• Firework being assembled, moving up through sky, bursting with
loud sound and stars.
✔
Suggested alternative plenary activities (5–10 minutes)
Review learning
Sharing responses
Group feedback
Word game
Pupils look at alternatives to
electricity (e.g. candle instead of
light bulb) to remind themselves
of advantages of electricity.
In pairs, pupils take
turns to go through
their answers to
Activity I1a.
Challenge groups to write the Check progress using an
longest chain of energy
acrostic about different
transfers, including electrical, types of energy.
that they can think of.
Looking ahead
Show pupils the symbol for
a voltmeter and show them
how to add one to a circuit.
Learning outcomes
Most pupils will ...
Some pupils, making less progress
will ...
Some pupils, making more progress
will ...
• describe some energy transfers and
transformations in familiar situations
• recognise that electricity is a convenient way
of ‘delivering’ energy
• apply the idea that energy is conserved to
realise that some of the energy is wasted
• describe that wasted energy is dissipated to
the surroundings.
• describe some useful energy transfer devices
• recognise that electricity is a convenient way
of ‘delivering’ energy.
• also use the idea of energy conservation to
calculate the wasted energy that is dissipated
to the surroundings
• also use a simple model to explain why
dissipated energy is less useful.
Key words
electrical energy, conserved, energy conservation, red only: gravitational
potential energy, dissipated
Out-of-lesson learning
Homework I1
Textbook I1 end-of-spread questions
Activity I1b
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Energy in and out
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Lesson planning
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Learning objectives
i
Know what voltage is and how to measure it.
ii
Realise that you see a voltage (potential difference) across a component if energy is put in or given out.
iii Energy transferred in a circuit depends on voltage and current. (red only)
Scientific enquiry
iv Use a model to explain how voltage relates to the energy transferred in a circuit, including resistance and dissipation. (red only)
v
Investigate how varying the number of cells in a series circuit affects the voltage across components and the energy transferred by the
component.
vi Investigate how varying the number of components in a series circuit affects the voltage across each component.
UG
Suggested alternative starter activities (5–10 minutes)
Recap last lesson
Share learning
objectives
Problem solving
Capture interest (1)
Capture interest (2)
Suggest an electrical
appliance. Pupils write
energy transfers on
whiteboard.
• Describe what voltage is.
• Describe how to use a
voltmeter.
• Use a model to understand
energy transfers in a
circuit. (Sc1)
Pupils recap electric circuits
and diagrams by wiring up a
series circuit and parallel
circuit, then answer some
questions.
Pupils compare two trays of
equipment and identify the
differences between mains
and battery equipment.
Discuss the effect of an
electricity power cut on a
city. Consider school, home,
hospital, transport.
Suggested alternative main activities
Activity
Learning
objectives
see above
Description
Approx.
timing
Textbook I2
i, ii, iii
and iv
Teacher-led explanation and questioning OR Pupils work individually,
in pairs or in small groups through the in-text questions and then
onto the end-of-spread questions if time allows.
Activity I2a Practical
i, ii and v
Activity I2b Practical
Activity I2c
Catalyst Interactive
Presentations 3
Target group
C
H
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20 min
R/G
G
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Investigating voltage: Batteries Pupils investigate the relationship
between the number of cells and the voltage across components in a
series circuit.
30 min
✔
i, ii and vi
Investigating voltage: Components Pupils investigate the
relationship between number of components and the voltage across
components in a series circuit.
30 min
✔
i and iv
Animation of ski lift model of electricity and voltage.
10 min
✔
✔
✔
Suggested alternative plenary activities (5–10 minutes)
Review learning
Sharing responses
Group feedback
Word game
Looking ahead
Calculate voltage for
different combinations of
batteries and components.
Each group prepares a
sentence to say what they
found out about voltage in
Activity I2a or I2b.
Given circuit diagrams,
pupils draw in the
voltmeter in the correct
position.
What am I? Pupils
describe a component
while other pupils guess
what it is.
Look at some batteries to see
what they are made of. Show a
battery demo: metal plates in
acid producing a voltage. Leads
into I2 Investigate.
Learning outcomes
Most pupils will ...
Some pupils, making less progress
will ...
• know how to measure voltage using a
voltmeter
• recognise that the voltage change across a
circuit component is a measure of its energy
transfer
• describe how voltage originates from a
chemical cell.
• measure the voltage of a range of cells
• also consider whether data is sufficient, and
• know that you get a voltage change across
account for anomalies
cells and across lamps because energy is put in • also use a model to explain how energy is
by cells and given out by lamps
transferred in a circuit.
• recognise that any functioning circuit needs a
power supply to provide a voltage.
Key words
voltage, volts, voltmeter, red only: potential difference
Some pupils, making more progress
will ...
Out-of-lesson learning
Homework I2
Textbook I2 end-of-spread questions
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Investigate: How to increase the
voltage in a fruit cell
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Learning objectives
i
Chemical energy can be transformed into electrical energy.
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Scientific enquiry
ii
Choose appropriate techniques and equipment.
iii Identify and describe patterns in data.
iv Draw conclusions.
v
Describe how to improve their work, e.g. by identifying strengths in the work of others.
vi Explain results that do not fit a pattern that arises.
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Lesson planning
guide
Suggested alternative starter activities (5–10 minutes)
Setting the context
Introduce the apparatus Safety
Look at a car battery if
available. Alternatively, use
a potato clock.
Show the available
equipment: lemon, metal
plates, etc.
Brainstorming (2)
Brainstorming (1)
Pupils consider what safety In groups, pupils consider
precautions are necessary
the variables in the
with equipment they will be investigation.
using.
In groups, pupils consider
how to keep all the
variables constant except
those they are
investigating.
Investigation
Learning
objectives
see above
Description
Activity I2d Practical
i, ii, iii, iv, v
and vi
How to increase the voltage in a fruit cell Pupils plan and carry
out an investigation to find out which two metals will produce the
highest voltage from a fruit or vegetable cell.
Activity I2e Paper
i, iii and iv
Voltage in a lemon battery Pupils plot a graph of results of an
experiment to find out if the voltage produced by a ‘lemon battery’
depends on the size of the metal electrodes.
Activity
Approx.
timing
Target group
C
H
50 min
✔
✔
15 min
✔
E
S
Suggested alternative plenary activities (5–10 minutes)
Review learning
Group feedback
Analysing
Evaluating
Pupils use a list of possible
conclusions for Activity I2e and
discuss whether the data supports
them. Use the list to produce a
final conclusion.
In groups, pupils discuss their
conclusions to Activity I2d.
Look at results from different
groups for Activity I2d. Discuss to
what extent the results were
repeated, and whether all results
could be collected together (‘no’ if
variables different).
Ask each group to give one
problem that they encountered in
Activity I2d and one improvement
they could make.
Learning outcomes
Most pupils will ...
Some pupils, making less progress
will ...
Some pupils, making more progress
will ...
• identify and describe patterns in the voltage
produced by a fruit cell
• identify observations that do not fit trends.
• measure voltage in a fruit cell
• present data as charts or tables.
• consider whether data is sufficient and
account for anomalies.
Key words
cell, battery, voltmeter, volts, voltage
Out-of-lesson learning
Look at batteries available in catalogues and shops (e.g. car batteries):
Why are metal hydride rechargeable batteries better than nickel cadmium
rechargeables?
Why do appliances with NiCd batteries have a bin crossed out on them?
(and how should you dispose of them – does the local council tell you?)
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Using electricity
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Lesson planning
guide
Learning objectives
i
Describe a range of high-voltage devices that are dangerous and the safety precautions used to avoid injury.
ii
Know that different electrical appliances consume different amounts of energy.
iii Know that some electrical appliances are more energy efficient than others, because they dissipate less energy.
Scientific enquiry
iv Investigate the energy consumption of a variety of electrical appliances.
v
Use a simple model to explain why dissipated energy is less useful.
Suggested alternative starter activities (5–10 minutes)
Recap last lesson
Share learning
objectives
Problem solving
Pupils read values on
voltmeters.
• Describe how high voltage On whiteboards, all pupils
can be dangerous.
think of a way of saving
• Recognise that some
electrical energy.
appliances use more
energy than others.
• Recognise that some
appliances are more energy
efficient than others.
Capture interest (1)
Capture interest (2)
Show photos of dangers
of high voltage.
Catalyst Interactive
Presentations 3
Show animations of devices
that use energy at different
rates.
Catalyst Interactive
Presentations 3
Suggested alternative main activities
Activity
Learning
objectives
see above
Description
Approx.
timing
Textbook I3
i, ii and iii
Teacher-led explanation and questioning OR Pupils work individually,
in pairs or in small groups through the in-text questions and then
onto the end-of-spread questions if time allows.
Activity I3a Practical
ii, iii and iv
Activity I3b Paper
ii, iii and v
Target group
C
H
E
S
20 min
R/G
G
R
S
Using electricity Pupils measure the energy used by different
electrical appliances.
30 min
✔
Using Sankey diagrams Pupils use Sankey diagrams to show how
much energy is transferred, conserved and dissipated
20 min
✔
Suggested alternative plenary activities (5–10 minutes)
Review learning
Sharing responses
Group feedback
Word game
Looking ahead
Build up a table of
electrical appliances on the
board (high energy user, or
small energy user, and is it
efficient?).
Pupils work in groups to
order a list of appliances
and running times from
high energy to low energy.
Discuss results for
electrical appliances from
Activity I3a.
Pupils play a game of
hangman with words
like efficiency,
conserved, dissipated.
Pupils think about where
electrical energy for the home
comes from. How many different
types of power station/generator
can they remember from Year 7?
Learning outcomes
Most pupils will ...
Some pupils, making less progress
will ...
Some pupils, making more progress
will ...
• give examples of the hazards of high-voltage
circuits
• compare the energy consumption of common
electrical appliances
• know that energy must be paid for
• relate energy efficiency to wasted energy
dissipated to the surroundings.
• give examples of hazards of common
high-voltage circuits
• know that different electrical appliances have
different energy consumptions
• know that energy must be paid for
• give examples of how energy goes to waste.
• also use Sankey diagrams to represent energy
transfers and energy efficiency in a
quantitative manner.
Key words
energy efficiency, dissipate, red only: power rating, Sankey diagram
Out-of-lesson learning
Homework I3
Textbook I3 end-of-spread questions
Activity I3b
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Power stations
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Learning objectives
i
How power stations generate electricity.
ii
Describe the energy transfers that happen in a power station.
iii Discuss the environmental impact of power stations that burn fossil fuels.
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Scientific enquiry
iv Use secondary sources to investigate the environmental impact of power stations.
Lesson planning
guide
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UG
Suggested alternative starter activities (5–10 minutes)
Recap last lesson
Share learning objectives
Problem solving
Brainstorming
Capture interest
True/false quiz about
electricity consumption.
• Describe how power stations
work.
• Identify the energy transfers
in a power station.
• Use secondary sources to
investigate the effect of
power stations on the
environment. (Sc1)
Plan what to do for a day
when electricity is rationed
and only available at
certain times.
Recap knowledge from Years
7 and 8 on what fossil fuels
are and where they come
from.
Show photos of power
stations highlighting
important features.
Catalyst Interactive
Presentations 3
Suggested alternative main activities
Activity
Learning
objectives
see above
Description
Approx.
timing
Textbook I4
i, ii and iii
Teacher-led explanation and questioning OR Pupils work individually,
in pairs or in small groups through the in-text questions and then
onto the end-of-spread questions if time allows.
Activity I4a Practical
i and ii
Activity I4b Discussion
i, iii and iv
Target group
C
H
E
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R/G
G
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Inside a power station Pupils observe two demonstrations and relate 25 min
them to the energy transfers that happen in a power station burning
fossil fuels.
✔
✔
✔
Comparing power stations Research about the environmental impact 50 min
of different types of power station. Groups choose one method of
generating electricity and share results. Pupils select the best power
station for different environments.
✔
20 min
Suggested alternative plenary activities (5–10 minutes)
Review learning
Sharing responses
Group feedback
Word game
Looking back
Show a model steam engine
and talk about the different
parts in relation to a power
station.
Pupils order cards to recap
power station and energy
changes, as used in
Activity I4a.
Pupils sort comments about
power stations into ‘for’,
‘against’ and ‘neutral’.
Loop game on whole unit to Pupils revise and
check progress.
consolidate knowledge from
the unit.
Learning outcomes
Most pupils will ...
Some pupils, making less progress
will ...
Some pupils, making more progress
will ...
• describe how electricity is generated by
energy from fuels, and recognise possible
environmental effects of this
• realise that power stations are not totally
energy efficient, but some are more energy
efficient than others
• realise that some power stations have more
environmental impact than others.
• recognise that electricity generation can
cause environmental problems.
• also link the function of an electric generator
to magnetic effects
• also synthesise information from secondary
sources about the development of the
electricity supply industry and communicate it
clearly.
Key words
generator, turbine
Out-of-lesson learning
Homework I4
Textbook I4 end-of-spread questions
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I
Energy and electricity
Unit map
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About energy –
types and
transfers
Electricity
generation
Energy and
electricity
Electric circuits and voltage
Energy – consumer issues
(cost, waste and safety)
Copy the unit map and use these words to help you complete it.
You may add words of your own too.
acid rain
battery
chemical
coal
conductivity
conservation
current
efficiency
electrical
energy dissipated
energy wasted
gas
generators
global warming
gravitational
high voltage
hydroelectric
joules
kinetic
light
non-renewable
oil
potential
potential difference R
power rating
power stations
renewable
resistance
© Harcourt Education Ltd 2004 Catalyst 3
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Sankey diagrams R
saving energy
solar power
sound
strain
thermal
turbines
voltage
voltmeter
volts
watts
waves
wind
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Suggested alternative starter activities (5–10 minutes)
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Introduce the unit Share learning objectives
Problem solving
Word game
Capture interest
Unit map for Energy
and electricity.
Pupils look at food
labels and decide
which food would be
best to eat a few hours
before a race.
Game of ‘rocket’ hangman to
recap use of words kinetic,
potential, chemical energy,
heat (thermal), light, sound
from Year 7.
Demonstration of useful
energy transfers, e.g.
spring-driven clock, eating
foods, chemical change.
^ _
UG LP
• Describe some energy transfers and
record them as diagrams.
• Describe useful forms of energy, and
what happens to it after the transfer.
• State that energy is conserved.
Introduce the unit
●
Either draw the outline of the unit map on the board
then ask pupils to give you words to add, saying where to
add them. Suggest some words yourself when necessary
to keep pupils on the right track.
●
Or give out the unit map and ask pupils to work in
groups deciding how to add the listed words to the
diagram. Then go through it on the board as each group
gives suggestions.
➔ Unit map
Share learning objectives
●
Write the learning objectives on the board and show why
it is important that we know about these ideas.
●
Energy makes things happen. All the things we want to
do, whether for fun or for life saving and everything in
between, need a source of energy. If we understand
energy changes we can make better use of energy.
Problem solving
●
Pupils work in groups looking at food labels. They decide
which would be best to eat a few hours before a race.
●
Pupils compare food values taken from chocolate sweets,
breakfast cereal, pasta, and a banana.
●
Remind pupils that we get energy from food, and need
energy for movement. It is measured in J, or kJ, and some
foods have more than others. (The issue of sugar versus
carbohydrate and amount of saturated fat may be known
by some and may lead to interesting discussion.)
➔ Pupil sheet
Equipment
one calculator per group
Answers
Chocolate: too much fat and sugar.
Cereal and milk: probably not enough
energy.
Pasta/bananas: some runners do eat pasta,
some recommend bananas. The aim is a
steady release of energy, so need high
carbohydrates in form of starch and not
too much sugar. Banana is very low in
protein and fat and is easily digested.
Word game
●
Play a game similar to hangman but an ‘astronaut’ is
launched into space instead.
●
Use five lines to draw a rocket, making it large enough
to draw a matchstick man of head and five lines inside
(11 false letters leads to launch of the rocket).
© Harcourt Education Ltd 2004 Catalyst 3
This worksheet may have been altered from the original on the CD-ROM.
Words
kinetic, potential,
chemical, energy,
electrical, heat,
thermal, light, sound
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6
Starters
Capture interest
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●
Pupils watch demonstrations of useful energy transfers
(spring-driven clock, eating foods, chemical change).
●
Pupils answer the following questions for each
demonstration.
1
2
3
4
5
What is the energy source/input?
Is the energy stored?
What is the useful energy output?
Is energy wasted? (Yes)
What energy transfers are not useful?
Equipment
wind-up alarm clock; food (could be a large
breakfast cereal box); Bunsen burner (lit);
magnesium ribbon and tongs
Answers
Wind-up clock
1 Kinetic (winding spring); 2 Yes, as elastic
in spring; 3 Kinetic (clock hands); 5 Sound
(ticking) and heat.
Eating food
1 Light from Sun to make food originally,
then chemical; 2 Yes, as chemical after we
eat it until we need it; 3 Our energy, kinetic
and reactions in cells and the body; 5 It ends
up as heat (but we need to keep warm, so is
it all really wasted? – discussion point).
Burning magnesium ribbon
(not strictly useful, but used in flares and
fireworks – and we can’t let off a flare in
the laboratory) 1 Chemical; 2 Yes, chemical;
3 Light; 5 Heat.
© Harcourt Education Ltd 2004 Catalyst 3
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I1
t
^
UG
TN
Starters
Problem solving
M
p
Make it work
?
Which of these foods would be the best choice to eat
u 2 hours before running or swimming in a race?
100 g of M&M’s chocolate sweets
_
(almost two 55 g bags)
LP
Nutrition information
Per 100 grams
energy
kJ
2050
protein
g
4.7
carbohydrate
g
71.4
of which sugars
g
64.9
fat
g
20.9
Weetabix and semi-skimmed milk – 100 g
(one Weetabix and about 80 ml of milk)
Nutrition information
energy
protein
carbohydrate
of which sugars
fat
kJ
g
g
g
g
Per 100 grams
431
15.7
17
4.9
1.76
kJ
g
g
g
g
Per 100 grams
1529
11.9
74.2
4.7
1.7
100 g of pasta
Nutrition information
energy
protein
carbohydrate
of which sugars
fat
One medium banana (about 100 g)
Nutrition information
energy
protein
carbohydrate
of which sugars
fat
kJ
g
g
g
g
Per 100 grams
415
1.03
23.43
20.9*
0.48
*For a yellow banana. (The amount of sugar starts low when the banana is green and
increases as more starch turns to sugar during ripening.)
