In the table below, examples of how levels might be interpreted for this activity are given. It is suggested that a student needs to demonstrate
work at a level in two different strands to achieve that level.
Recalling
Working
towards
Level 4
Students name some
renewable energy
resources.
Exemplar: check that
students have named at
least two different
renewable energy
resources.
Level 4
Explaining
Using knowledge
Using
evidence
Applications and
implications
Students recognise that
renewable energy
resources help the
environment.
Exemplar: check that
students have stated that
using renewable
resources is better for
the environment.
Students correctly class various
energy resources as renewable
or non-renewable.
Exemplar: check that students
have correctly identified
resources as renewable or nonrenewable.
I
Level
7
Students recognise that
using non-renewable
energy resources is
harming the
environment.
Exemplar: check that
students have stated that
using non-renewable
resources is harming the
environment.
17
Open-ended
Assessment Task
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Energy report (Plenary 3 in Topic 7Ie)
Using knowledge
Using
evidence
Applications and
implications
Level 5
Students describe the
way in which various
renewable resources can
be used to provide useful
electricity or heat.
Exemplar: check that
students have described
how the energy provided
by their named resources
is used to provide either
heating or electricity.
Students explain why fossil
fuels are referred to as nonrenewable fuels, and explain
some ways in which their use
can harm the environment.
Exemplar: check that
students have explained that
we are using fossil fuels
faster than they are being
formed.
Exemplar: check that
students have explained that
carbon dioxide in the
atmosphere is causing
climate change, and at least
one possible effect of this.
Students suggest ways in which
renewable resources can be
used to replace non-renewable
resources.
Exemplar: check that students
have explained that using
renewable resources to
generate electricity should
reduce the amount of fossil fuels
used for this.
Students describe some
advantages and
disadvantages of
different renewable
resources, such as wind
power not always being
available.
Exemplar: check that
students have described
the advantages and
disadvantages of their
chosen resources
correctly (such as
availability, need for
coastlines/hot rocks,
visual or other
environmental impacts).
Level 6
Students recall some less
obvious disadvantages of
various renewable
resources, such as the
environmental effects of
tidal barrages.
Exemplar: check that
students have mentioned
at least one effect such as
the effect on wading birds
of altering tidal patterns,
the loss of habitats caused
by building a reservoir for
hydroelectricity, the effect
of growing crops for
biofuels on habitats or food
prices, etc.
Students explain how most
energy resources store
energy that originally came
from the Sun.
Exemplar: check that, if
students have referred to any
renewable resources other
than tidal or geothermal, they
have explained that there are
no fuel costs because the
energy originates in the Sun
(recently, as opposed to the
energy stored in fossil fuels).
Students suggest suitable
energy resources to use locally
and regionally, justifying their
recommendations.
Exemplar: check that students
have justified their
recommendations, and that the
justifications are sensible.
Students explain the
importance of reducing
our use of fossil fuels
and using renewable
energy resources.
Exemplar: check that
students have outlined
several adverse
consequences of climate
change, and linked
climate change to the
use of fossil fuels and
the increasing
concentration of carbon
dioxide in the
atmosphere.
18
Open-ended
Assessment Task
Explaining
I
Recalling
7
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Level
7
Assess Yourself!
I
Name
Class
Date
You have been asked to produce a report for the local council to explain why we need to use
renewable resources rather than non-renewable ones. Explain what the advantages and
disadvantages of some renewable resources are.
Your report should:
● explain which two renewable resources you think local businesses should use
● suggest one resource that could be used on a large scale in your region.
Name
Class
Date
Now that you have completed the activity, circle the number of stars next to each of these
sentences to describe how well you did.
I have…
named some energy resources.
stated whether each energy resource is renewable or non-renewable.
described some of the effects on the environment that can be caused by nonrenewable energy resources.
explained how electricity or heat is obtained from at least two different types of
renewable energy.
explained why we call fossil fuels ‘non-renewable’.
explained two ways that fossil fuels can harm the environment.
given at least two examples of where renewable energy resources could be
used instead of fossil fuels.