© Harcourt Education Ltd 2004 Catalyst 3
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Energy in and out
I2
M
Starters
Suggested alternative starter activities (5–10 minutes)
p
?
t
u
^ _
Recap last lesson
Share learning objectives
Suggest an electrical • Describe what voltage is.
appliance. Pupils
• Describe how to use a voltmeter.
write energy transfers • Use a model to understand energy
on whiteboard.
transfers in a circuit. (Sc1)
Problem solving
Capture interest (1)
Capture interest (2)
Pupils recap electric circuits and
diagrams by wiring up a series
circuit and parallel circuit, then
answer some questions.
Pupils compare two trays of
equipment and identify the
differences between mains
and battery equipment.
Discuss the effect of an
electricity power cut on
a city. Consider school,
home, hospital, transport.
UG LP Recap last lesson
●
Pupils suggest a use of an electrical appliance.
●
Pupils write down the energy transfers involved, or pupils could write
the energy at start, at the end and then fill in intermediate steps.
Share learning objectives
●
Write the learning objectives on the board and show why it is
important that we know about these ideas.
●
Ask pupils what items they have which need batteries and how they
know which one to buy when a replacement is needed.
●
This establishes that voltage is important, and batteries have different
voltage.
●
How do they know when batteries are flat? Apart from not working,
voltage drops. So it can be useful to be able to measure voltage.
●
To understand voltage in circuits it is useful to have a model, so that
we can predict what will happen in different situations, e.g. adding
more bulbs to a circuit.
Problem solving
●
Pupils work in pairs or groups to wire up the series circuit and the
parallel circuit shown on the pupil sheet.
●
Pupils answer the question about the current in parallel circuits.
➔ Problem solving pupil sheet
Problem solving equipment
a tray for each group of two
cells in holders; switch;
ammeter; two lamps and
six connecting wires
Problem solving answers
1 Depends on components;
2 About twice the answer to
Question 1; 3 Current splits
up and some goes each way
(splits equally only if lamps
are identical).
Capture interest (1)
●
Pupils look at two trays of equipment. One tray has mains electrical
components and the other has battery equipment.
●
Ask pupils to suggest differences, and why. These can be verbal
suggestions or a written list.
●
Finish with a warning not to use battery equipment with mains voltages.
Capture interest (2)
●
Explain to pupils that for all cities and areas of the country, emergency
plans are ready so that police, armed forces, emergency services, etc.,
know what to do if a particular disaster occurs.
●
Suppose that a disaster cuts off power to the school and all the
surrounding area spreading as far as all the pupils’ homes. There would
be no power for 2 weeks.
●
The first step to producing a plan is to list the problems this would
cause. Explain that they are going to do this.
●
Divide pupils into groups. Each group considers one of: transport,
hospitals and care of sick and disabled, schools, homes, businesses,
shops, farms. (Alter groups as appropriate to your area.)
●
Each group to provide a short list of the biggest problems.
●
Ask for each group to report to the class the two biggest problems the
power cut would cause.
© Harcourt Education Ltd 2004 Catalyst 3
This worksheet may have been altered from the original on the CD-ROM.
Capture interest (1) equipment
Tray 1: a 13 A mains plug;
light switch; socket; fuses
and connecting cables
(three-core cable); maybe an
item with a warning about
getting a qualified
electrician
Tray 2: batteries in holders;
lamps; connecting leads;
different types of connector
and crocodile clips;
switches, etc.
Capture interest (1) answers
Mains components are well
insulated and designed so
that you can’t touch the
metal parts even accidentally.
Plug includes a fuse, and an
earth wire. Mains voltage can
kill. Batteries are safe.
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I2
Energy in and out
Starters
Problem solving
M
p
?
t
u
1 Connect up this series circuit:
2 Connect up this parallel circuit:
^ _
UG LP
TN
A
A
What is the current through
the ammeter?
P
What is the current through
the ammeter?
3 What happens to the current at the point marked P on the circuit?
© Harcourt Education Ltd 2004 Catalyst 3
This worksheet may have been altered from the original on the CD-ROM.
I2
Sheet 1 of 1
Energy in and out
Starters
Problem solving
1 Connect up this series circuit:
2 Connect up this parallel circuit:
A
A
What is the current through
the ammeter?
P
What is the current through
the ammeter?
3 What happens to the current at the point marked P on the circuit?
© Harcourt Education Ltd 2004 Catalyst 3
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Investigate: How to increase the
voltage in a fruit cell
I2
Starters
M
p
?
Suggested alternative starter activities (5–10 minutes)
t
u
Setting the context
Introduce the apparatus Safety
Look at a car battery if
available. Alternatively, use
a potato clock.
Show the available
equipment: lemon, metal
plates, etc.
^ _
UG LP
Brainstorming (1)
Pupils consider what safety In groups, pupils consider
precautions are necessary
the variables in the
with equipment they will be investigation.
using.
Brainstorming (2)
In groups, pupils consider
how to keep all the
variables constant except
those they are
investigating.
Setting the context
●
Show pupils a lead acid car battery. Show the lead plates
inside. Show the liquid and test it with universal
indicator paper to show that it is a strong acid. If it is
charged, measure the voltage.
Equipment
lead acid car battery; universal indicator
paper; voltmeter; potato or fruit cell clock;
voltmeter
●
Alternatively, show pupils a ‘potato’ or ‘fruit cell’ clock.
Measure the voltage between the contacts.
Note: Lead acid car batteries are extremely
hazardous if short circuited. They are also
very heavy and contain quite concentrated
sulphuric acid. Do not allow pupils to
access these batteries.
Introduce the apparatus
●
Show pupils a tray of the available equipment which can
be used for the investigation. Go through all the items
with them.
Equipment
one set of the equipment for Activity I2d
(see Technician sheet for I2d)
Safety
●
Ask pupils to work in pairs to list the hazards involved in
this investigation.
●
Pupils then decide how to minimise the danger presented
by each hazard.
●
Pairs report back to a class discussion during which a
final set of safety procedures is listed on the board.
Brainstorming (1)
●
Ask pupils to discuss in groups what the variables are in
the investigation.
●
Ask them to decide what variable should be changed
(independent variable) and what should be measured
during the investigation (dependent variable).
●
Ask individual pupils for their ideas. Use a class
discussion to finalise the details of the two variables.
Brainstorming (2)
●
Ask pupils to work in groups to consider the questions
opposite.
●
Use answers from individual pupils to initiate class
discussion about fair testing and reliability of results.
Questions
1 What needs to be done to make this
a fair test?
2 Will the experiments need to be
repeated? Why?
3 Will a preliminary investigation be
needed? Why?
© Harcourt Education Ltd 2004 Catalyst 3
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Using electricity
I3
M
Starters
Suggested alternative starter activities (5–10 minutes)
p
?
t
u
Recap last lesson
Share learning objectives
Pupils read values on
voltmeters.
• Describe how high voltage can be
On whiteboards, all pupils
dangerous.
think of a way of saving
• Recognise that some appliances use electrical energy.
more energy than others.
• Recognise that some appliances are
more energy efficient than others.
^ _
UG LP
Problem solving
Capture interest (1)
Capture interest (2)
Show photos of dangers
of high voltage.
Catalyst Interactive
Presentations 3
Show animations of devices
that use energy at different
rates.
Catalyst Interactive
Presentations 3
Recap last lesson
●
Pupils read the values on voltmeters shown on the pupil
sheet.
Share learning objectives
●
Write the learning objectives on the board and show
why it is important that we know about these ideas.
●
High voltages are dangerous. We need to understand
why and how to avoid danger to ourselves and others.
●
If we understand that some appliances use more energy,
we understand when higher current and voltage is used,
why it costs more, and why it is more dangerous.
●
Some appliances are more efficient – this can save us
money and is better for the environment.
➔ Pupil sheet
Answers
A 1.5 V; B 0.73 V; C 1.1 V; D 3.6 V; E 2.9 V;
F 4.0 V; G 8.5 V
Problem solving
●
Pupils think of a way of saving electrical energy. Ask
each pupil to write an idea on individual whiteboards.
●
Discuss which ideas are practical.
Capture interest (1)
●
Look at photos of dangers of high voltage and discuss
what precautions to take to stay safe.
➔ Catalyst Interactive Presentations 3
Capture interest (2)
●
Pupils watch animations of use of electricity. Discuss
how the amounts are very different and depend on the
time as well as the appliance.
●
This is shown by a train, kettle and light bulb connected
to digital joulemeters. Totals are also given for typical
times of use.
●
Compare totals for 1 hour journey = 1.152 × 1010 J
(write out with all zeros), boiling kettle,
e.g. 3 minutes = 540 000 J, and light on for 6 hours
in evening = 1 296 000 J.
© Harcourt Education Ltd 2004 Catalyst 3
This worksheet may have been altered from the original on the CD-ROM.
➔ Catalyst Interactive Presentations 3
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Using electricity
I3
Starters
Recap last lesson
M
p
?
t
u
^ _
What is the voltage in volts shown on each voltmeter?
A
B
UG LP
TN
–
v
–
+
+
3
5
1
1
v
0
0
2
4
v
3
5
4
F
1
6
v
3
0
0
2
5
5
4
v
15
E
2
6
D
6
C
v
10
0
5
v
15
G
10
© Harcourt Education Ltd 2004 Catalyst 3
This worksheet may have been altered from the original on the CD-ROM.
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Power stations
I4
M
Starters
Suggested alternative starter activities (5–10 minutes)
p
?
t
u
^ _
UG LP
Recap last lesson
Share learning objectives
True/false quiz about
• Describe how power stations work.
electricity consumption. • Identify the energy transfers in a
power station.
• Use secondary sources to
investigate the effect of power
stations on the environment. (Sc1)
Problem solving
Brainstorming
Capture interest
Plan what to do for a
day when electricity is
rationed and only
available at certain
times.
Recap knowledge from
Years 7 and 8 on what
fossil fuels are and where
they come from.
Show photos of power stations
highlighting important
features.
Catalyst Interactive
Presentations 3
Recap last lesson
●
Pupils consider statements read by the teacher (or a
selected pupil). For each one they write ‘true’ or ‘false’ on
a whiteboard, then the whole class shows their answers.
Discuss the answers.
➔ Pupil sheet
Answers
1 False; 2 True; 3 True; 4 False; 5 False;
6 False; 7 True; 8 True
Share learning objectives
●
Write the learning objectives on the board and show why
it is important that we know about these ideas.
●
We are very dependent on electricity. We use it a lot, and
sometimes would not survive without it. We should not
just trust power companies and the government to make
sure it will always be available – sometimes they make
the wrong decisions, or decisions based on profits.
●
This means we need to know how they work,
how efficient they are (so what energy transfers there are)
and the effect on the environment.
Problem solving
●
Ask pupils to imagine this situation: the Prime Minister
announces that the government has miscalculated and
fossil fuels will run out soon, so from next year electricity
will be rationed. You can only have it from 6 am to 8 am,
10 am to 11 am, 4 pm to 6 pm and 9 pm to 10 pm. How
would this affect their day?
●
Some groups could plan how to spend a weekday and
some a Saturday.
Brainstorming
●
Working in groups pupils consider these questions: What
are fossil fuels? Where do they come from? Why do we
use them? Ask pupils to give advantages and
disadvantages.
Capture interest
●
Pupils look at photos of power stations. Ask if they can
point out the main features on each photo.
© Harcourt Education Ltd 2004 Catalyst 3
This worksheet may have been altered from the original on the CD-ROM.
➔ Catalyst Interactive Presentations 3
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I4
6
Power stations
Starters
Recap last lesson
M
p
?
t
u
True or false?
1 An electric light bulb uses more energy in an hour than an
electric kettle because it gives out light.
^ _
2 In one hour a dishwasher uses more electricity than a fridge
UG LP
because it heats the water.
TN
3 Electric light bulbs waste most of the energy put in because
they produce so much heat.
4 A microwave oven uses more electricity than a conventional
electric cooker.
5 The electricity meter records the current in amps that is used.
6 In one hour a television uses more electrical energy than a
washing machine.
7 Electric lights use a lot more energy than you expect because
they are on for so many hours.
8 A lot of energy would be saved if people didn’t leave their
televisions on standby.
© Harcourt Education Ltd 2004 Catalyst 3
This worksheet may have been altered from the original on the CD-ROM.
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Energy transfers
I1a
M
p
?
t
u
^ _
Teacher
activity notes
Type
Purpose
Differentiation
Practical
Pupils revise energy transfers and are introduced to energy conservation.
Core
Running the activity
This is a circus of five short activities. Pupils, in pairs, move from activity to activity. Ideally there should be
four sets of apparatus:
UG LP
●
TC
●
●
●
●
a kettle of water to boil and allow to cool
a whistle (with disinfectant)
a circuit with a battery, lamp and switch
a ball to lift up and drop
a clockwork toy to wind and run down
Core: Pupils have to think about the energy transfers involved, and about how useful energy is at the end of
the process. The questions encourage more able pupils to think about energy dissipation.
Other relevant material
Skill sheet 16: Energy transfer diagrams
Expected outcomes
Pupils think about where the energy originally came from (e.g. the Sun) and where it finally ends up
(usually dissipated across many air particles). They may have difficulty isolating one step in the process to
represent with an energy transfer diagram.
Pitfalls
The discussion is more important than representing the energy transfer as a diagram.
Safety notes
The whistle should be disinfected after each use.
Pupils should be warned not to touch the kettle when hot.
Scalds from steam are particularly unpleasant. Use running cold water for several minutes on anyone who
gets scalded.
Answers
Kettle cooling
1 Electricity (power station/fossil fuel/wind/waves/Sun).
2 In the air (as thermal energy).
energy
3
energy stored as
transferred as
thermal energy
electrical energy
in water
energy
transferred as
kinetic energy
energy stored as
thermal energy
in air
energy
transferred as
kinetic energy
4 Energy is less useful as it is spread out between many air particles.
© Harcourt Education Ltd 2004 Catalyst 3
This worksheet may have been altered from the original on the CD-ROM.
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I1a
M
Energy transfers (continued)
Teacher
activity notes
Blowing whistle
p
?
t
u
1 Pupil’s energy (kinetic of muscles/chemical in food/light from Sun).
2 In the air as thermal energy.
3
^ _
UG LP
energy transferred as
energy transferred as
kinetic energy
sound energy
4 Energy is less useful as it is spread out between many particles.
TC Lighting lamp
1 Chemical energy stored in battery.
2 In the air as thermal energy.
3
energy stored as
chemical energy
in battery
energy transferred as
energy transferred as
electrical energy
thermal and light energy
4 Energy is less useful as it is spread out between many particles.
Lifting and dropping ball
1 Pupil’s energy (kinetic of muscles/chemical in food/light from Sun).
2 In the air, the ball and the ground as thermal energy.
3
energy transferred as
kinetic energy
energy stored as
gravitational (potential)
energy in ball
energy transferred as
kinetic energy
4 Energy is less useful as it is spread out between many particles.
Winding up clockwork toy
1 Pupil’s energy (kinetic of muscles/chemical in food/light from Sun).
2 In the air and the toy as thermal energy.
3
energy transferred as
kinetic energy
energy stored as
strain energy
(potential) in spring
energy transferred as
energy transferred as
kinetic energy
sound energy
4 Energy is less useful as it is spread out between many particles.
© Harcourt Education Ltd 2004 Catalyst 3
This worksheet may have been altered from the original on the CD-ROM.
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Energy transfers
I1a
M
p
?
t
u
^ _
UG LP
TN
Technician
activity notes
Type
Purpose
Differentiation
Practical
Pupils revise energy transfers and are introduced to energy conservation.
Core
Equipment
Four sets of:
●
●
●
●
●
a kettle of water, recently boiled
a whistle and disinfectant
a circuit to light a lamp
a ball
a clockwork toy
Other relevant material
Skill sheet 16: Energy transfer diagrams
For your information
Running the activity
This is a circus of five short activities. Pupils, in pairs, move from activity to
activity. Ideally there should be four sets of apparatus:
●
●
●
●
●
a kettle of water to boil and allow to cool
a whistle (with disinfectant)
a circuit with a battery, lamp and switch
a ball to lift up and drop
a clockwork toy to wind and run down
Core: Pupils have to think about the energy transfers involved, and about how
useful energy is at the end of the process. The questions encourage more able
pupils to think about energy dissipation.
Expected outcomes
Pupils may think about where the energy originally came from (e.g. the Sun)
and where it finally ends up (usually dissipated across many air particles). They
may have difficulty isolating one step in the process to represent with an
energy transfer diagram.
Pitfalls
The discussion is more important than representing the energy transfer as a
diagram.
Safety notes
The whistle should be disinfected after each use.
Pupils should be warned not to touch the kettle when hot.
Scalds from steam are particularly unpleasant. Use running cold water for
several minutes on anyone who gets scalded.
© Harcourt Education Ltd 2004 Catalyst 3
This worksheet may have been altered from the original on the CD-ROM.
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Activity
Core
Energy transfers
I1a
p
W You are going to observe five processes and think about the
energy transfers taking place.
?
t
u
M
A
B
C
D
E
Steam or
hot water
from the
kettle can burn.
Disinfect the whistle
before using.
^ _
UG LP
TN TC
a kettle
cooling
blowing
a whistle
lighting
a lamp
dropping
a ball
winding up
a clockwork
toy
Obtaining evidence
1
2
3
4
5
6
7
8
9
10
Boil the kettle of water and let it cool.
Answer Questions 1 – 4 for the hot water in the kettle.
Blow the whistle. (Don’t forget to disinfect it first.)
Answer Questions 1 – 4 for blowing the whistle.
Close the switch to light the lamp. Watch it glowing.
Answer Questions 1 – 4 for the glowing light bulb.
Lift up the ball and drop it. (Don’t forget to pick it up again.)
Answer Questions 1 – 4 for the falling ball.
Wind up the clockwork toy. Let it wind down.
Answer Questions 1 – 4 for winding up the toy.
Considering the evidence
1 Where did the energy come from?
2 Where did the energy end up?
3 For each process, focus on one energy transfer that is
happening.
Draw a diagram of that energy transfer, using arrows marked
‘energy transferred as
energy’ and boxes
marked ‘energy stored as
energy’.
4 How useful is the energy at the end of the process? Explain
your answer.