* * * * *
* * * * *
* * * * *
* * * * *
* * * * *
* * * * *
* * * * *
explained one advantage and one disadvantage of at least two types of
renewable energy.
* * * * *
stated at least two disadvantages of two different renewable resources. For
example, the environmental problems that could be caused by tidal barrages or
dams for hydroelectric power stations, or the availability of different resources.
* * * * *
explained how the Sun is the source of the energy in most energy resources,
which is why many renewable resources do not have fuel costs.
* * * * *
chosen some energy resources for your local area and explained why they
would work well there.
* * * * *
said why we should start using less fossil fuels and more renewable forms of
energy.
* * * * *
What could you do to improve?
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19
7
Mark Scheme
I
Quick Quiz
Question
Answer
Marks
Topic
1
2
3
4
7Ia
A
C
D
A
4
7Ib
B
D
C
A
4
7Ic
C
D
A
B
4
7Id
B
A
D
D
4
7Ie
B
A
B
B
4
End of Unit Test Mark Scheme
Question Part
Level Answer
1
a
3
natural gas, coal or wood
1 mark – allow ‘gas’ but do not
allow electricity
b
3
petrol or diesel
1 mark – allow LPG
a
4
millions of years
1 mark
b
4
Any one from: wood, peat, nuclear
fuel, biomass.
1 mark
a
3
thermometer and boiling tube
correctly labelled
2 marks – accept test tube
b
4
Which fuel stores the most energy, or
which fuel makes the water the
hottest.
1 mark
c
4
Any two from: same volume of water,
same mass of fuel, burn for same
time, same starting temperature of the
water, same distance between flame
and boiling tube.
2 marks
d
5
11.1, 7.2
1 mark for both correct.
Accept 11.11, 7.18, 7.19
e
5
The energy has raised the
temperature of the boiling tube and
the surroundings.
2 marks
a
5
chemical
1 mark
b
5
A – kinetic energy
B – gravitational potential energy
2 marks – accept ‘movement
energy’. Accept GPE. Do not
accept ‘potential energy’.
a
4
C, B, A, D
1 mark
b
6
Coal is non-renewable because we
are using it up faster than it is being
formed.
Biofuels are renewable, because we
can grow crops to make more at the
same rate as we use them up.
2 marks – accept equivalent
ideas
c
4
More carbon dioxide is added to the
atmosphere.
This traps more heat in the
atmosphere.
1 mark
2
3
4
5
5
Mark scheme
1 mark
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27
7
6
7
8
Mark Scheme
I
a
5
Any two from: nuclear, geothermal,
tidal.
2 marks
b
6
Energy from the Sun causes winds to
blow.
Winds blowing over the sea cause
waves.
2 marks
a
4
Any indication that the four key things
are:
● having a slope on the roof
● the direction the roof faces
● not shaded
● strong enough roof.
2 marks for all points.
1 mark for 2 or 3 points.
No marks if only 1 point given.
b
5
Sample answer:
To gather the most energy the roof
should be sloping, face in a direction
between south-east and south-west,
and not be shaded by trees. It also
must be strong enough.
2 marks
6
Hydroelectricity would be best.
Any two points from: Hydroelectricity
would be available all the time; solar
would only be available during the
day, only on days when it is not
cloudy; wind will only be available
when it is windy.
2 marks – no marks for stating
hydroelectricity (marks are for the
reasoning)
Final Level Calculation
Marks
Level
0–5
2 (or lower)
6–7
3 (low)
8–9
3 (secure)
10–11
3 (high)
12–13
4 (low)
14–15
4 (secure)
16–17
4 (high)
18–19
5 (low)
20–21
5 (secure)
22–23
5 (high)
24
6+
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28
7
Mark Scheme
I
Quick Check answers
Quick Check
Answers
7Ia WS
1
2
7Ia
Growth, repair, moving, keeping warm.
Foods contain a lot of energy, so the numbers would be very big if we measured
in joules.
3 A teenager.
4 They are still growing, and they are more active.
5 Record the type of food and how much of it you eat, then look up the amount of
energy stored in each food.
The final part of the worksheet is best addressed via class discussion.
1
2
3
4
7Ib
Food
Temperature rise per
gram of food (°C/g)
Ryvita® crispbreads
1.0
chocolate digestives
5.0
cheese straws
6.0
pitta bread
2.5
naan bread
2.0
rice cakes
4.0
Ryvita®, naan, pitta, rice cakes, chocolate digestives, cheese straws.
The greater the temperature rise, the more energy the foods contain
(or similar answer).
a naan bread : rice cakes = 2.0:4.0 = 1:2
b naan bread : cheese straws = 2.0:6.0 = 1:3
c pitta bread : choc digestives = 2.5:5.0 = 1:2
For the same amount of food burnt, rice cakes make the temperature of the
water rise twice as much as naan bread.
a
b
Italics used for energy stores, underlining used for energy transfers.
There are other possible combinations of labelling, but the main point is for students
to identify some examples of each kind of energy store and transfer, not to
exhaustively identify all possible answers.
The Sun (N, L) was setting as Zoe and Dan arrived at the theme park, but the air
still felt warm (T). They could hear the music (So) from the waltzers and the
screams (So) from the big dipper as the carriages swooped down (G or K, and F)
the first slope.
They started at a snack van. They had to wait while the cook changed the bottle of
gas (C) that was heating (H) his cooking fat, but they soon had a bag of doughnuts
dipped in sugar (C). Zoe won a bag of sweets (C) by firing a water pistol (K) at
some plastic ducks, and she ate them all while she watched Dan win a cuddly toy
using a catapult (St) to knock over a target (F). Then they had a go on the big
dipper. It was fine while the carriages were being pulled up to the top (G, F), but
Zoe felt very odd when the carriage rattled down the slope (G, K, F) and then up
and down again (G, K). When they got off she dashed (K) around the back of the
nearest stall and tripped over the cans of diesel (C) standing next to a generator
(E). She put her hand out and suddenly all the lights and music stopped. A man
came out to switch the generator back on, and he told her to go and be sick
somewhere else.
Zoe just watched while Dan was swung backwards and forwards (G, K, F) in the
pirate ship, but she felt well enough to go on the ghost train and she only screamed
(So) once when a glowing (L) shape appeared in front of her.
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29
7
I
Mark Scheme
7Ic
Coal: is a fossil fuel, is non-renewable, is mainly used to generate electricity, was
formed from plants.
Oil: is a fossil fuel, is non-renewable, is mainly used to produce petrol and diesel, is
used to generate electricity, was formed from tiny sea plants and animals.
Natural gas: is a fossil fuel, is non-renewable, is used to generate electricity, is used
for heating homes, was formed from tiny sea plants and animals.
Uranium: is a nuclear fuel, is non-renewable, is only used to generate electricity.
Hydrogen: can be renewable or non-renewable, can be used in fuel cells to make
electricity.
Biofuel: is renewable, is made from plant or animal wastes.
7Ic Lit
1
2
3
7Id
1
2
3
4
7Ie
2
No, it does not mention people being cleared from their farms, or the fact that
biofuels will not run out.
Some possible places in which the summary can be shortened are underlined
below. Not all suggestions can be used.
Biofuels are not new, because wood has been used as a biofuel for thousands
of years. Biofuels can be made from waste materials such as chip shop fat, or
from animal droppings or from the stalks from crops. These are good biofuels.
Most biofuels are made from crops grown on purpose. Some of these crops
[biofuels] are grown on land that used to be used for farming, so food is more
expensive and some people can’t afford it. And biofuels are sometimes grown
on land that used to be rainforest, so some plants and animals may die out.