© Harcourt Education Ltd 2004 Catalyst 3
This worksheet may have been altered from the original on the CD-ROM.
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Wasted energy
I1b
M
p
?
t
u
^ _
Teacher
activity notes
Type
Purpose
Differentiation
Paper
To help pupils to realise that not all the energy ends up where we want it when energy
is transferred.
Core
Running the activity
Pupils answer the questions on the sheet.
UG LP Other relevant material
Skill sheet 16: Energy transfer diagrams
Pitfalls
Pupils may focus on minor energy uses such as the car battery or hand moving the hairdryer.
Answers
1 Electrical energy.
2 Movement/kinetic energy, heat/thermal energy, sound energy
3
heat energy
electrical energy
kinetic/movement
energy
sound energy
4
5
6
7
8
Drying wet hair.
Heat energy, movement energy.
Sound energy.
Chemical energy (in petrol/diesel fuel).
Movement/kinetic energy, heat/thermal energy, sound energy.
9
heat energy
heat energy
movement energy
sound energy
10 move
11 Movement/kinetic energy.
12 Heat/thermal energy, sound energy.
© Harcourt Education Ltd 2004 Catalyst 3
This worksheet may have been altered from the original on the CD-ROM.
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Wasted energy
I1b
p
W When energy is transferred, where does it all go?
You are going to think about some everyday devices.
?
t
u
M
6
Activity
Core
Considering the evidence
^ _
UG LP
TN
1
2
3
4
5
6
What type of energy goes into a hairdryer?
What three types of energy come out of a hairdryer?
Draw an energy transfer diagram for a hairdryer.
What do you use a hairdryer for?
What types of energy do you want from a hairdryer?
What unwanted energy comes out of a hairdryer?
7 What type of energy goes into a car?
8 What types of energy come out of a car?
9 Draw an energy transfer diagram for a car.
10
11
12
What does a car do?
What type of energy do you want from a car?
What unwanted energy comes from a car?
© Harcourt Education Ltd 2004 Catalyst 3
This worksheet may have been altered from the original on the CD-ROM.
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6
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Investigating voltage: Batteries
I2a
M
p
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t
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^ _
Teacher
activity notes
Type
Purpose
Differentiation
Practical
Pupils see how the voltage changes when the number of batteries in a circuit is increased:
more batteries means more energy being sent out, which means more voltage.
Core
Running the activity
Pupils work in pairs or small groups.
UG LP Pupils make a prediction about how the voltage will change as they add more batteries to
a circuit. They build circuits from circuit diagrams, and are given a table format for
TC recording their results. They draw a line graph and analyse their results. Pupils are asked
to use their graph to predict the outcome of a further experiment.
Other relevant material
Skill sheet 35: Reading a voltmeter
Expected outcomes
As the number of batteries is increased the voltage will increase. If the batteries are new
enough to be fully charged, then each one will increase the voltage by 1.5 V; otherwise
each one will increase the voltage by an amount between 0 V and 1.5 V.
Pitfalls
Ensure that pupils do not use too many batteries, or they will ‘blow’ the lamp. For five
1.5 V batteries, the lamp used needs to be >7.5 V, probably 12 V. The lamp will not glow
when one battery is used, but the voltage will register on the voltmeter. Pupils will only
get a straight line graph if the batteries are new.
Answers
1 The voltage will increase with the number of batteries.
2 If there are more batteries more energy is being put into the circuit, so there will be
more voltage.
3 It increased (should have done).
4 Depends on pupil’s response to Question 1.
5 Pupils should extrapolate the graph to six batteries, and read off the voltage.
6 Depends on pupils’ results. A flat battery might have given little or no increase in
voltage.
7 Depends on answer to Question 6. Use new batteries for the experiment.
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Investigating voltage: Batteries
I2a
M
p
?
t
u
^ _
Technician
activity notes
Type
Purpose
Differentiation
Practical
Pupils see how the voltage changes when the number of batteries in a circuit is increased: Core
more batteries means more energy being sent out, which means more voltage.
Equipment
For each pair or group:
UG LP
●
TN
●
●
●
five batteries
lamp (12 V)
voltmeter
eight leads
Other relevant material
Skill sheet 35: Reading a voltmeter
For your information
Running the activity
Pupils work in pairs or small groups.
Pupils make a prediction about how the voltage will change as they add more
batteries to a circuit. They build circuits from circuit diagrams, and are given a
table format for recording their results. They draw a line graph and analyse
their results. Pupils are asked to use their graph to predict the outcome of a
further experiment.
Expected outcomes
As the number of batteries is increased the voltage will increase. If the batteries
are new enough to be fully charged, then each one will increase the voltage by
1.5 V; otherwise each one will increase the voltage by an amount between 0 V
and 1.5 V.
Pitfalls
Ensure that pupils do not use too many batteries, or they will ‘blow’ the lamp.
For five 1.5 V batteries, the lamp used needs to be >7.5 V, probably 12 V. The
lamp will not glow when one battery is used, but the voltage will register on
the voltmeter. Pupils will only get a straight line graph if the batteries are new.
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Investigating voltage: Batteries
I2a
p
W You are going to increase the number of batteries in a circuit
and see how this changes the voltage.
?
t
u
M
^ _
UG LP
TN TC
Activity
Core
Equipment
●
●
five batteries
a lamp
●
●
a voltmeter
eight leads
Planning and predicting
V
1 Look at the circuit above. Make a prediction about how the
voltage will change as you add more batteries to the circuit.
2 Explain your reasons.
Obtaining evidence
1 Make a table like the one shown here to record
Number of 1
your results.
batteries
2 Build the circuit shown above. Measure the
Voltage (V)
voltage.
3 Add another battery to the circuit, as shown
below the table. Measure the voltage.
4 Repeat the experiment with three, four and five batteries.
2
3
4
5
V
Considering the evidence
5 Draw a line graph of your results. Put number of batteries
along the bottom and voltage up the side. Draw a line of best
fit using a ruler.
3 How did the voltage change when you added extra batteries?
4 Was your prediction correct?
5 Use your graph to suggest the voltage when there are six
batteries in the circuit.
Evaluating
6 Were any of your results not as you expected?
7 If so, how could you improve your experiment?
© Harcourt Education Ltd 2004 Catalyst 3
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Investigating voltage: Components
I2b
M
p
?
t
u
^ _
UG LP
Teacher
activity notes
Type
Purpose
Differentiation
Practical
To show pupils how to wire series circuits, and to measure voltage across different
points in series circuits.
Core
Running the activity
Pupils work in pairs or small groups. They build a series circuit with two lamps
and measure the battery voltage and the voltage across each lamp.
TC Other relevant material
Skill sheet 35: Reading a voltmeter
Expected outcomes
The voltage is often different across the components in a series circuit, but adds
up to give the voltage across the battery.
Pitfalls
Some pupils have difficulty connecting a voltmeter correctly. If the circuit is left
on for a long time the battery voltage may drop, so that the final voltage
reading is low, and the voltages do not add up. Warn pupils not to leave the
circuit on except when they are measuring the voltage.
ICT opportunities
A useful piece of software for making circuits is available on the CD-ROM
Crocodile Clips (Crocodile Clips Ltd). Crocodile Clips 3 Elementary can be
downloaded free of charge from the Crocodile Clips website.
Answers
1 It is different across different places around the series circuit. The sum of
the voltages across each of the components is the same as the voltage across
the battery.
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Investigating voltage:
Components
I2b
M
Technician
activity notes
p
?
Type
Purpose
Differentiation
t
u
Practical
To show pupils how to wire series circuits, and to measure voltage across different
points in series circuits.
Core
^ _
Equipment
UG LP For each group:
TN
●
●
●
●
a battery
two lamps
a voltmeter
six leads
Other relevant material
Skill sheet 35: Reading a voltmeter
For your information
Running the activity
Pupils work in pairs or small groups. They build a series circuit with two lamps
and measure the battery voltage and the voltage across each lamp.
Expected outcomes
The voltage is often different across the components in a series circuit, but adds
up to give the voltage across the battery.
Pitfalls
Some pupils have difficulty connecting a voltmeter correctly. If the circuit is left
on for a long time the battery voltage may drop, so that the final voltage
reading is low, and the voltages do not add up. Warn pupils not to leave the
circuit on except when they are measuring the voltage.
ICT opportunities
A useful piece of software for making circuits is available on the CD-ROM
Crocodile Clips (Crocodile Clips Ltd). Crocodile Clips 3 Elementary can be
downloaded free of charge from the Crocodile Clips website.
© Harcourt Education Ltd 2004 Catalyst 3
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Investigating voltage:
Components
I2b
M
W
p
?
t
u
Activity
Core
You are going to build a series circuit and measure the voltage
across three different places.
^ _ Equipment
UG LP
TN TC
●
●
●
●
a battery
two lamps
a voltmeter
six leads
Obtaining evidence
1 Make a table like the one shown here to
record your results.
2 Build a simple series circuit with two
lamps as shown in this diagram:
V
Circuit
Voltage (V)
Series, across battery
Series, across one lamp
Series, across other lamp
3 Measure the voltage across the battery.
4 Move the voltmeter, as shown below, and measure the voltage across one lamp:
V
5 Move the voltmeter and measure the voltage across the other lamp:
V
Considering the evidence
1 What did you find out about voltage across the components in a series circuit?
© Harcourt Education Ltd 2004 Catalyst 3
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Investigate: How to increase the
voltage in a fruit cell
I2d
M
Teacher
activity notes
p
?
Type
Purpose
t
u
Practical
Pupils plan and carry out an investigation to find out which two metals will produce the Core, Help
highest voltage from a fruit or vegetable cell.
Differentiation
^ _ Running the activity
UG LP Pupils plan an investigation to find out how they can maximise the voltage from a cell made
of a fruit or vegetable by changing the two different electrode metals. They consider the other
TC variables (fruit chosen, distance between electrodes, size of electrodes, shape of electrodes). They
carry out their experiment, measuring and recording voltage for different pairs of metals. They
decide which pair of metals gave the highest voltage and evaluate their experiments.
Core: They are told that two of the variables are the pair of metals used (e.g. pairs from
magnesium, zinc, copper, iron) and the fruit or vegetable. They are asked for three other factors
concerning the metals, i.e. size of metal pieces, shape, and the distance between the metal pieces.
They carry out their investigation, analyse their results and evaluate their experiments.
Help: This has additional questions for pupils asking them to consider each variable in turn and
also provides a results table.
Other relevant material
Skill sheet 35: Reading a voltmeter
Expected outcomes
Magnesium and copper will probably give the best results – about 1.5 V.
Pitfalls
Fruit such as lemons will work best if they are rolled and squeezed in the hands before inserting
the electrodes so that the insides are broken up and the juice released.
Two electrodes of the same metal should give zero voltage (a pair of the same metal is a
worthwhile test). The greater the difference in reactivity of the metals, the greater the voltage.
(Reactivity series: magnesium, aluminium, zinc, iron, lead, copper.) If pupils use magnesium and
copper and get the highest voltage they may assume this is due to the magnesium or to the
copper rather than the difference. Encourage them to try magnesium with aluminium and
copper with lead to see that this is not the case.
Safety notes
Check pupils’ plans for health and safety before work begins.
Pupils will need to make an incision in the fruit or vegetable for the softer metals to be pushed
into. Show them how to do this safely.
ICT opportunities
Pupils could search the Internet for ‘lemon batteries’. There are many sites giving interesting
applications of these.
Answers
Core:
1 varies; 2 varies; 3 Use a voltmeter; 4 Size and shape of metal, distance between pieces
of metal; 5 Use pieces of same size and shape, put in the same holes in the fruit; 6 yes;
7 Depends on pairs tried; 8 varies; 9 varies
Help:
1 varies; 2 varies; 3 Use a voltmeter; 4 yes; 5 yes; 6 yes; 7 yes; 8 Depends on pairs tried;
9 varies
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Investigate: How to increase
the voltage in a fruit cell
I2d
M
Technician
activity notes
p
?
Type
Purpose
t
u
Practical
Pupils plan and carry out an investigation to find out which two metals will produce the Core, Help
highest voltage from a fruit or vegetable cell.
^ _
Differentiation
Equipment
UG LP For each group:
TN
●
●
●
●
●
●
lemons, potatoes, apples, oranges or other similar fruits or vegetables (lemon juice or vinegar could be
used instead)
pieces of metal of the same size and shape: magnesium, aluminium, zinc, iron, lead, copper
voltmeter
connecting leads with crocodile clips
ruler
scalpel or craft knife with guard
Other relevant material
Skill sheet 35: Reading a voltmeter
For your information
Running the activity
Pupils plan an investigation to find out how they can maximise the voltage from a cell made of a fruit or
vegetable by changing the two different electrode metals. They consider the other variables (fruit chosen,
distance between electrodes, size of electrodes, shape of electrodes). They carry out their experiment,
measuring and recording voltage for different pairs of metals. They decide which pair of metals gave the
highest voltage and evaluate their experiments.
Core: They are told that two of the variables are the pair of metals used (e.g. pairs from magnesium, zinc,
copper, iron) and the fruit or vegetable. They are asked for three other factors concerning the metals, i.e.
size of metal pieces, shape, and the distance between the metal pieces. They carry out their investigation,
analyse their results and evaluate their experiments.
Help: This has additional questions for pupils asking them to consider each variable in turn and also
provides a results table.
Expected outcomes
Magnesium and copper will probably give the best results – about 1.5 V.
Pitfalls
Fruit such as lemons will work best if they are rolled and squeezed in the hands before inserting the
electrodes so that the insides are broken up and the juice released.
Two electrodes of the same metal should give zero voltage (a pair of the same metal is a worthwhile test).
The greater the difference in reactivity of the metals, the greater the voltage. (Reactivity series: magnesium,
aluminium, zinc, iron, lead, copper.) If pupils use magnesium and copper and get the highest voltage they
may assume this is due to the magnesium or to the copper rather than the difference. Encourage them to
try magnesium with aluminium and copper with lead to see that this is not the case.
Safety notes
Check pupils’ plans for health and safety before work begins.
Pupils will need to make an incision in the fruit or vegetable for the softer metals to be pushed into. Show
them how to do this safely.
ICT opportunities
Pupils could search the Internet for ‘lemon batteries’. There are many sites giving interesting applications
of these.
© Harcourt Education Ltd 2004 Catalyst 3
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Investigate: How to increase the
voltage in a fruit cell
I2d
M
Activity
Core
W
?
You are going to plan and carry out an investigation to find out
which two metals will produce the highest voltage from a fruit
t u
or vegetable cell. This potato cell produces enough voltage to
^ _ light a lamp.
p
UG LP
TN TC
Do not
taste the
fruits or
vegetables.
Equipment
●
●
●
●
●
●
fruits or vegetables, or a beaker of lemon juice
pieces of metal of the same size and shape:
magnesium, aluminium, zinc, iron, lead, copper
scalpel or knife with guard
voltmeter
connecting leads with crocodile clips
ruler
0
10
20
30
40
50
60
70
80
90 100
ruler
metal A
metal B
metal
potato
lemon
Planning and predicting
1 Discuss with your group your plan for the experiment.
You are going to experiment with different pairs of metals,
A and B, in the cell.
1 Which pairs of metals are you going to use?
2 Which fruit or vegetable will you use?
3 How will you measure the voltage being produced by the fruit or
vegetable cell?
4 What three other factors about the pieces of metal (other than the
type of metal) could change the voltage?
5 How will you make sure these stay the same?
Obtaining evidence
2 Draw up a results table.
3 Carry out your experiment. Record your results.
Considering the evidence
6 Did the different pairs of metals give different voltages?
7 If so, which pair produced the biggest voltage?
Evaluating
8 Did you take into account all the factors that change the voltage?
9 Would you change your experiment if you were going to do it
again? If so, how?
© Harcourt Education Ltd 2004 Catalyst 3
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I2d
M
W
Activity
Help
Investigate: How to increase the
voltage in a fruit cell
You are going to plan and carry out an investigation to find out
which two metals will produce the highest voltage from a fruit
t u or vegetable cell. This potato cell produces enough voltage to
^ _ light a lamp.
p
?
UG LP
TN TC
Do not
taste the
fruits or
vegetables.
Planning and predicting
1 Discuss with your group your plan for the
experiment.
You are going to experiment with different
pairs of metals, A and B, in the cell.
metal A
metal B
1 Which pairs of metals are you going to use?
2 Which fruit or vegetable will you use?
3 How will you measure the voltage being
potato
produced by the fruit or vegetable cell?
4 Does the fruit or vegetable need to be the
same each time?
5 Will it matter if the pieces of metal are the same size and shape?
6 Will it matter how far apart the pieces of metal are?
0
10
20
30
40
50
60
70
80
90 100
ruler
metal
lemon
Obtaining evidence
2 Draw up a table to record your results like this:
Metal A
Metal B
zinc
iron
Voltage (V)
3 Carry out your experiment.
Considering the evidence
7 Did the different pairs of metals give different voltages?
8 If so, which pair produced the biggest voltage?
Evaluating
9 Would you change your experiment if you were going to do it
again? If so, what would you change? And why?
Consider:
● The fruit you used.
● The size and position of the pieces of metals.
© Harcourt Education Ltd 2004 Catalyst 3
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●
●
How you measured the voltage.
The pairs of metals you chose.
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Investigate: Voltage in a
lemon battery
I2e
M
p
?
t
u
Type
Purpose
Differentiation
Paper
Pupils plot a graph of results of an experiment to find out if the voltage produced by a
‘lemon battery’ depends on the size of the metal electrodes.
Core
^ _
UG LP
Teacher
activity notes
Running the activity
If pupils have not seen a ‘lemon battery’ you may decide to demonstrate one.
(For details, see Activity I2d.) Pupils work with the data on the Activity sheet to
produce a graph of the voltage produced against the length of the copper strip
that was inside the lemon. The results will give a best-fit straight line in the
region 0.5 cm to 2.5 cm.
Core: Pupils plot the graph on graph paper. The required axes are drawn on the
Activity sheet.
Other relevant material
Skill sheet 5: Drawing charts and graphs
Pitfalls
The voltage rises steeply as soon as the foil touches the lemon and the straight
line behaviour is only between 0.5 cm and 2.5 cm. If pupils include the origin
in their graphs, they need to realise that this will not lie on the straight line.
If they don’t include the origin on a graph they sometimes make the mistake
of treating the intersection of the axes as an origin and force the line through
this point.