One possible (shorter) summary is:
Wood is a biofuel that has been used for thousands of years. Some modern
biofuels are made from waste cooking oil, animal wastes or plant wastes from
farming. Most biofuels are made from crops grown for this purpose. In some
places these have replaced food crops so food prices have increased, and
some farmers have been cleared off their land. Elsewhere rainforest has been
cleared, harming wildlife. [67 words]
false – water has to be moving
true
false – solar panels are used for heating water
false – most are found in mountainous areas to use water falling from high
reservoirs (although some very small hydroelectric power stations can use
water flowing in rivers)
5 true
6 true
7 false – they can only generate when the wind is blowing fast enough (and not
too fast)
8 false – animal wastes can also be used
9 false – the energy transferred by tidal power and geothermal power did not
originally come from the Sun.
10 false – biomass is also available at any time.
3
4
5
Burning fuels releases carbon [dioxide] into the atmosphere. This is contributing
to making the Earth warmer. We can stop this happening by burning more [less
fossil] fuels.
Electricity is a fuel [is not a fuel] because it is generated using other fuels.
Coal, oil and natural gas were all formed from dead plants. [Coal was formed
from dead plants. Oil and natural gas were formed from dead sea plants and
animals.] They are called fossil fuels. They are renewable [non-renewable],
because they will run out one day.
We can change the way we live to use less fuel. We can do this by driving
bigger [smaller] cars, and keeping our houses warm [making our houses more
energy efficient].
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30
7
6
7
8
I
Mark Scheme
Metals like uranium store nuclear energy. Uranium gives off radiation, which can
be used to generate electricity. Uranium will last longer than fossil fuels, but it is
still non-renewable. [This paragraph is correct.]
These are renewable resources. They all [except geothermal and tides] get their
energy originally from the Sun.
Using renewable [non-renewable] resources makes climate change worse.
[Or, using renewable resources helps to reduce climate change.]
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31
7
End of Unit Test
I
Name
Class
Date
1 a Name a fuel that can be used in an oven for cooking.
[1 mark]
b Name a fuel that is stored in tanks and used in cars.
[1 mark]
2 a How long ago were fossil fuels formed?
[1 mark]
b Name one fuel that is not a fossil fuel.
[1 mark]
3 Gina is burning different fuels. This is the apparatus she is using.
a Label the diagram.
[2 marks]
b What do you think Gina is investigating with this apparatus?
[1 mark]
c Write down two things that Gina should keep the same to make sure her test is fair.
i
[1 mark]
ii
[1 mark]
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23
7
End of Unit Test
I
d The table shows some of Gina’s results. Complete the final column.
Fuel
Mass of fuel burnt (g)
Temperature rise in
water (°C)
paraffin
0.9
10
ethanol
1.6
11.5
Temperature rise per
gram of fuel (°C/g)
[1 mark]
e Gina’s teacher calculates that the energy stored in 0.9 g of paraffin is enough to raise the
temperature of the water by a lot more than 10°C. Explain why Gina did not get a bigger
temperature rise.
[2 marks]
4 Energy can be stored in different forms.
a Give the name we use to describe the way energy is stored in food and fuels.
[1 mark]
b The drawing shows two toy cars on a ramp. Name the way in which energy is stored in
each car.
Car A is storing
[1 mark]
Car B is storing
[1 mark]
5 a Write the letters of these sentences in the correct order to describe how oil and natural gas
were formed.
A More layers of sand and mud covered them and squashed them.
B They were covered in mud and sand.
C Tiny animals and plants died and fell to the bottom of the sea.
D Heat and pressure turned them into oil and natural gas.
[1 mark]
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24
7
I
End of Unit Test
b Coal and some kinds of biofuels are both made from plants. Explain why coal is nonrenewable and biofuels are renewable.