Note: the voltage in this experiment reached a maximum of 1.47 V at 3.0 cm.
ICT opportunities
Pupils could search the Internet for ‘lemon batteries’. There are many sites
giving interesting applications of these.
Answers
Core:
1 As the length of the copper foil in the lemon increases the voltage will
increase.
2 (graph)
3 (straight line between 0.5 cm and 2 cm)
4 As the length of the copper foil in the lemon increased the voltage
increased linearly/in even steps (may say after initial 0–5 cm).
5 No. Eventually a maximum will be reached as the magnesium and strength
of lemon are not being increased (or other sensible reason).
© Harcourt Education Ltd 2004 Catalyst 3
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I2e
M
W
p
?
t
u
Activity
Core
Investigate: Voltage in a lemon
battery
You are going to try to find out if the voltage produced by a
‘lemon battery’ depends on the size of the metal electrodes.
1 Predict what will happen as the copper
0
UG LP Chris and Charlie set up a lemon battery with a piece
of magnesium ribbon and a piece of copper foil marked
TN
in 0.5 cm steps.
1
copper
foil
foil is pushed further into the lemon.
v
2
^ _ Planning and predicting
magnesium
ribbon
0.5 cm
Obtaining evidence
Chris connects the circuit, but keeps the
copper foil out of the lemon. There is no
voltage. Then Chris pushes the copper
into the lemon, half a centimetre at a
time. Charlie writes down the voltage
readings.
lemon
Presenting the results
2 Plot a graph of voltage against
length of foil on axes like the ones
shown below.
Length of copper foil in
lemon (cm)
Voltage (V)
0.5
1.25
1.0
1.31
1.5
1.37
2.0
1.43
2.5
1.47
3 Draw a best-fit straight line
Considering the evidence
4 Describe how the voltage changed
as the length of the copper foil in
the lemon changed.
5 Do you think the voltage would
have continued to go up as more
copper was pushed into the
lemon? Explain your answer.
Voltage (V)
through the points over the
range 0.5 cm to 2.0 cm.
© Harcourt Education Ltd 2004 Catalyst 3
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Length (cm)
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Using electricity
I3a
M
p
?
t
u
^ _
UG LP
Teacher
activity notes
Type
Purpose
Differentiation
Practical
Pupils measure the energy used by different electrical appliances
Core
Running the activity
Pupils plug a mains appliance into the joulemeter and measure the energy for 100 s. This
may involve counting flashes for every 100 J or reading the display, depending on the
joulemeter.
How the experiment is organised will depend on the number of joulemeters available. One
TC could be used to demonstrate the experiment, or to perform a class experiment where each
group in turn measures the energy for one appliance. This could be done with the other
groups watching and copying down the results, or involved in some other activity until all
the groups have made one measurement, whereupon the whole class can copy all the
results.
Electrical appliances could include 18 W and 60 W bulbs that are claimed to give the same
light output. Lighting and heating devices, music or computing equipment will give a
range of values.
Expected outcomes
Pupils record energy use in joules. They compare appliances and see that heating
appliances use the most energy or that energy-saving bulbs use less than conventional
bulbs, depending on appliances used.
Pitfalls
Results should be proportional to power ratings, except where the power rating is a
maximum and the actual use did not reach the maximum use (e.g. three-position switch
fan heater on minimum position only).
Some pupils confuse an ammeter with a joulemeter. Take care to point out the difference
(current in amps and energy in joules) – not least that the joulemeter reading depends on
the time over which the measurement is made.
Safety notes
Some of the mains appliances will get very hot. All mains equipment used should have
passed a recent portable appliance test (PAT) and should not be brought in from home or
elsewhere.
ICT opportunities
It would be possible to set up a spreadsheet for the results which would calculate cost
(multiply energy in joules by cost of a unit (a kilowatthour: about 7p) divided by
3 600 000).
Answers
1 varies
2 varies
3 varies
4 If the power rating is in watts (not kilowatts), the energy value for 100 s will be
100 times the power rating, for example for items like light bulbs, which use 60 W all
the time. For items that switch on and off, e.g. those with thermostats, this will not be
true. In general high power rating should give higher energy use.
© Harcourt Education Ltd 2004 Catalyst 3
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Using electricity
I3a
M
p
?
t
u
^ _
UG LP
TN
Technician
activity notes
Type
Purpose
Differentiation
Practical
Pupils measure the energy used by different electrical appliances
Core
Equipment
For each group (if available):
●
●
●
joulemeter
stopwatch
electrical appliances
Otherwise, demonstration, perhaps with one electrical appliance for each
group.
For your information
Running the activity
Pupils plug a mains appliance into the joulemeter and measure the energy for
100 s. This may involve counting flashes for every 100 J or reading the display,
depending on the joulemeter.
How the experiment is organised will depend on the number of joulemeters
available. One could be used to demonstrate the experiment, or to perform a
class experiment where each group in turn measures the energy for one
appliance. This could be done with the other groups watching and copying
down the results, or involved in some other activity until all the groups have
made one measurement, whereupon the whole class can copy all the results.
Electrical appliances could include 18 W and 60 W bulbs that are claimed to
give the same light output. Lighting and heating devices, music or computing
equipment will give a range of values.
Expected outcomes
Pupils record energy use in joules. They compare appliances and see that
heating appliances use the most energy or that energy-saving bulbs use less
than conventional bulbs, depending on appliances used.
Pitfalls
Results should be proportional to power ratings, except where the power rating
is a maximum and the actual use did not reach the maximum use (e.g. threeposition switch fan heater on minimum position only).
Some pupils confuse an ammeter with a joulemeter. Take care to point out the
difference (current in amps and energy in joules) – not least that the joulemeter
reading depends on the time over which the measurement is made.
Safety notes
Some of the mains appliances will get very hot. All mains equipment used
should have passed a recent portable appliance test (PAT) and should not be
brought in from home or elsewhere.
ICT opportunities
It would be possible to set up a spreadsheet for the results which would
calculate cost (multiply energy in joules by cost of a unit (a kilowatthour:
about 7p) divided by 3 600 000).
© Harcourt Education Ltd 2004 Catalyst 3
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Activity
Core
Using electricity
I3a
p
W You are going to measure the energy used by different electrical
appliances.
?
t
u
M
^ _
UG LP
TN TC
Equipment
●
●
●
joulemeter
stopwatch
electrical appliances
Take care
with mains
appliances.
Some will get very
hot.
light bulb
MAINS JOULEMETER
DISCONNECT THE MAINS PLUG FROM
THE SUPPLY SOCKET WHEN NOT IN USE
Planning and predicting
100 JOULES PER FLASH
1 Which appliances do you think
will use the most energy? Which
will use the least? Or do you think
they will all use the same?
1000 JOULES PER FLASH
TIMING OUTPUT
MAIN OUTPUT
13 Amp Minimum
Pulse
Obtaining evidence
stopwatch
1 Copy this table for your results.
Appliance
Energy used in
100 seconds (J)
Power rating of
appliance (W)
2 Find the power rating of the appliance. (It will be in watts (W)
or kilowatts (kW).) Record it in the table.
3 Connect the appliance to the joulemeter.
4 Switch on the stopwatch and the appliance together. (How
will you do this?)
5 Measure the energy used in joules in 100 s (1 minute and 40 s).
6 Record your results in the table.
Considering the evidence
2 Which appliance used the most energy in 100 s?
3 Which appliance used the least energy in 100 s?
4 Can you see any pattern between the power rating and the
energy used?
© Harcourt Education Ltd 2004 Catalyst 3
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Using Sankey diagrams
I3b
M
p
?
t
u
^ _
UG LP
Teacher
activity notes
Type
Purpose
Differentiation
Paper
The most able pupils reinforce their understanding of energy conservation and
dissipation.
Extension
Running the activity
Pupils study three Sankey diagrams and answer questions about them. Pupils complete the
tasks on the Activity sheet and realise (a) that only a very small percentage of the energy
usually ends up where you want it, and (b) the energy ends up as thermal energy spread
across millions of particles and is therefore no longer useful.
Other relevant material
Skill sheet 36: Sankey diagrams
Answers
A filament lamp
1 5%
2 95%
3 Dissipated to the surroundings, shared between billions of particles (in air and objects
around).
4 no
A television
1 8%
2 92%
3 Dissipated to the surroundings, shared between billions of particles (in air and objects
around).
4 no
A kettle
1 90%
2 10%
3 Dissipated to the surroundings, shared between billions of particles (in air and objects
around).
4 no
© Harcourt Education Ltd 2004 Catalyst 3
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I3b
Using Sankey diagrams
p
W You are going to consider where the energy ends up and how
useful it is.
?
t
u
M
Activity
Extension
Considering the evidence
^ _ Study each of the three Sankey diagrams. For each one:
UG LP
TN
1 Calculate the percentage of the input energy that ends up
where it is wanted.
2 Calculate the percentage of input energy that ends up where
it is not wanted.
3 Describe in your own words where most of the energy
ends up.
4 Can this energy be transferred again in a useful way?
A filament lamp
5 J as
light energy
from the lamp
100 J as
chemical energy
in the battery
5 J as
thermal energy
from the wires 90 J as
thermal energy
from the lamp
A television
3 MJ as sound energy
5 MJ as light energy
100 MJ as
electrical
energy
92 MJ as
thermal energy
A kettle
400 kJ as
electrical
energy
360 kJ as
thermal energy
in water
40 kJ as
thermal energy
in surrounding
air and kettle
© Harcourt Education Ltd 2004 Catalyst 3
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Inside a power station
I4a
M
p
?
t
u
^ _
UG LP
Teacher
activity notes
Type
Purpose
Differentiation
Practical
Pupils observe two demonstrations and relate them to the energy transfers that happen
in a power station burning fossil fuels.
Core, Help, Extension
Running the activity
The apparatus for each demonstration is given on the Activity sheets.
Turning a turbine
TC This shows how the chemical energy stored in methane and oxygen can be used to create
a rotary motion. A Bunsen burner is used to heat water. The water is in a conical flask where
the only exit is a nozzle-shaped glass tube. When the water boils, steam is produced.
The steam rushes out of the nozzle and turns the vanes of a small fan.
Lighting a lamp
This uses a dynamo lighting a bulb to show how a rotary motion can be used to generate electricity.
Core: Pupils use the questions on the Activity sheet to relate the demonstrations to the
workings of the power station.
Help: Pupils colour diagrams of a power station and both sets of apparatus, to help them
relate the demonstrations to the working of a power station.
Extension: Pupils explain what the demonstrations show and how they relate to a power station,
then go on to write an energy transfer diagram and think about wasted energy.
Expected outcomes
The turbine turns and the bulbs light up. Pupils relate these observations to what happens in a power station.
Pitfalls
Pupils will be unfamiliar with boilers, turbines and generators, which makes the activity
rather alien and ‘uninvolving’. If possible, pupils should be shown a short video about a
power station or, better, pupils should visit a power station.
Safety notes
The jet of steam driving the turbine presents a minimal hazard as long as the boiling is not
too vigorous. Make sure the nozzle is not blocked, as this is the only opening.
Scalds from steam are particularly unpleasant. Use running cold water for several minutes
on anyone who gets scalded.
Answers
Core:
1 Water evaporates/turns into steam.
2 Particles in steam are far apart, while in water they are close together.
3 The turbine turns.
4 The generator.
5 A person.
6 electricity
7 The lamp lights up.
8 Both the generator and the dynamo make electricity when they spin.
9 Chemical, thermal, kinetic, kinetic, kinetic, electrical.
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I4a
6
Inside a power station (continued)
Teacher
activity notes
Help:
M
p
?
t
u
^ _
UG LP
TC
Additions in colour to diagrams:
●
●
●
●
●
●
boiler and Bunsen red
flames orange
water in conical flask and pipe blue
blue arrows from boiler to turbine in diagram A and out of nozzle in
diagram B.
turbines yellow
dynamo and generator green
1 electricity
2 Chemical, heat, movement, movement, electrical.
Extension:
1 For example: The chemical energy in the fuel and oxygen is transferred into
thermal energy during burning. The thermal energy is transferred to the water
particles. The water evaporates. It expands as it evaporates because the
particles are much further apart in a gas than in a liquid. The fast-moving
steam particles hit the vanes of the turbine, making it turn.
2 generator
3 For example: Turning the handle spins the dynamo. When the dynamo spins
electricity is made, which carries energy to the lamp and makes it light up.
In a power station the spinning turbine turns the generator which, like the
dynamo, makes electricity.
4 Chemical, thermal, kinetic, kinetic, kinetic, electrical.
5 Thermal energy lost when the fuel is burning, friction in all the moving
parts (also some sound, and kinetic energy as vibrations).
© Harcourt Education Ltd 2004 Catalyst 3
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Inside a power station
I4a
M
p
?
t
u
^ _
Type
Purpose
Differentiation
Practical
Pupils observe two demonstrations and relate them to the energy transfers that happen
in a power station burning fossil fuels.
Core, Help, Extension
Equipment
For the teacher demonstrations:
UG LP Turning a turbine
TN
Technician
activity notes
●
●
●
Bunsen burner, tripod, mat and gauze
conical flask with bung and glass nozzle as shown
small fan
turbine
nozzle
water
Lighting a lamp
●
dynamo as shown in diagram
For your information
Running the activity
The apparatus for each demonstration is given on the Activity
sheets.
Turning a turbine
This shows how the chemical energy stored in
methane and oxygen can be used to create a rotary
motion. A Bunsen burner is used to heat water.
The water is in a conical flask where the only exit is a
nozzle-shaped glass tube. When the water boils, steam
is produced. The steam rushes out of the nozzle and
turns the vanes of a small fan.
dynamo
Lighting a lamp
This uses a dynamo lighting a bulb to show how a rotary
motion can be used to generate electricity.
Core: Pupils use the questions on the Activity sheet to relate the demonstrations
to the workings of the power station.
Help: Pupils colour diagrams of a power station and both sets of apparatus,
to help them relate the demonstrations to the working of a power station.
Extension: Pupils explain what the demonstrations show and how they relate to
a power station, then go on to write an energy transfer diagram and think
about wasted energy.
Expected outcomes
The turbine turns and the bulbs light up. Pupils relate these observations to
what happens in a power station.
Pitfalls
Pupils will be unfamiliar with boilers, turbines and generators, which makes the
activity rather alien and ‘uninvolving’. If possible, pupils should be shown a
short video about a power station or, better, pupils should visit a power station.
Safety notes
The jet of steam driving the turbine presents a minimal hazard as long as the
boiling is not too vigorous. Make sure the nozzle is not blocked, as this is the
only opening. Scalds from steam are particularly unpleasant. Use running cold
water for several minutes on anyone who gets scalded.
© Harcourt Education Ltd 2004 Catalyst 3
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Activity
Core
Inside a power station
I4a
W You are going to watch two demonstrations. The first shows
how methane can be used to turn a turbine. The second
p ?
shows how a spinning turbine can make electricity.
t u
You are going to think about how these things are done in a
^ _ power station.
M
UG LP
TN TC
Considering the evidence
turbine
nozzle
Turning a turbine
water
1 What happens to the water when it is heated?
2 Explain why the steam takes up much more space
than the water and rushes out of the nozzle.
3 What happens when the jet of steam hits the turbine?
4 In a power station, what does the turbine turn?
Lighting a lamp
What turns the dynamo?
What is made in the dynamo?
How do you know?
How is a generator in a power station like
the dynamo in this demonstration?
9 Copy and complete this energy transfer
diagram.
5
6
7
8
........................
energy
in fuel
........................
energy
water
or
steam
........................
energy
dynamo
........................
turbine
energy
generator
or
dynamo
........................
energy
........................
energy
handle of
dynamo
© Harcourt Education Ltd 2004 Catalyst 3
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I4a
Activity
Help
Inside a power station
W You are going to watch two demonstrations. The first shows
how methane can be used to turn a turbine. The second
p ?
shows how a spinning turbine can make electricity.
t u
You are going to think about how these things are done in a
^ _ power station.
M
UG LP
TN TC
Considering the evidence
boiler
A
Turning a turbine
1 Look carefully at diagrams
A and B. You are going to
highlight parts of both
diagrams in colour.
turbine
generator
energy
energy
in fuel
energy
The fuel is burned.
energy
B
2 Outline the places where the fuel is burned in red.
3 Colour the flames orange.
Burning fuel heats the water, which turns to steam.
energy
turbine
nozzle
water
4 Colour the water blue.
5 Add blue arrows to show the steam moving.
The rushing steam turns the turbine.
6 Colour the turbines yellow.
Lighting a lamp
7 Look carefully at diagrams A and C. You are
going to highlight parts of both diagrams in
colour.
The handle turns the dynamo.
C
dynamo
8 Colour the generator and the dynamo green.
The lamp lights up.
1 The generator and the dynamo make
.
2 Fill in the gaps on diagram A using these
types of energy:
movement
electrical
chemical
heat
(Hint: one of them is used more than once.)
© Harcourt Education Ltd 2004 Catalyst 3
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I4a
Activity
Extension
Inside a power station
W You are going to watch two demonstrations. The first shows
how methane can be used to turn a turbine. The second
p ?
shows how a spinning turbine can make electricity.
t u
You are going to think about how these things are done in a
^ _ power station.
M
UG LP
TN TC
Considering the evidence
turbine
nozzle
Turning a turbine
1 Explain how burning the fuel makes the turbine turn.
water
Include each of the following words in your explanation
at least once.
energy
thermal
particles
chemical
expand
kinetic
evaporate
2 In a power station, what does the turbine turn?
Lighting a lamp
3 Explain how turning the handle makes the lamp
dynamo
light up, and how this is like what happens in a
power station. Include each of the following words
in your explanation.
dynamo
electricity
generator
turbine
4 Copy and complete this energy transfer diagram.
Leave space above and below the diagram.
........................
energy
in fuel
........................
energy
water
or
steam
........................
energy
........................
turbine
5 Think about where and how energy is wasted.
On your energy transfer diagram, draw extra
arrows showing wasted energy. Label the
arrows to show how the energy is wasted.
Only some of the energy in the fuel ends up
in the electricity.
© Harcourt Education Ltd 2004 Catalyst 3
This worksheet may have been altered from the original on the CD-ROM.
energy
generator
or
dynamo
........................
energy
........................
energy
handle of
dynamo
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Comparing power stations
I4b
M
p
?
t
u
^ _
Teacher
activity notes
Type
Purpose
Differentiation
Discussion
Pupils investigate one type of power station and pool results with the rest of the class.
Core
Running the activity
Provide material such as books, leaflets and access to the Internet so that pupils can research one type of
power generation. Allocate a suitable power station type to each group, taking into account:
UG LP 1 The type of resources – if they are clear and simple to follow, or require good reading skills.
2 The number of groups and types of power station it is most important to cover. For example, for six
groups you could choose: coal, gas, hydroelectric, wind, solar and nuclear. You might provide two
entries for the table already filled in, e.g. biomass and tidal, as shown:
Type of
power
station
Fuel/land
needed
Pollution
Other side
effects
Serious
accident
risks
Effect on
locals
Lots of
power
available?
biomass
fields for crop smoke and
change of
possibly fire
(e.g. willow)
gases from
land use to or delivery
or animal
burning fuel produce fuel truck crash
(dung)
many delivery
lorries (and
smell if dung)
but lots of
jobs and fields
possible if
technology
improves
tidal
estuary with
large tidal
range
loss of
fishing?
no, as
limited
number
of sites
available
none?
loss of
habitat –
effect on
birds
flooding?
Information will depend on what is available.
The table could be built up by pupils themselves, typing into a computer. You could print/copy the table
for each pupil. Pupils then use the table to decide the appropriate power station in each of the questions.
Expected outcomes
Pupils investigate one type of power station in some detail and consider a summary of other types of power
station.
Pitfalls
This could expand into several lessons. Remind pupils on the points they are trying to find out, and
provide clear and succinct resources.
Answers
1 solar
2 wind
3 Fossil fuels (depending on supplies), maybe nuclear, or a mixture.
4 hydroelectric
© Harcourt Education Ltd 2004 Catalyst 3
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Activity
Core
Comparing power stations
I4b
p
W With the help of the whole class you are going to build up
a table comparing the features of different types of power stations.
?
t
u
M
^ _
UG LP
TN
Equipment
●
●
books or leaflets on all types of power generation
access to the Internet
Planning and predicting
1 Note which type of power generation your teacher asks your group to investigate:
●
●
●
●
●
coal
oil
gas
wave
tidal
●
●
●
●
●
wind
solar
geothermal
biomass
nuclear
Obtaining evidence
2 Use the resources available to make notes answering the following questions:
●
●
●
●
●
●
What fuel, type of land, other resources are needed to run the power station?
What pollution is produced?
Are there other effects on the environment?
What accidents might occur?
How will the power station affect the local population?
Can one power station generate a lot of power? (Would we need a lot of them?)
Presenting the results
3 Enter the results for your group in the table for the whole class.
Considering the evidence
4 Use the table for the whole class to decide the type of power station that would be
best for each location:
1 A sunny island with no fossil fuels and lots of holiday hotels that want air
conditioning.
2 A remote fishing village on the Atlantic coast, miles from any town.
3 A big city with lots of manufacturing industry and businesses.
4 A large city built near a large river which flows from nearby mountains.
© Harcourt Education Ltd 2004 Catalyst 3
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I1
M
Plenaries
Suggested alternative plenary activities (5–10 minutes)
p
?
t
u
^ _
UG LP
Review learning
Sharing responses
Group feedback
Word game
Looking ahead
Pupils look at alternatives
to electricity (e.g. candle
instead of light bulb) to
remind themselves of
advantages of electricity.
In pairs, pupils take turns
to go through their answers
to Activity I1a.
Challenge groups to write
the longest chain of energy
transfers, including
electrical, that they can
think of.
Check progress using an
acrostic about different
types of energy.
Show pupils the symbol for
a voltmeter and show them
how to add one to a circuit.
Review learning
●
Pupils work through the sheet making choices and giving
two reasons for each choice.
●
Pupils share their reasons with the class.
Teacher note: Especially in case of towel and washing line,
some may prefer not to use electricity. There are NO right
and wrong answers. The exercise is simply to see that
electricity often has advantages (and different advantages)
and lots of people like to use it. It does also have
disadvantages – some of which may be suggested.
➔ Pupil sheet
Answers
Electricity is easy to use; clean (at point of
use); quick; requires less effort from user.
There may be reasons for using other
methods in some circumstances, e.g.
candles give a dancing, coloured light
(romantic). Note that in remote areas
batteries or generators are often used in
preference to doing without electricity.
Sharing responses
●
Pupils compare their answers to the questions for each of
the appliances.
Group feedback
●
Challenge pupils to write the longest energy transfer
chain they can, which includes electrical energy. To show
pupils what you mean, give a verbal example of one that
doesn’t contain electricity: e.g. A wind up toy: Sunlight,
chemical in plant, chemical in animal, chemical in
human, kinetic in human, elastic potential in spring,
kinetic in clockwork toy, thermal and sound in air, toy
and ground
Answers
These will vary, but could be: Toasting a
slice of bread: Sun, light, chemical in
plant, chemical in coal, heat in burning
coal, heat in steam, kinetic in generators,
electrical in wires, heat in toaster.
Word game
●
Pupils complete the acrostic to remind themselves of
types of energy.
➔ Pupil sheet
Answers
1 kinetic; 2 sound; 3 elastic; 4 electrical;
5 light; 6 potential; 7 thermal;
8 gravitational; 9 chemical.
Word down is: energetic.
Looking ahead
●
Set up a series circuit with a battery, two lamps and a
switch. The energy comes from the battery, which is
marked with a voltage.
●
Explain that you want to measure the voltage across the
battery and each of the lamps. Show pupils how you
connect the voltmeter across the battery and read the
voltage. Repeat this across one lamp, and then the other
lamp. Explain that you always measure voltages across
components (not through the component, as with
currents). Show the symbol for a voltmeter and explain
that voltage is measured in volts.
© Harcourt Education Ltd 2004 Catalyst 3
This worksheet may have been altered from the original on the CD-ROM.
Equipment
battery (e.g. two 1.5 V batteries in a
holder) or power supply; two lamps
in holders; connecting leads; switch; a
voltmeter (same as pupils will be using
next lesson)
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I1
Review learning
M
p
t
Plenaries
?
To solve each problem below, make a choice, A or B, and give
u two different reasons for your choice.
^ _ 1 It is very cold.
UG LP
A Switch on a fan heater.
TN
B Light a coal fire.
2
fan heater
coal fire
You want a hot drink.
A Use an electric kettle to boil water.
B Light a fire and use it to boil a kettle
of water.
3
electric jug kettle
kettle over campfire
Your hair is wet.
A Use a hairdryer to dry it.
B Use a towel to dry it.
4
hairdryer
girl drying hair
with a towel
electric light
bulb
candle
It is getting dark.
A Switch on electric lights.
B Light some candles.
5
Your clothes are creased.
A Use an electric iron.
B Heat an old-fashioned iron on
the fire and use it.
6
electric iron
old-fashioned
flat iron
Your clothes are wet.
A Put them in the tumble dryer.
B Hang them on the line.
washing on the line
tumble dryer
© Harcourt Education Ltd 2004 Catalyst 3
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I1
Plenaries
Word game
M
p
?
t
u
Fill in the energy forms using the clues, and find the hidden word.
find the word
^ _
⇓
UG LP
1
TN
2
3
4
5
6
1
2
3
4
5
6
7
7
8
9
8
9
moving
You can hear this.
In a spring.
In a circuit.
From the Sun.
stored
Wasted energy often takes this
form.
More at the top of the hill.
In a battery.
© Harcourt Education Ltd 2004 Catalyst 3
This worksheet may have been altered from the original on the CD-ROM.
Sheet 1 of 1
Make it work
I1
Plenaries
Word game
Fill in the energy forms using the clues, and find the hidden word.
find the word
⇓
1
2
3
4
5
6
1
2
3
4
5
6
7
7
8
9
© Harcourt Education Ltd 2004 Catalyst 3
This worksheet may have been altered from the original on the CD-ROM.
8
9
moving
You can hear this.
In a spring.
In a circuit.
From the Sun.
stored
Wasted energy often takes this
form.
More at the top of the hill.
In a battery.
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Energy in and out
I1
I2
M
Plenaries
Suggested alternative plenary activities (5–10 minutes)
p
?
t
u
^ _
Review learning
Sharing responses
Group feedback
Word game
Looking ahead
Calculate voltage for
different combinations
of batteries and
components.
Each group prepares a
sentence to say what they
found out about voltage in
Activity I2a or I2b.
Given circuit
diagrams, pupils draw
in the voltmeter in
the correct position.
What am I? Pupils
describe a component
while other pupils
guess what it is.
Look at some batteries to see what they are
made of. Show a battery demonstration:
metal plates in acid producing a voltage.
Leads into I2 Investigate.
UG LP Review learning
●
Pupils look at the circuits shown and calculate the voltage for
each one.
Sharing responses
●
Each group of pupils prepares a sentence to say what they found
out about voltage by doing their experiment. Ask a spokesperson
from each group to give their finding.
●
Make a list of key points on the board to summarise.
➔ Pupil sheet
Answers
1A 3 V; 1B 1.5 V; 1C 3 V;
1D 4 V; 2A 1 V; 2B 3 V; 2C 7 V.
Group feedback
●
Pupils work in groups, looking at circuit diagrams and deciding
where to draw the voltmeter to measure the voltage wanted.
●
Pupils could work on paper or on whiteboards, copying the
example circuit the teacher has drawn on the board and then
adding the voltmeter.
➔ Teacher sheet
Word game
●
Pupils take it in turns to describe an electrical component while
others decide what it is.
●
Pupils could choose the component, or you could write some on
cards and they could choose a card.
●
Possible components are: lamp, connecting wire, battery, switch,
fuse, motor, buzzer, heating wire, resistor, variable resistor, two-way
switch or LED. Choose only those pupils have met, and remember
that they may have come across some in other contexts, for
example capacitors in Design and Technology.
Looking ahead
●
Pupils look at some examples of different types of battery to see
what they are made of (NiCd, alkaline, lithium, lead acid). Tell
them that a chemical reaction produces electricity. Show some acid
with metal plates and connect a voltmeter to show the voltage.
Point out the bubbles of gas forming as the metals react with the
acid.
Equipment
Examples of batteries: e.g.
alkaline, lithium; rechargeable
batteries: e.g. car battery (lead
acid), nickel cadmium (NiCD)
and metal hydride
Battery demonstration: a piece
of zinc and a piece of copper in a
glass beaker of dilute
hydrochloric acid, each piece
connected to one terminal of a
voltmeter
© Harcourt Education Ltd 2004 Catalyst 3
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Energy in and out
I2
Plenaries
Review learning
M
p
?
t
u
What will the voltage reading be on each of these voltmeters?
1 Each cell has a voltage of 1.5 V and all the lamps are exactly
the same.
^ _
UG LP
A
B
TN
V
?
V
?
C
D
M
V
?
V
?
V
0.5 V
2 These cells are all different.
V
A
9V
V
B
?
M
VV
8V
VV
V
?
C
V
1V
V
2V
12 V
1V
V
M
V
V
?
4V
© Harcourt Education Ltd 2004 Catalyst 3
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I2
Plenaries
Group feedback
M
p
?
t
u
^ _
UG LP
TN
Energy in and out
Teacher sheet
Using individual whiteboards will give pupils the opportunity to practise
drawing circuit diagrams and to change their mind about where to place the
voltmeter. Pupils can work alone, in pairs or in small groups.
1 Draw the circuit on the board.
(Draw the voltmeter symbol if you feel the group needs reminding
of it. You may also want to remind them that the voltmeter is
connected across a component; this will depend on the pupils.)
Other circuits can be used, for
example:
C
A
A
B
2 Ask pupils to draw in a voltmeter which would measure the
battery voltage.
3 Ask them to hold up their whiteboard to show you.
B
Possible solutions are:
Battery
Possible solutions:
V
V
V
V
C
A
V
A
B
B
V
Lamp C
4 Select correct solutions which are different and ask pupils
to show them to the whole class.
5 Ask pupils to draw a voltmeter to measure the voltage across
lamp A.
A
Possible solutions:
V
V
C
V
B
Lamps A and B
A
B
V
6 Ask pupils to draw a voltmeter to measure the voltage across
lamp B.
A
Possible solutions:
V
C
V
V
V
A
B
B
V
© Harcourt Education Ltd 2004 Catalyst 3
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Investigate: How to increase the
voltage in a fruit cell
I2
M
Plenaries
p
?
Suggested alternative plenary activities (5–10 minutes)
t
u
Review learning
Group feedback
Analysing
Evaluating
Pupils use a list of possible
conclusions for Activity I2e and
discuss whether the data supports
them. Use the list to produce a
final conclusion.
Pupils discuss their conclusions to
Activity I2d in groups.
Look at results from different
groups for Activity I2d. Discuss to
what extent the results were
repeated, and whether all results
could be collected together (‘no’ if
variables different).
Ask each group to give one problem
that they encountered in Activity
I2d and one improvement they
could make.
^ _
UG LP
Review learning
●
Pupils look at their graph and check if they have
correctly plotted the points. (This is important if the
conclusions are to make sense. If the origin is included
there should be a steep rise to the 0.5 cm point.) There is
a best-fit straight line between 0.5 cm and 2.0 cm. No
information is given after this point.
●
Pupils look at the suggested conclusions. Discuss with
them whether each one fits the data and the graph
plotted.
●
Finally, ask them to suggest which parts of the suggested
conclusions they can put together to make an accurate
conclusion from their graph.
➔ Pupil sheet
Answers
1a–c Do not match shape of graph; d OK
but vague; e Not true between 0 and
0.5 cm; f Clear and specific description.
2 Voltage goes up quickly to 1.25 V for the
first 0.5 cm of copper, then in steps of
0.06 V for each 0.5 cm of copper until the
length of copper in the lemon reaches
2.0 cm.
Group feedback
●
Pupils discuss the results of their experiment in groups.
●
Pupils write a conclusion about the pairs of metals and
the voltage produced. They should also outline a
problem they encountered, and an improvement they
would make if doing the experiment again.
Analysing
●
Pupils give their results for different pairs of metals. If
each group gives the lowest voltage pair and the highest
voltage pair you may be able to draw up a list on the
board.
●
Ask if you could put all the results together. The answer is
‘no’ – because of other variables, the voltages will not be
comparable, but it may be possible to create a list of
highest to lowest pairs.
Evaluating
●
Allow pupils some time to discuss problems they
encountered in Activity I2d and to pick one to share
with the class.
●
Ask each group to give their problem and discuss
with the class whether this invalidates results. After
class discussion ask each group to come up with one
improvement they could make. If there is time, discuss
the improvements with the class.
© Harcourt Education Ltd 2004 Catalyst 3
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6
Investigate: How to increase the
voltage in a fruit cell
I2
M
p
?
Review learning
t
u
1 How well do these conclusions fit the graph you have plotted?
^ _
UG LP
TN
Plenaries
a The voltage goes up quickly at first but then in smaller and
smaller steps until it doesn’t change at all.
b The voltage goes up very quickly to a constant value, but
small errors mean that the voltage readings change a little
each time the copper is pushed in.
c
The voltage goes up quickly to 1.25 V for the first 0.5 cm
of copper and then doesn’t change much.
d Between 0.5 cm and 2.0 cm the voltage goes up steadily.
e
The voltage goes up in even steps of about 0.06 V for each
0.5 cm of copper.
f
Between 0.5 cm and 2.0 cm the voltage goes up in even
steps of about 0.06 V for each 0.5 cm of copper.
2 Choose correct bits from all of these conclusions to produce
one that fits your graph as closely as possible.
© Harcourt Education Ltd 2004 Catalyst 3
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Using electricity
I3
M
Plenaries
Suggested alternative plenary activities (5–10 minutes)
p
?
t
u
^ _
UG LP
Review learning
Sharing responses
Group feedback
Word game
Looking ahead
Build up a table of
electrical appliances on the
board (high energy user, or
low energy user, and is it
efficient?).
Pupils work in groups to
order a list of appliances
and running times from
high energy to low energy.
Discuss results for
electrical appliances
from Activity I3a.
Pupils play a game of
hangman with words like
efficiency, conserved,
dissipated.
Pupils think about where electrical
energy for the home comes from. How
many different types of power
station/generator can they remember
from Year 7?
Review learning
●
Draw up a large table on the board with columns for
‘electrical appliance’, ‘high energy user’, ‘low energy
user’, and ‘efficient’.
●
Pupils think of examples of electrical appliances and
suggest them.
●
All pupils decide which columns to tick.
●
Examples: kettle = high energy user; tungsten light bulb =
low energy user but not efficient; fluorescent tube =
low energy user and efficient.
●
Be prepared to write ‘some’ in the efficient column, for
example some fridges are designed to be more efficient
than others.
Sharing responses
●
Pupils work in groups, maybe using whiteboards, to
re-order the list of appliances and running times on the
sheet from high energy to low energy.
➔ Pupil sheet
Equipment
calculators
Answers
5, 1, 4, 2, 3
Group feedback
●
Pupils discuss their results from Activity I3a. Consider
what the appliances that use the most energy have in
common. (They produce a lot of heat.)
●
Pupils compare the tungsten light bulb and low-energy
fluorescent bulb. Where does the extra energy go in the
tungsten bulb? (heat)
Word game
●
Pupils play a game of hangman. This is a whole-class
activity. If a pupil guesses the word, get them to come
and do the next one for the class.
●
Choose words like: conserved, dissipated, efficiency,
transfer, kilowatt hour.
Looking ahead
●
Pupils think about where the electricity in the home
comes from.
●
Pupils make a list of all the types of power station and
ways of generating electricity that they can think of.
© Harcourt Education Ltd 2004 Catalyst 3
This worksheet may have been altered from the original on the CD-ROM.
Answers
coal, oil and gas, biomass (e.g. willow,
chicken manure), wind turbines,
hydroelectric, geothermal, wave turbines,
tidal, nuclear, solar
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6
Using electricity
I3
Plenaries
Sharing responses
M
p
?
t
u
^ _
UG LP
TN
Put these energy uses in order from highest energy use to lowest.
Remember
1 kW = 1000 W
1 minute = 60 seconds
1 hour = 3600 seconds.
1
2
3
4
5
100 W light bulb for 5 hours.
750 W microwave oven for 10 minutes.
33 W hair straightener for 20 minutes.
3 kW kettle for 5 minutes.
3 kW fan heater for 1 hour.