[2 marks]
c Climate change could result in floods and starvation in different parts of the world.
How does burning fossil fuels contribute to climate change?
[2 marks]
6 The energy in fossil fuels and in many kinds of renewable energy resource originally came from
the Sun.
a Write down two energy resources that do not depend on the Sun’s energy.
[2 marks]
b Electricity can be generated using the up and down movement of waves on the sea. Explain
how the energy in waves originally came from the Sun.
[2 marks]
7 Solar energy can be used to heat water for washing and heating, or to make electricity directly.
The article below is from a consumer advice website.
Is your house suitable for solar?
You can put solar panels or solar cells on any roof, but you will collect more solar energy if
your panels are facing the Sun for as much of the day as possible. Flat roofs are not very
good because the Sun is never overhead in the UK, and as the rain does not run off them
easily they will get covered in dust and dirt. A north-facing sloping roof will only collect some
energy in the summer when the Sun is high in the middle of the day. South facing is best, but
as long as you have a sloping roof facing any direction from south-west to south-east, you can
collect enough energy to make the cost of installation worth-while. And obviously you don’t
want any tall trees shading the part of the roof where your panels will go!
You also need to check that your roof is strong enough, as the panels can be quite heavy and
you don’t want to risk damaging the structure of the building.
a The article contains four key things you need to check to help you to decide whether your
house is suitable for solar energy. What are these four things?
i
ii
iii
iv
[2 marks]
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25
7
End of Unit Test
I
b Write a short paragraph of two sentences to summarise the best kind of roof for solar
panels. You do not need to include the explanations of why the roof needs to have the
different features.
[2 marks]
8 Mr and Mrs Jenkins are building a holiday cottage in a remote part of Wales, in a place that is
not connected to the electricity grid. The cottage will be beside a small river that is always
flowing and never dries up, even in the summer. The weather is often windy.
They have found the following information on different forms of renewable energy.
Resource
Energy transferred per second
when working (J)
Cost
small hydroelectric generator
5000
£25 000
wind turbine
5000
£17 000
solar cells
5000
£7 000
Explain which resource or resources they should use for their cottage.
[2 marks]
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26
Level
Planning
Obtaining (DAPS)
Presenting
Considering
Evaluating
Working
towards
Level 4
Students state an aim.
Students follow
instructions to make
some observations (e.g.
measure temperature
rise due to burning for
only two or three
different fuels).
Students record
results clearly.
Students provide a simple
description of what was found
(e.g. ‘fuel X had more energy
than fuel Y’).
Students make a simple
suggestion as to how to
improve the investigation
(e.g. ‘make sure the water
is always at the same
temperature at the
beginning of the
experiment’).
Students use simple
apparatus appropriately.
Students record their
observations using
ordered tables.
Students draw a
straightforward conclusion and
identify the evidence that they
have used.
Students suggest
improvements in their
work, giving simple
reasons (e.g. ‘make sure
the water is always at the
same temperature at the
beginning of the
experiment otherwise the
same amount of energy
from the burning food will
cause one tube to reach a
higher temperature than
another’).
Students outline a simple
method to compare energy
(e.g. complete instructions on
Worksheet 7Ic-2).
Students choose appropriate
apparatus from a selection.
Level 4
Students select appropriate
apparatus (e.g. boiling tube,
thermometer, clamp and
stand).
Students decide on an
appropriate approach and write
a method in steps, including
what they will look for.
Students state the number of
fuels that they will investigate.
Students follow
instructions carefully.
In fair tests, students
vary one factor while
keeping others the same
(which may require
some assistance) (e.g.
test different fuels while
keeping the burning time
the same, and the same
starting volume and
temperature of water).
20
Following instructions,
students take action to
control obvious risks to
themselves (e.g. follow
instructions to wear eye
protection while burning
fuels).
Students plot simple
charts.