© Harcourt Education Ltd 2004 Catalyst 3
This worksheet may have been altered from the original on the CD-ROM.
Using electricity
I3
Sheet 1 of 1
Plenaries
Sharing responses
Put these energy uses in order from highest energy use to lowest.
Remember
1 kW = 1000 W
1 minute = 60 seconds
1 hour = 3600 seconds.
1
2
3
4
5
100 W light bulb for 5 hours.
750 W microwave oven for 10 minutes.
33 W hair straightener for 20 minutes.
3 kW kettle for 5 minutes.
3 kW fan heater for 1 hour.
© Harcourt Education Ltd 2004 Catalyst 3
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Power stations
I4
M
Plenaries
Suggested alternative plenary activities (5–10 minutes)
p
?
t
u
^ _
Review learning
Sharing responses
Group feedback
Show a model steam engine
and talk about the different
parts in relation to a power
station.
Pupils order cards to recap
Pupils sort comments about
power station and energy
power stations into ‘for’,
changes, as used in Activity ‘against’ and ‘neutral’.
I4a.
UG LP Review learning
●
Pupils watch a demonstration of the model steam engine
(e.g. Mamod) if available.
●
Pupils are asked to name different parts and say what
they are for. (Furnace burns fuel, boiler heats water to
give steam, steam turns turbine, turbine turns generator,
generator produces electricity, electricity lights lamp.)
Word game
Looking back
Loop game on whole unit to Pupils revise and
check progress.
consolidate knowledge from
the unit.
➔ Teacher sheet
Sharing responses
●
Pupils order cards to show power station processes and
energy changes.
●
Pupils work in groups to assemble the cards in order.
➔ Pupil sheet
Answers
P4 (E3), P1 (E6), P6 (E5), P3 (E1 or E2),
P5 (E1 or E2), P2 (E4)
Group feedback
●
Pupils sort comments about power stations into three
lists: ‘for’, ‘against’ and ‘neutral’. These include
environmental concerns and the need to have reliable
power.
➔ Pupil sheet
Answers
For: 3, 8, 9; Against: 1, 4, 5, 10, 11;
Neutral: 2, 6, 7, 12. (Discussion point: 6
does not say that renewable is good, but
people who take that for fact may say this
is a point ‘for’ rather than ‘neutral’.)
Word game
●
Give each pupil a card with a question and an answer on
it. Ask one pupil to stand up and read out just the
question on their card, then sit down. The pupil who has
an appropriate answer to this question stands up, reads
out their answer, then asks the question on their card
and sits down, and so on.
●
The game is complete when the pupil who started the
game stands up for the second time to read out the
answer on their card. The loop is complete.
●
If there are not enough question/answer cards for the
whole class, you may need to make extra copies. Some
pupils will have the same question/answer card – the first
one to stand up gets to read their answer and ask their
question.
➔ Teacher sheet
Looking back
●
Pupils revise and consolidate knowledge from the unit.
They can use the Unit map, Pupil checklist, or the Test
yourself questions.
© Harcourt Education Ltd 2004 Catalyst 3
This worksheet may have been altered from the original on the CD-ROM.
➔ Unit map
➔ Pupil checklist
➔ Test yourself
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Power stations
I4
Plenaries
Review learning
M
p
?
t
u
Teacher sheet
Equipment
Use the following for a teacher demonstration:
^ _
●
UG LP
●
TN
6
●
model steam engine which runs on tablet fuel (e.g. Mamod)
tablet fuel
tap water will do but distilled water is better if available
Running the activity
●
●
●
Try out the steam engine before the lesson and test the safety valve.
Use hot water in the boiler to save time.
Hexamine-based tablet fuel burns well, does not give off toxic fumes and is
wax coated to prevent spitting.
Safety
●
●
●
Do not use a model steam engine that runs on liquid fuel. Use solid fuel
tablets and avoid skin contact.
Check the safety valve moves freely before each use.
Staff should be shown how to use the steam engine by an experienced
colleague.
© Harcourt Education Ltd 2004 Catalyst 3
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I4
t
Plenaries
Sharing responses
M
p
Power stations
?
1 Discuss with your partner the correct order for the power station cards
and set them out in a line.
u
^ _ 2 Discuss which energy card gives the correct energy or energy transfer
UG LP
TN
for each of the power station cards and place them underneath:
First
power
station
card
Next
power
station
card
First energy
or energy
transfer
card
Next energy
or energy
transfer card
Power station cards
Energy and energy transfer cards
Coal burns in furnace.
E1
kinetic energy
P2 Generators produce
electricity in wires.
E2
kinetic energy
P3
Steam turns turbines.
E3
chemical energy
P4
Furnace filled with coal.
E4 kinetic energy →
electrical energy
P5
Turbines turn generators.
E5 thermal energy →
kinetic energy
P1
P6 Water is heated to
steam in the boiler.
© Harcourt Education Ltd 2004 Catalyst 3
This worksheet may have been altered from the original on the CD-ROM.
E6 chemical energy →
thermal energy
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I4
Power stations
Plenaries
Group feedback
M
p
?
t
u
Sort the statements into three lists:
For:
The statement supports the type of power station.
^ _ Against: The statement is against the type of power station.
Neutral: The statement is neither for nor against any particular type of power station.
UG LP
For
Against
Neutral
TN
1 Wind turbines spoil
the view of the
landscape.
2 Coal-fired power
stations can be found
near large rivers as
water is needed for
the cooling towers.
3 Nuclear power
doesn’t produce
smoke and fumes.
4 Coal-fired power
stations contribute to
global warming.
5 Nuclear waste is very
radioactive and will
not be safe for years.
6 Wind turbines use
renewable energy.
7 Hydroelectric power
can be used in
mountainous regions.
8 Solar panels produce
electricity in daylight –
it doesn’t have to be
sunny.
9 Gas-fired power
stations can be
switched on and off
quickly (compared to
some others).
10 We should not
depend on fossil fuels
because one day they
will run out.
11 Some hydroelectric
dams have created
lakes where there
were farms and
villages.
12 Groups of wind
turbines have been
built in the sea.
© Harcourt Education Ltd 2004 Catalyst 3
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I4
Plenaries
Word game
M
p
?
t
u
^ _
UG LP
TN
Power stations
Teacher sheet
Questions and answers for a loop game.
Q
A
Q
A
What is electric
current measured in?
Energy cannot
be made or
destroyed.
What are the energy
changes in a torch?
Amps (A)
Q
A
Q
A
Which part of a
power station turns
the kinetic energy to
electrical energy?
chemical →
electrical →
light and
thermal
How do you connect
a voltmeter in a
circuit?
The generator.
Q
A
Q
A
Which uses most
energy, a 100 W
bulb for 1 hour or
a 70 W television for
3 hours?
Across the
component or
battery.
What types of energy
can be stored?
The television.
Q
A
Q
A
Where does light
energy from a torch
end up?
Chemical,
gravitational
and strain
energy.
What type of
electrical appliances
in the home use
most energy
per hour?
The energy is
absorbed by the
particles the
light hits. It is
spread about
(dissipated).
© Harcourt Education Ltd 2004 Catalyst 3
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Plenaries
I4
Power stations (continued)
p
?
Q
A
Q
A
t
u
What word describes
washing machines
that use less energy
than other washing
machines?
Appliances
which heat
things, like fan
heaters or
kettles.
What is electrical
energy measured in?
efficient
Q
A
Q
A
What fuels are fossil
fuels?
Joules or
kilowatt hours.
Three renewable
types of energy are:
Coal, oil and
gas.
Q
A
Q
A
How many 1.5 V
batteries are needed
to supply 9 V?
Wind,
hydroelectric
and solar.
How can we reduce
the amount of
thermal energy
escaping from our
homes?
Six batteries.
Q
A
What does
conservation of
energy mean?
Insulate them.
M
^ _
UG LP
TN
© Harcourt Education Ltd 2004 Catalyst 3
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Make it work
I1
M
W
p
?
t
u
Specials
1 All of these devices use electrical energy.
Draw lines to match the device to the energy it releases.
^ _
sound
UG LP
toaster
A
heat
motor
light
radio
movement
lamp
2 Draw lines to match the device to its energy transfer diagram.
1
2
4
mp3 music
player
electrical energy → heat energy
television
electrical energy → sound energy
computer game
electrical energy → light energy +
sound energy
iron
electrical energy → light energy +
sound energy
6
8
0
electrical energy → light energy +
sound energy
3
5
7
*
mobile phone
9
#
AY
CLASSIC
BA
SS
PO
RO
CK
PL
TRACK
B
SELECT
R
START
© Harcourt Education Ltd 2004 Catalyst 3
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I1
M
W
p
?
t
u
Specials
Make it work (continued)
3 Look at this list of words.
movement
^ _
UG LP
heat
sound
A
strain
gravitational
light
chemical
electrical
a Colour in red the ways energy can be transferred.
b Colour in blue the ways energy can be stored.
4 Look at these statements about energy.
t be stored.
Energy canno
.
e made
b
n
a
c
Energy
Energy can m
ove from plac
e to
place. It can b
e transferred.
Energy can b
e stored.
Energy canno
t move from
place to
place. It cann
ot be transferr
ed.
t be made.
Energy canno
a Colour the true statements in green.
b Cross out the false statements.
© Harcourt Education Ltd 2004 Catalyst 3
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6
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Energy in and out
I2
M
W
p
?
t
u
Specials
1 Draw lines to match the words and symbols to the descriptions.
^ _
voltage
Voltage is measured in this unit.
volts
The circuit symbol for a voltmeter.
V
This tells us where there is a change in
energy in an electrical circuit.
V
The symbol for volts.
UG LP
A
2 Look at these circuit diagrams.
A
Write the letter A, B or C to show the
correct answers.
B
V
a A voltmeter is connected wrongly
in circuit
.
b The voltage is being measured across a
buzzer in circuit
.
V
C
V
c The voltage is being measured across a cell in circuit
.
3 Look at these circuit diagrams.
A
B
C
V
V
1
2 3 4
1
2 3 4
1
2 3 4
v
5
0
v
5
0
5
0
v
V
a Complete this table by writing in the voltage for each circuit.
Circuit
Number of batteries
A
1
B
2
C
3
Voltage in V
b Underline the correct word to complete the sentence.
The more batteries there are in a circuit, the
(smaller/higher/bigger/lower) the voltage.
© Harcourt Education Ltd 2004 Catalyst 3
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Using electricity
I3
M
W
p
?
t
u
^ _
UG LP
Specials
1 Write true or false for each sentence.
a The lower the voltage, the more energy that can be transferred.
b Different devices transfer different amounts of energy.
A
c When energy dissipates it is wasted.
d Saving energy makes my electricity bill more expensive.
e Saving energy costs me more money.
f We should save energy because our energy resources won’t last for
ever.
2 Look at these diagrams of two light bulbs. The light energy is useful.
The heat energy is wasted.
A
5 J light energy
per second
B
5 J light energy
per second
12 J heat energy
per second
35 J heat energy
per second
a Which bulb wastes most energy?
b Energy costs money. Which is the cheaper bulb to use?
© Harcourt Education Ltd 2004 Catalyst 3
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I3
M
W
p
?
t
u
^ _
UG LP
A
6
Using electricity (continued)
Specials
3 Look at this list of things you could do that use
energy.
Turn lights off when they’re not needed.
Turn the central heating up.
Insulate your home to keep the heat in.
Hang out the washing to dry.
Wash clothes at a lower temperature.
Use 100 W bulbs instead of 60 W bulbs.
Use low-energy bulbs in lights.
Wash clothes at a higher temperature.
Use the oven to heat up food rather than the microwave.
Use the tumble drier to dry clothes.
Use 60 W bulbs instead of 100 W bulbs.
Keep your home draughty.
Buy energy efficient devices.
Use the microwave for heating up food rather than the oven.
a Colour in green the ways to save energy.
b Colour in red the ways to waste energy.
© Harcourt Education Ltd 2004 Catalyst 3
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I4
M
W
p
?
t
u
^ _
UG LP
A
Power stations
Specials
1 Use these words to fill in the gaps.
conserved
energy
generator
non-renewab
le
renewable
turbine
a You need
dissipated
efficient
to make things work.
b Energy is never used up. It is always
.
c An energy source that can be replaced is
.
d An energy source that is used up faster than it can be replaced is
.
e A
transfers kinetic energy to a generator.
f The more
a device is, the less energy it wastes.
g A
turns kinetic energy into electrical energy.
h Energy that is spread out and wasted is
.
2 Look at these pictures of energy sources.
a Colour in green
the pictures of
renewable energy
sources.
b Colour in red
the pictures of
non-renewable
energy sources.
oil
solar panel
wind
generator
3 Turbines need to be
wood
natural gas
turned by something.
Look at this list. Draw a circle around the
things that can turn a turbine.
sunshine
coal
wind
steam
© Harcourt Education Ltd 2004 Catalyst 3
This worksheet may have been altered from the original on the CD-ROM.
coal
petrol
hydroelectric
power station
oil
falling water
oil
waves
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I
I1 Make it work
M
p
?
t
u
^ _
UG
Energy and electricity
I3 Using electricity
1 toaster – heat
motor – movement
radio – sound
lamp – light
2 mobile phone – electrical energy →
sound energy
mp3 music player – electrical energy →
sound energy
television – electrical energy → light energy +
sound energy
computer game – electrical energy →
light energy + sound energy
iron – electrical energy → heat energy
3 a Coloured red – heat, sound, movement, light,
electrical.
b Coloured blue – gravitational, strain, chemical.
4 Coloured green – energy can move from place to
place. It can be transferred. Energy can be
stored. Energy cannot be made.
Coloured red – energy cannot be stored, energy
cannot move from place to place. It cannot be
transferred. Energy can be made.
1 voltage – This tells us where there is a change in
energy in an electrical circuit.
volts – Voltage is measured in this unit.
V – The symbol for volts.
2 a B
b C
c D
3 a
Circuit
1 a
b
c
d
e
f
2 a
b
3 a
false
true
true
false
false
true
A
B
Coloured green – Turn lights off when they’re
not needed. Insulate your home to keep the
heat in. Hang out the washing to dry. Wash
clothes at a lower temperature. Use low
energy bulbs in lights. Use 60 W bulbs
instead of 100 W bulbs. Buy energy efficient
devices. Use the microwave for heating up
food rather than the oven.
b Coloured red – Turn the central heating up.
Use 100 W bulbs instead of 60 W bulbs. Wash
clothes at a higher temperature. Use the oven
to heat up food rather than the microwave.
Use the tumble drier to dry clothes. Keep
your home draughty.
I4 Power stations
I2 Energy in and out
V
Specials answers
– The circuit symbol for a voltmeter.
Number of
batteries
Voltage (V)
A
1
1.5
B
2
3.0
C
b bigger
3
4.5
1 a
b
c
d
e
f
g
h
2 a
energy
conserved
renewable
non-renewable
turbine
efficient
generator
dissipated
Coloured green – wood, wind generator,
hydroelectric power, solar panel.
b Coloured red – coal, oil, natural gas, petrol.
3 Circled – wind, steam, waves, falling water.
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A
Homework
1 Rewrite the table to match the type of energy to its correct
description.
Type of
energy
Description
Thermal
The energy transferred when an object moves.
Kinetic
The energy transferred from a loudspeaker.
Chemical
The energy stored in a coiled spring.
Strain
The energy in very hot objects.
Sound
The energy stored inside a cell or battery.
2 Match the beginning of each sentence with the correct ending.
Write out each complete sentence.
Beginnings
Endings
A An electric drill transfers
electrical energy
1 into sound energy.
B A diver diving off a diving board
transfers gravitational energy
2 into light energy and heat energy.
C An electric fire transfers
electrical energy
3 into movement energy and sound
energy.
D A filament lamp transfers
electrical energy
4 mainly into heat energy.
E
5 into kinetic energy.
A radio transfers electrical energy
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I1
6
Make it work (continued)
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Homework
3 Scientists say that energy is conserved. In a television, electrical energy is
transferred into light, heat and sound.
^ _
a Draw an energy transfer diagram to represent these energy transfers.
UG LP
b Explain how energy is conserved when a TV is working.
A
c
i
Which part of the energy transfer is not really useful?
ii Use this idea to explain why a television is not a 100% efficient
object.
d i
The electrical energy that is transferred in a TV comes from a power
station. Where is the energy transferred from, to make the electricity
in the power station?
ii Why is electricity from the mains supply more useful for powering a
TV than electricity from a battery?
EXTENSION
4 DIY Dave is using his battery-powered drill. 1000 J of electrical energy go
into his drill. 800 J of kinetic energy and 120 J of sound energy are
transferred out of the drill. Pete the painter says that Dave’s drill is not
conserving energy.
a Calculate the amount of energy that Pete thinks is missing.
b What has happened to this missing energy?
c
Calculate the percentage of the energy that is transferred usefully.
d Dave’s other drill transfers 1500 J of energy into the drill. It transfers
1200 J of kinetic energy and 150 J of sound energy out of the drill.
Explain which of the two drills is the more energy-efficient. Show your
working out.
5 Fridges in a shop now carry an energy efficiency sticker on the outside.
Class A is very energy efficient, down to Class F, which is not very efficient.
Jessica is choosing between two fridges. Electrobright has a Class E sticker
and Fridgicold has a Class B sticker.
Explain which fridge is wasting the most energy and how it is being wasted.
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Energy in and out
I2
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A
Homework
1 a Match the beginning of each sentence with the correct ending.
Write out each complete sentence.
Beginning
Ending
A The voltage measured across
a cell
1 shows that energy is being transferred
out of a circuit.
B The voltage measured across
a bulb
2 shows that more energy is being
transferred into the circuit by two cells.
C No voltage can be measured
across the wires in a circuit which
3 shows that energy is being transferred
into a circuit.
D The voltage measured across two
identical connected cells is larger
than the voltage across only one
cell which
4 shows that no energy is being
transferred in the wires.
b The objects in the boxes can all be found in electrical circuits.
buzzer
battery
motor
bell
solar cell
Copy the headings below to make a table. Write each object into the correct
column to show how each object transfers energy in a circuit.
Transfers energy into the circuit
Transfers energy out of the circuit
CORE
2 Look at the circuit diagrams. They have been set up to measure:
A the voltage across the bulb.
C the voltage across the connecting wires.
B the voltage across the cell.
D the voltage across the bulb.
V
A
B
C
D
V
V
V
There is a problem with each one. Explain what the problem is.
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Energy in and out (continued)
W 3 Look at the circuit diagrams below. The bulbs in each circuit are
identical. The 1.5 V cells are also identical.
?
A
B
C
u
^ _
UG LP
A
a What is the voltage across
i
cell A?
ii cell B?
iii cell C?
b Which bulb transfers the most energy out of the circuit?
c
Which bulb will be the least bright?
d All three circuits are switched on and left. Which circuit will
transfer all the available energy out through the bulb first?
EXTENSION
4 Jim wants to use a solar cell to power the fan on his desk in the
summer. He sets up a circuit containing the solar cell, a fan and
connecting wires. He wants to find out if all the energy from the
solar cell is being converted into movement of his fan.
a How would Jim connect a voltmeter to measure:
i
the voltage transferred into the circuit?
ii the voltage transferred out of the circuit?
b Jim works out the amount of kinetic energy transferred into
the fan. It is less than the energy transferred into the circuit.
Explain what has happened to the rest of the energy.
c
Jim swaps his fan for one with a much heavier fan blade.
i
How will this affect the speed of the fan?
ii Explain why changing the fan will have this effect.
iii What must Jim do to make the larger fan run at the same
speed as the smaller one?
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Using electricity
I3
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1 The table shows the amount of energy transferred every second
by several electrical devices.
^ _
Electrical device
UG LP
A 40 W light bulb
A
Homework
B Electric kettle
Energy transferred per second (J)
40
1250
C Alarm clock
D Computer
E Tumble dryer
F Electric drill
20
350
6000
950
a Write a list of the devices in order of the amount of energy
transferred. Start with the one that transfers the most
electrical energy every second.
b Which device will be the most expensive to run for one
minute?
c
John has an electric shaver. It runs on a voltage of 230 V.
He goes on holiday abroad. The voltage there is 110 V.
Why does his shaver run very slowly?
CORE
2 Tamsyn has a tumble dryer in her garage. It has two heat
settings, marked “High” and “Low”.
a Why will the dryer cost Tamsyn less if she runs it for 1 hour
on the low setting instead of for 1 hour on the high setting?
b Why might her clothes still be wet, on the low setting?
c
The tumble dryer has a grade B for energy efficiency.
A cheaper model has a grade E for energy efficiency.
Explain why Tamsyn’s model is good for the environment.
d Why are no tumble dryers 100% energy efficient?
e
Why is it important that the tumble dryer’s plug has a
properly connected earth wire?
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Homework
Using electricity (continued)
f
The energy consumption of Tamsyn’s dryer is 6000 joules per
second on the high setting and 4000 joules per second on
the low setting.
i
^ _
UG LP
How much energy will the dryer transfer per minute on
the low setting?
ii How many times more energy will it consume, per
minute, on the high setting? Show your working out.
A
g Tamsyn notices that, when the tumble dryer is working, her
garage seems warmer. Explain why this happens.
EXTENSION
3 Patti has just had some solar panels fitted into the roof of her
house. She will use them to heat the water in her hot water
cylinder.
a What type of energy resource will the solar panels be using?
b How is this type of energy resource different from the gas
boiler she used to use?
c
The solar panels were fairly expensive to buy and fit but Patti
is sure she will be saving money after a couple of years.
Explain why she will eventually save money.
4 The table gives some data about the energy transfers in a
hairdryer.
Type of energy
Amount transferred (kJ)
Electrical energy
100
Heat energy
80
Kinetic energy
17
3
a Draw a Sankey diagram to represent the energy changes in a
hairdryer.
b What type of energy has not been labelled in the table?
c
How does the data support the idea of conservation of
energy?
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Power stations
I4
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Homework
1 The pictures show several different ways that can be used to
generate electricity.
^ _
UG LP
A
A
B
C
D
E
F
G
H
a Make a list of the energy resources that don’t use fossil fuels.
b Which two energy resources only work when the weather is
right for them?
c
Which energy resource depends upon falling water?
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A
Homework
Power stations (continued)
2 Look again at the diagrams for question 1.
a Which energy resources might cause global warming?
b Which energy resource would produce carbon dioxide but is
not a fossil fuel?
c
The labels below show types of energy and parts of a power
station used to produce electricity from natural gas. Put them
in the correct order in which you would meet them in the
power station, starting from the natural gas.
C generator
B electrical e
nergy
A turbine
E kinetic ene
rgy in steam
D burning
ergy in gas
F chemical en
d Draw an energy transfer diagram for a power station that
uses falling water.
EXTENSION
3 Many parts of the world rely on biomass to generate electricity.
a Explain what is meant by the word “biomass”.
b Explain why biomass is a renewable energy source.
c
Give one disadvantage of using biomass in a power station.
d Where did the energy in biomass originally come from?
4 There are many sources of energy that can be used to generate
electricity. The labels below show where their energy might come from.
A – From the Sun but not directly.
un.
er than the S
th
o
re
e
h
w
e
B – From som
C – Straight fr
om the Sun.
For each of the following energy sources say where its energy
comes from. Use the letters.
a Natural gas
b
Wave power
c
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Nuclear
d
Solar
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Homework
mark scheme
Make it work
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Question Answer
1
Mark
Thermal – the energy in very hot objects.
Kinetic – the energy transferred when an object moves.
Chemical – the energy stored inside a cell or battery.
Strain – the energy stored in a coiled spring.
Sound – the energy transferred from a loudspeaker.
Award 4 marks for 4 or 5 correct, 3 marks for 3 correct to 1 mark for 1 correct.
^ _
UG LP
HM 2
4
A – 3; B – 5; C – 4; D – 2; E – 1
Award 4 marks for 4 or 5 correct, 3 marks for 3 correct to 1 mark for 1 correct.
4
Total for Help
8
CORE
Question Answer
Mark
sound
3 a
electrical energy
in TV
light
heat
3
Maximum of 3 marks. Deduct 1 mark for each error.
b
The amount of energy transferred into the TV is equal to
the total amount of energy transferred out of the TV.
1
1
c i
The heat/thermal energy.
1
Not all of the available electrical energy is transferred as sound and light.
Some of the electrical energy is wasted as heat.
1
From coal/oil/natural gas. Accept any alternative energy source.
1
Mains electricity does not run out as a battery does.
The battery would not need replacing if it runs on mains electricity.
Accept sensible alternatives.
1
1
ii
d i
ii
Total for Core
10
EXTENSION
Question Answer
4 a
1000 – 920 = 80 J
1 mark for the value + 1 mark for the unit
2
b
It has been dissipated/lost to the atmosphere as heat.
1
c
920/1 000 × 100
= 92%
1
1350/1500 × 100
= 96.1% Accept 96.0%
So this drill transfers a higher percentage of energy usefully/is more efficient.
1
1
Electrobright is wasting the most energy
as heat that is dissipated/given out to the atmosphere.
1
1
d
5
Mark
Total for Extension
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mark scheme
Energy in and out
I2
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6
Question Answer
1 a
Mark
A – 3; B – 1; C – 4; D – 2
3 or 4 correct = 3 marks; 2 correct = 2 marks; 1 correct = 1 mark.
b
3
Transfers energy into the circuit: battery; solar cell.
Transfers energy out of the circuit: buzzer; bell; motor.
1 mark for each correctly placed item.
UG LP
5
Total for Help
HM
8
CORE
Question Answer
2 a
b
c
d
Mark
The voltmeter is not connected to each side/across the bulb/the voltmeter
is in series/not in parallel.
1
The voltmeter is across the bulb not the cell/is measuring the energy
transferred out of the circuit.
1
The voltmeter is across the cell/is measuring the energy transferred into
the circuit.
1
The voltmeter is measuring the voltage across the wires/is not connected
across the cell.
Accept equivalent responses for all four questions.
1
1.5 V
1
ii
3V
1
ii
6V
1
b
Bulb in circuit C.
1
c
Bulb in circuit A.
1
d
Circuit A.
1
3 a i
Total for Core
10
EXTENSION
Question Answer
4 a i
Mark
Connect the voltmeter either side of/across the solar cell.
1
Connect the voltmeter either side of/across the fan.
1
b
It has been transferred into sound/heat/been dissipated.
1
c i
The fan will run more slowly.
1
ii
The heavier fan requires more energy to turn it at the same speed
but the solar cell supplies a fixed amount of energy
so the fan must slow down.
1
1
1
iii
Use a more powerful solar cell.
1
ii
Total for Extension
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Homework
mark scheme
Using electricity
I3
^ _
6
Question Answer
1 a
Mark
E > B > F > D > A > C.
Award 1 mark for each of the following correct: E somewhere before B, B somewhere
before F, F somewhere before D, D somewhere before A, A somewhere before C.
5
b
The tumble dryer.
1
c
There is less energy in the electricity (than at home)
so the shaver transfers less per second and runs more slowly.
Accept other equivalent responses.
1
1
HM
Total for Help
8
CORE
Question Answer
2 a
Mark
It transfers less energy on the low setting.
1
b
There may not be enough heat transferred to dry the clothes.
1
c
It wastes less of the electrical energy that goes into it.
1
d
Some energy is always dissipated/lost as heat to the atmosphere.
1
e
So that there is less chance of an electric shock.
1
f i
240 000 J or 240 kJ.
1
ii
g
6000/4000 or 600 000/40 000
=1.5 times more.
1
1
Some of the energy transferred as heat escapes into the surroundings
so the temperature of the air in the garage rises.
1
1
Total for Core
10
EXTENSION
Question Answer
3 a
Mark
A renewable energy resource.
1
b
Gas is a non-renewable energy resource/gas cannot be replaced quickly.
Do not give credit for responses that refer to re-use of the energy source.
1
c
She will pay for less gas/she will use less gas/her gas bill will reduce.
Sunlight is free.
Accept reasonable alternative responses.
1
1
Award 2 marks for a reasonably accurate Sankey diagram.
Deduct 1 mark for a small error.
2
b
Sound energy.
1
c
The total energy input is equal to the total energy output.
1
4 a
Total for Extension
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Homework
mark scheme
Power stations
I4
^ _
6
Question Answer
1 a
Mark
B – windmill; C – hydroelectric; E – tree; G – Sun; H – nuclear.
Award 1 mark for each correct response. Deduct 1 mark for each incorrect response
in excess of five sources.
5
b
B – windmill and G – the Sun.
2
c
C – hydroelectric.
1
HM
Total for Help
8
CORE
Question Answer
2 a
Mark
A – coal; D – oil; E – tree; F – gas. All four needed for the mark.
1
b
E – tree.
1
c
Order is: E, D, A, C, B.
F somewhere before D; D somewhere before E; E somewhere before A;
A somewhere before C; C somewhere before B.
5
d
potential energy in water
kinetic energy in water
kinetic energy in turbine or generator
electricity
Deduct 1 mark for each error.
3
Total for Core
10
EXTENSION
Question Answer
3 a
b
c
d
Mark
Material from living things/plant material.
1
It is widely available/it can be quickly or easily replaced/you can grow more
of it.
Do not credit responses referring to using it again.
1
It produces pollution/greenhouse gases/carbon dioxide or it leads to global
warming.
1
The Sun/sunlight.
Responses must refer to the Sun.
1
4 a
A – from the Sun but not directly.
1
b
A – from the Sun but not directly.
1
c
B – from somewhere other than the Sun.
1
d
C – straight from the Sun.
1
Total for Extension
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^ _
Energy and electricity
1 Energy is transformed when mechanical toys, candles, turbines and
water wheels are used. Complete the energy transformations for
each of them.
a a wind-up toy:
energy →
UG
A
Test yourself
energy
b a candle:
energy
→
and
energy
c a wind turbine:
energy →
energy
d a water wheel:
energy →
energy
2 All the bulbs in the circuits are the same.
3V
V
3V
V
V
P
Q
V
V
V
R
S
a Write down the reading on each voltmeter.
P
R
Q
S
b Complete this sentence by crossing out the words that are
wrong.
The bulbs in the series circuit will be brighter/less bright
than the bulbs in the parallel circuit because they are
transforming more/less electrical energy to light energy.
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3 Which of the appliances will use the most electricity in an hour?
Circle the letter showing the correct answer.
A a 3 kW electric fire
^ _
B a 1 kW kettle
UG
C a 60 W lamp
A
Test yourself
Energy and electricity (continued)
D a 500 W hairdryer.
4 Look at the diagram of a model for describing an electric circuit.
1
beanbag
3
beanbags
2
beanbags
In this model, say what represents each of the following components:
the cell
the current
voltage
energy
a component
a switch
wires
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I
Test yourself
Energy and electricity (continued)
5 The diagram shows a gas-fired power station.
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boiler
turbine
cooling
tower
generator
^ _
UG
A
fuel
Complete the sentences below to explain how it works.
In a gas-fired power station,
is burned to heat water
in the boilers and turn it into
The
. This turns the turbines.
turn the generators. The
is
condensed in the
. The waste
gases leave through the
6 The two light bulbs both give
out the same amount of light.
.
A
B
18 W energyefficient light bulb
60 W conventional
light bulb
a Which bulb uses more
electrical energy in one
minute?
b What happens to the
electrical energy that is not
transformed into light?
c Which bulb will get hotter while it is being used?
d Explain your answer to c.
7 Anna says: ‘In all the transformations we have seen, energy is
conserved – it is neither created nor destroyed.’
Explain how this can be true if two light bulbs give out the same
amount of light while one uses more electrical energy than the other.
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Energy and electricity
1 Energy is transformed when mechanical toys, candles, turbines and
water wheels are used. Complete the energy transformations for
each of them.
a a wind-up toy:
elastic
UG
TY
Test yourself
Answers
kinetic
energy →
potential
energy
b a candle:
chemical
heat
→
energy
and
light
energy
c a wind turbine:
kinetic
electrical
energy →
energy
d a water wheel:
gravitational
kinetic
energy →
potential
energy
2 All the bulbs in the circuits are the same.
3V
V
3V
V
P
Q
V
V
V
V
R
S
a Write down the reading on each voltmeter.
P
1.5 V
R
3V
Q
1.5 V
S
3V
b Complete this sentence by crossing out the words that are
wrong.
The bulbs in the series circuit will be brighter/less bright
than the bulbs in the parallel circuit because they are
transforming more/less electrical energy to light energy.
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Test yourself
Answers
Energy and electricity (continued)
3 Which of the appliances will use the most electricity in an hour?
Circle the letter showing the correct answer.
A a 3 kW electric fire
^ _
B a 1 kW kettle
UG
C a 60 W lamp
TY
D a 500 W hairdryer.
4 Look at the diagram of a model for describing an electric circuit.
1
beanbag
3
beanbags
2
beanbags
In this model, say what represents each of the following components:
the cell bin of beanbags
the current moving children
voltage the number of beanbags one child has
energy beanbags
a component stepping stones or steps or wobble board
a switch gate
wires circle on floor
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Test yourself
Answers
Energy and electricity (continued)
5 The diagram shows a gas-fired power station.
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boiler
cooling
tower
generator
turbine
^ _
UG
TY
fuel
Complete the sentences below to explain how it works.
In a gas-fired power station,
gas
in the boilers and turn it into
steam
The
turbines
condensed in the
is burned to heat water
. This turns the turbines.
steam
turn the generators. The
cooling
gases leave through the
towers
chimney or flue
6 The two light bulbs both give
out the same amount of light.
is
. The waste
.
A
B
18 W energyefficient light bulb
60 W conventional
light bulb
a Which bulb uses more
electrical energy in one
minute?
B
b What happens to the
electrical energy that is not
transformed into light?
It is transformed into heat.
c Which bulb will get hotter while it is being used?
B
d Explain your answer to c.
More electrical energy is being transformed into heat in B.
7 Anna says: ‘In all the transformations we have seen, energy is
conserved – it is neither created nor destroyed.’
Explain how this can be true if two light bulbs give out the same
amount of light while one uses more electrical energy than the other.
The bulb using more electrical energy transforms more of it into heat.
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I
M
p
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End of unit test
Green
Energy and electricity
1 Write the correct words for each space to complete the
descriptions of the energy transformations taking place.
a Electrical energy to
energy.
b Chemical energy to
energy
1 mark
^ _
UG SS
MS ET
and
energy.
2 marks
2 This diagram shows Dinorwig pumped storage power station.
mountain
reservoir
pipes
gene
pumpin rating
g
power
station
reservoir
Write the correct words for each space to complete the descriptions
of the energy transformations taking place.
a As water from the reservoir starts flowing down the pipes,
energy is transformed to
energy.
b This energy is then transformed to
2 marks
energy by the
generators.
c During the process a lot of energy is wasted as
1 mark
energy.
1 mark
The pylons that carry the high voltage supply from the generators have a
warning sign on them.
d Why is there a warning sign?
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I
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End of unit test
Green
Energy and electricity (continued)
3 a Write the correct words from the list below that are needed to
complete the sentence.
The bulb in the circuit transforms
1 mark
to light energy.
^ _
UG SS
t
electric curren
electric voltag
e
y
electrical energ
MS ET
b Which beaker, A or B, could be used as a cell to light a bulb
in a circuit?
V=0
V = 1.1 V
V
V
same
metal
1 mark
different
metals
A
B
c Which of these statements describes what happens inside a cell
to produce an electric voltage?
A a change of state
B a temperature change
C a chemical change
D a physical change
1 mark
d This table shows the voltage measured across different
components in the same series circuit.
Component
Voltage measured (V)
bulb
1.3
buzzer
2.1
coloured bulb
0.9
heater
1.8
In one minute, which component transforms the most energy?
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End of unit test
Green
Energy and electricity (continued)
4 This diagram shows a
coal-fired power station.
F
G
B
^ _
D
C
UG SS
MS ET
A
E
a Using the diagram, describe what happens at
stages A to D to produce electricity from coal.
4 marks
The descriptions for E to G are given below.
E In the cooling towers steam condenses to water.
F The hot waste gases rise out of the flue.
G The pylons carry the electricity supply to the users.
b What problems might be caused by the flue gases?
1 mark
5 These bar charts show the electricity used by two different families
A and B in one week.
family B
Units of electricity used in a week
Units of electricity used in a week
family A
heaters cooker lights
iron
kettle
TV
heaters cooker lights
a Which family uses more electricity in a week?
b Give one way in which family A could be wasting
energy. Use the bar chart to explain your answer.
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iron
kettle
TV
1 mark
2 marks
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Energy and electricity (continued)
End of unit test
Green
6 Andrew built this circuit. When he completed the circuit,
the voltmeter read 1.5 V.
^ _
V
UG SS
MS ET
Andrew added a second, then a third cell. He added the results to
his table:
Number of cells
Voltage (V)
1
1.5
2
3.0
3
4.5
4
5
6
a Andrew added two more cells. Complete the table
to show the rest of the results.
b i What pattern could Andrew see in his results?
ii When Andrew added the sixth cell, the voltmeter
read 6 V, which did not fit the pattern. Suggest
what Andrew had done with this cell in the circuit.
1 mark
1 mark
1 mark
Andrew used a different battery in the circuit. The
voltmeter read 9 V.
c i
Andrew says this proves the battery contains
six cells. What evidence does he have to
support this conclusion?
1 mark
ii Andrew wants some proof that he is right.
He knows it would not be safe to cut open
the battery. What would be the most reliable
source of information to provide this proof?
1 mark
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I
End of unit test
Red
Energy and electricity
1 This diagram shows a coal-fired power station.
M
p
?
t
u
F
G
^ _
B
UG SS
D
C
MS ET
A
E
a Using the diagram, describe what happens at
stages A to D to produce electricity from coal.
The descriptions for E to G are given below.
E In the cooling towers steam condenses to water.
F The hot waste gases rise out of the flue.
G The pylons carry the electricity supply to the users.
b What problems might be caused by the flue gases?
4 marks
1 mark
mountain
reservoir
pipes
generat
ing
pumpin
g
power
station
reservoir
2 This diagram shows Dinorwig pumped storage power station.
Write the correct words for each space to complete the
descriptions.
a During the process a lot of energy is wasted as
energy.
1 mark
b Inside the generator (or dynamo) a
moves to generate electricity.
1 mark
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End of unit test
Red
Energy and electricity (continued)
c When the demand for electricity is low, the spare electricity
is used to pump water back up to the reservoir.
^ _
The electricity needed to pump all the water back up
the pipes is more than the amount of electricity generated
at first when the water flowed down the pipes.
UG SS
Which statement correctly explains why this is? Write the letter.
MS ET
1 mark
A Because some of the gravitational potential energy is used
up when it is converted to electrical energy so the total
amount of energy at the end is less than before.
B Because the amount of energy changes as it transforms
to different types of energy.
C Because not all the gravitational potential energy is transformed
to electrical energy and back to gravitational potential energy,
although the total amount of energy is unchanged.
D Because the amount of energy present cannot be measured – the
total amount is always changing.
d The pylons which carry the high voltage supply from the
generators show this sign:
Describe a danger of the high voltage power lines.
1 mark
3 a Which of these statements describes what happens
inside a cell to produce an electric voltage?
1 mark
A
B
C
D
a
a
a
a
change of state
temperature change
chemical change
physical change
b This table shows the voltage measured across different
components in the same series circuit.
Component
Voltage measured (V)
bulb
1.3
buzzer
2.1
coloured bulb
0.9
heater
1.8
In one minute, which component transforms the most energy?
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?
t
u
^ _
UG SS
MS ET
4 These bar charts show the electricity used by two different families
A and B in one week.
family A
family B
Units of electricity used in a week
p
Energy and electricity (continued)
Units of electricity used in a week
M
End of unit test
Red
heaters cooker lights
iron
kettle
TV
heaters cooker lights
a Which family uses more electricity in a week?
iron
kettle
TV
1 mark
b Family A want to cut down their consumption of electricity.
Give one way in which this family could be wasting
energy. Use the bar chart to explain your answer.
2 marks
c Leanne uses a hairdryer rated at 500 W for half an hour
a week. Electricity use is measured in kilowatt hours.
Calculate how many kilowatt hours Leanne uses for
her hairdryer in a week.
1 mark
d Explain how the energy needed to keep a house
warm can be reduced.
1 mark
5 This diagram shows a model used to explain electricity.
UR
O
Y
ER
LOW SEHOLD
HOU NG BILLS
I
HEAT
HOW TO
CONSERVE
ENERGY
ng
indi
bil Wion
r
e
G
Stat
gerbil
track
second hill, higher
first hill
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Energy and electricity (continued)
End of unit test
Red
a What represents the current in the circuit?
1 mark
p
?
b What represents the cell?
1 mark
t
u
c Which ‘component’ in this circuit transforms the most energy?
1 mark
d To increase the ‘voltage’ of the cell, what change would you
make to the model?
1 mark
^ _
UG SS
MS ET
6 Andrew built this circuit. When he completed the circuit, the voltmeter read 1.5 V.
V
Andrew added a second, then four more cells. He added the results to his table:
Number of cells
Voltage
1
1.5
2
3.0
3
4.5
4
6.0
5
7.5
6
9.0
Andrew used a different battery in the circuit. The voltmeter read 9 V.
a i
Andrew says this proves the battery contains six cells. What evidence
does he have to support this conclusion?
ii Andrew wants some proof that he is right. He knows it would
not be safe to cut open the battery. What would be the most
reliable source of information to provide this proof?
iii The first time Andrew connected the battery, the voltmeter gave
a minus reading. Suggest what Andrew had done to make the
voltmeter do this.
Andrew had a choice of an analogue or digital voltmeter to use. He
chose the digital voltmeter. Suggest his reason for choosing this meter.
ii Andrew needed to be sure that his data from the experiment
was reliable. What should he do to obtain reliable data?
1 mark
1 mark
1 mark
b i
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1 mark
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Energy and electricity
I
Green (NC Tier 3–6)
M
p
t
End of unit test
mark scheme
?
u
Question
Answer
Mark
Level
1 a
Heat
1
3
b
Heat
1
3
Light
1
4
Gravitational potential.
1
4
Kinetic
1
4
b
Electrical
1
4
c
Heat or heat and sound.
1
5
d
High voltages are dangerous or cause electric shock or cause a high
current to flow through you or can kill.
1
4
Electrical energy.
1
5
b
B
1
4
c
C or a chemical change.
1
6
d
Buzzer
1
5
A In the furnace (allow fire) coal is burned.
1
5
B In the boilers water is boiled or heated.
1
5
C The steam turns the turbine.
1
5
D The generators turn and make electricity.
1
5
Acid rain or pollution or global warming or other sensible suggestion.
1
6
Family A.
1
6
Any one from: Heaters left on; House not insulated; Doors left open;
Lights left on; Accept any sensible answer.
1
6
Because the heaters or lights bar is higher for family A than
for family B.
1
6
6, 7.5, 9.
1
4
b i
ii
Each cell increased the voltage by 1.5 V.
Cell was reversed.
1
1
5
5
c i
ii
Six cells give 9 V, the same as the battery.
The website/literature from the manufacturer.
1
1
6
6
^ _
UG SS
MS ET
2 a
3 a
4 a
b
5 a
b
6 a
Scores in the range of:
NC Level
4–6
3
7–11
4
12–16
5
17–25
6
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Energy and electricity
I
End of unit test
mark scheme
Red (NC Tier 5–7*)
M
Mark
Level
A In the furnace (allow fire) coal is burned.
1
5
B In the boilers water is boiled or heated.
1
5
^ _
C The steam turns the turbine.
1
5
UG SS
D The generators turn and make electricity.
1
5
Acid rain or pollution or global warming or other sensible suggestion.
1
6
Heat or heat and sound.
1
5
b
Magnet or magnetic field.
1
7
c
C
1
7
d
Any one from:
Large currents can cause fire.
Cause electric shock. (Accept suitable alternatives)
1
6
C or a chemical change.
1
6
Buzzer
1
5
Family A
1
6
Any one from: Heaters left on; House not insulated; Doors left
open; Lights left on. Accept any sensible answer.
1
6
Because the heaters or lights bar is higher for family A
than for family B.
1
6
c
0.25 kWh
1
7*
d
Accept any sensible suggestion relating to insulation.
1
7
Gerbils moving.
1
6
b
Wind-up station.
1
7
c
Highest hill.
1
7*
d
Wind up gerbils more or give gerbils more energy.
1
7
6 cells give 9 V, the same as the battery.
The website/literature from the manufacturer.
The battery connected in reverse.
1
1
1
6
6
6
The digital meter gives a more precise reading.
He should repeat his measurements several times.
1
1
7
7
p
t
?
u
MS ET
Question
Answer
1 a
b
2 a
3 a
b
4 a
b
5 a
6 a i
ii
iii
b i
ii
Scores in the range of:
NC Level
6–10
5
11–15
6
16–18
7
19–25
7*
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I
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Learning outcomes
p
?
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^ _
UG
Energy and electricity
Pupil checklist
I can do
this very
well
I can do
this quite
well
I need to
do more
work on this
I can name types of energy.
I can name the units of energy.
I can describe energy transfers.
I can identify energy transfers.
I can name the three types of
stored energy: gravitational, chemical
and strain energy.
I can describe energy conservation.
I can describe how electrical energy is
transferred around circuits and
transformed in components.
I can describe how a battery has stored
chemical energy which is transformed
by a chemical change to electrical energy
in a circuit.
I can name the units of voltage.
I can use a voltmeter.
I can use a model to describe an
electric circuit.
I can describe how not all energy is
usefully transformed and some is wasted.
I can use a joulemeter.
I can describe energy dissipation.
I can describe what is meant by efficiency.
I can carry out calculations of efficiency.
(Red only)
I can describe the dangers and benefits
of electricity.
I can describe how a power station works.
I can use energy flow diagrams to show
energy transformations. (Red only)
I can plan and carry out an investigation
to find out what affects the voltage
of a fruit cell.
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UG
Energy and electricity
Glossary
Word
Definition
conserved
Energy is conserved: it is not created or destroyed, but just
passes from place to place. We call this ‘conservation of
energy’.
dissipated
energy efficiency
generator
gravitational
potential energy
potential difference R
power rating R
Sankey diagram R
turbine
voltmeter
The energy stored because something is lifted up.
Spread about. Energy such as light or heat is dissipated from
a source to the surroundings.
An instrument used to measure voltage.
Another term for voltage. It is the difference in potential
energy between two points on an electric circuit. R
How many watts (joules per second) of energy an electrical
device transfers. For example, a light bulb can have a power
rating of 60 watts. R
How much energy a device wastes. Something with low
energy efficiency wastes lots of energy.
A diagram that shows the amount of energy being
transferred. The widths of the lines show the amounts of
energy. R
A device that takes in kinetic (movement) energy and turns it
into electrical energy.
A device for changing movement in one direction into
spinning movement.
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Energy and electricity
conserved
M
p
?
dissipated
t
u
energy efficiency
^ _ generator
gravitational potential
energy
potential difference R
Key words
Sankey diagram R
turbine
voltmeter
power rating R
UG
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I
Energy and electricity
conserved
dissipated
energy efficiency
generator
gravitational potential
energy
potential difference R
Sheet 1 of 1
Key words
Sankey diagram R
turbine
voltmeter
power rating R
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Energy and electricity
I
I1 Make it work
?
t
u
^ _
UG
Green
a Heat, movement, light and sound energy.
b The electric motor is quieter, doesn’t need fuel
topping up and doesn’t pollute the atmosphere.
c chemical energy → light energy + heat energy
d Both candle and electric lamp give out heat and
light energy. The lamp gives out more light
energy than does the candle.
1
mobile
phone
batteries
iron
the mains
food
mixer
the mains
electrical
energy
movement,
sound and
heat energy
electrical
energy
heat energy
electrical
energy
movement
and sound
(or heat)
energy
electrical
energy
c Individual answers with appropriate reasons.
d i 70 J every second.
ii 30%
1 a
thermal energy
electrical
energy
hairdryer
kinetic energy
sound energy
b
kinetic energy,
pendulum swings
turn key
input
chemical
and kinetic
energy
clock
spring
wound
strain
energy
kinetic energy,
hands turn
sound energy,
tick-tock
2 a
b
c
d
2 a 750 J
b 15 J
c 735 J
d
thermal energy
hairdryer
kinetic energy
sound energy
1750 J
It warms the air in the room.
250 J altogether of the energy you want.
All of the input energy must appear as
the total of all of the kinds of energy
outputs.
e The energy dissipation is the thermal energy
given out by the TV.
3 Individual answers.
3 Individual answers.
Red
I2 Energy in and out
a i
Green
a i The ski lift.
ii The flow of skiers.
iii The ski run.
b i 2.35 V
ii 2.35 V
iii 0 V
c There is no difference in energy at the ends of
each wire.
d i two
ii three
iii
Any one from: quieter, no pollution, doesn’t
need fuel topping up.
ii It can be located anywhere even where there
is no electricity supply.
Spring tightly
wound
Spring unwound
e
ich
duc
pro o wh t
s to am
gh
ind dyn t to li
n
unw he
in t curre
ing
Spr nergy ctric ch
e
le
or
etic es e the t
kin oduc
pr
b
In
win put k
ine
d
in s ing up tic en
prin
e
–
g a ener rgy by
s st
g
rain y sto
ene red
rgy
p
Wind-up torch
red
sfer rent
r
ran
is t he cu
t
rgy
ene y as ghts
ical energ mp li
l
em
a
Ch ctrica and l
le ows
fl
to e
In
che put e
ner
mi
new cal en gy is
bat ergy
ter
ies in
M
Book answers
Batteries' chemicals used up
1 Voltage means the change in energy between
two points. Volts are the units of measurement
for voltage. V in a circle represent a voltmeter.
V is an abbreviation for ‘volts’.
2 a Voltage is measured in volts.
b Voltage is measured using a voltmeter.
c The more the voltage the brighter the lamp.
Battery torch
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I
M
p
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^ _
UG
Energy and electricity (continued)
Red
a There is no difference in energy at the ends of
each wire.
b Potential difference.
1 a Where there is a difference of energy between
two points.
b A voltmeter.
c volts
2 a i The cell, putting energy into the circuit.
ii The lamp, where the energy comes out of
the circuit.
iii The current.
iv The difference in energy or the potential
difference.
v The amount of resistance.
3 There are two ski lifts to be taken up and three
downhill ski runs to come down.
4 The voltage is modelled by the height of the ski
lift. The higher the lift goes, the more voltage
there is. Greater voltage allows the skiers at the
top to have more energy. The flow of skiers
shows the current. The more skiers, the greater
the current. The total energy transferred is
then given by the number of skiers coming
down the slope and how high the slope has
been made.
I3 Using electricity
Green
a The voltage isn’t large enough to supply the
energy needed to move the big heavy trains.
b The microwave oven uses much less energy to
cook food than an electric oven.
c The higher the temperature of the wash water,
the more energy has been used. So using a lower
temperature wash uses less energy.
1 A 50 V supply would not allow enough energy
to be supplied to the larger household
appliances like washing machines, dryers and
electric cookers.
2 a Lights transfer about 100 J for each second
they are on. So turning off lights when they
are not needed saves energy.
b If you put 60 W bulbs where there were
100 W bulbs you would be saving 40 J for
each second for each bulb that was on.
c Using the air outside to dry your wash will
save the energy that you would otherwise use
in the tumble dryer.
3 Using a more energy efficient washing machine
will make Helen’s mother’s electricity bill less
each month. This saving will eventually make
up for the extra £65 she paid for the energy
efficient machine. After a while the savings will
be even more than the difference in price that
she paid for it.
Book answers
Red
a The voltage isn’t large enough to supply the
energy needed to move the big heavy trains.
b The microwave oven uses much less energy to
cook food than an electric oven.
1 a Lights transfer about 100 J for each second
they are on. So turning off lights when they
are not needed saves energy.
b If you put 60 W bulbs where there were
100 W bulbs you would be saving 40 J for
each second for each bulb that was on.
c Using the air outside to dry your wash will
save the energy that you would otherwise use
in the tumble dryer.
d Running your dishwasher on the cool cycle
will not heat the water to as high a
temperature as the normal cycle and will
save energy.
2 Using a more energy efficient washing machine
will make Helen’s mother’s electricity bill less
each month. This saving will eventually make
up for the extra £65 she paid for the energy
efficient machine. After a while the savings will
be even more than the difference in price that
she paid for it.
3 a Insulating his house will keep the heat given
out by the storage heaters from escaping so
the house will stay warmer for a longer time.
This will cause less energy to be supplied to
the storage heaters when the next heating
cycle comes on.
b By using less energy on the heating cycle, less
electricity is produced at the power station.
This will make less fossil fuel to be used at
the power station.
c By using less energy there will be less
pollution and less global warming which will
help save the planet.
I4 Power stations
Green
a Individual answers.
b i Jim’s answer points out the least
environmental damage.
ii Mary’s answer points to the greatest
environmental damage.
c No. Leaving the problem to be solved to the last
minute when the fossil fuels run out will not
work. We have to prepare for the time when
there are no more fossil fuels ahead of time and
make the necessary changes now that will allow
energy to be harnessed without fossil fuels.
1 Conserved – not used up, just transferred or
stored.
Dissipated – spread about to the surroundings.
Efficiency – the fraction of the energy that ends
up where you want it.
© Harcourt Education Ltd 2004 Catalyst 3
This worksheet may have been altered from the original on the CD-ROM.
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Energy and electricity (continued)
Energy – makes things work.
Generator – changes kinetic energy into
electrical energy.
Non-renewable – being used up faster than it
can be replaced.
Renewable – being replaced, usually by the Sun.
Turbine – transfers kinetic energy to the generator.
2 Wind can be used as a renewable source of
energy. Wind turbines are ugly to some people.
Coal is a non-renewable source of energy, easy
to use but pollutes the atmosphere.
Solar energy is renewable. It does not pollute the
environment. It is expensive to construct solar cells
large enough to supply large amounts of power.
Falling water is a renewable source of energy.
It causes no pollution but does need large
dams to be built which cause changes to the
environment.
Red
a Individual answers.
Book answers
b Using hot water from cooling towers means
that less energy has to be used to heat the
houses by the normal central heating. Using
less energy will cause less fossil fuel to be used
at the power station.
c 3 MJ
1 Conserved – not used up, just transferred or
stored.
Dissipated – spread about to the
surroundings.
Energy efficiency – the fraction of the energy
that ends up where you want it.
Generator – changes kinetic energy into
electrical energy.
Turbine – transfers kinetic energy to the
generator.
2 a Individual answers.
b Individual answers.
c Individual answers.
d Individual answers.
e Individual answers.
© Harcourt Education Ltd 2004 Catalyst 3
This worksheet may have been altered from the original on the CD-ROM.
Sheet 3 of 3