Students identify simple
patterns in their data and
relate their conclusions to
those patterns (e.g. they
conclude that the fuel that
produced the greatest
temperature rise contained the
most energy).
Students communicate their
conclusions using appropriate
scientific language (e.g. using
words such as conclusion,
chemical energy, thermal
energy).
WS Investigations
Students state one way in
which they and/or others will
remain safe.
I
Students identify at least one
appropriate control variable
from a list of choices.
7
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WSI Assessment: Energy in fuels (Exploring 2 or Exploring 3 in Topic 7Ic)
Obtaining (DAPS)
Presenting
Considering
Evaluating
Level 5
Students select appropriate
apparatus and explain why it is
appropriate and what it does.
Students accurately
record readings from
scales (e.g. when
measuring water into the
boiling tube, read the
level by ignoring the
meniscus).
Students use charts
or graphs to present
their data with
guidance for line
graphs on which way
round to put axes.
The bar chart will be
well drawn with all
the appropriate
features.
Students analyse their findings
and draw conclusions making
clear use of their evidence
(e.g. ‘Fuel X stores more
energy than fuel Y, because it
produced the greatest change
in temperature per gram of fuel
burnt’).
Students evaluate their
working methods to make
practical suggestions for
improvements, which are
backed up with scientific
reasons (e.g. ‘I should
make sure that the
burning fuel is as close as
possible to the boiling
tube, so not too much
energy is used to heat up
the air around it’).
Students state what they will
look for and explain why they
will look for these things (e.g. ‘I
will find out which fuel
increases the temperature of
the water the most, as that will
show how much energy has
been transferred when the fuel
burns.’).
Students plan a systematic
approach, which includes the
number of measurements that
they will take.
Students state some ways in
which they will remain safe and
how they will ensure others
stay safe (e.g. wear eye
protection while burning fuels,
allowing burner to cool down
before touching it).
With some help students
recognise hazard
symbols and make and
act on simple
suggestions to control
risks to others as well as
themselves.
Students point out
inconsistencies and anomalies
in their data.
Students process numerical
data to draw conclusions (e.g.
calculating the temperature
rise per gram of fuel burnt
when given guidance on
method).
I
Planning
7
Students communicate their
ideas using some scientific
and mathematical conventions
and terminology.
21
WS Investigations
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Level
Planning
Obtaining (DAPS)
Presenting
Considering
Evaluating
Level 6
Students identify the
independent and dependent
variables and name them as
such.
Students collect
accurate data using
instruments with finescale divisions (e.g.
masses of fuel to within
1 g).
Students present
data using an
appropriate graph,
drawn neatly and
accurately, with
scales chosen to
allow the chart to fill
most of the graph
paper.
Students analyse findings to
draw valid conclusions that are
consistent with the evidence.
Students consider how
good their evidence is in
supporting their
conclusion (e.g. point out
that a lot of the energy
from the burning fuel
could have been
transferred to the air, so a
closed burner or some
insulation is
recommended).
Students plan an appropriate
approach.
Students take account of some
less obvious variables that
need to be controlled (e.g. the
distance between the flame
and the boiling tube).
Students state the number and
range of measurements that
they will make, justifying their
choices.
Students identify hazards and
describe how to reduce the
risks from those hazards, both
to themselves and to others.
Students recognise a
range of familiar risks
and take actions to
control them.
Students decide
whether to include or
ignore
inconsistencies and
anomalies in their
charts, pointing these
out where
appropriate.
Students account for any
inconsistencies in the
evidence.
I
Students explain how their
chosen apparatus will allow
them to collect data to
appropriate degrees of
accuracy and precision.
Students use scientific
concepts in their explanations
(e.g. the transfer of energy
from a chemical store in the
fuel to a thermal store in the
hot water).
7
Students manipulate numerical
data to make comparisons and
draw conclusions (e.g. by
calculating the temperature
rise per gram of fuel, and using
a numerical comparison
between different fuels ‘Fuel X
transferred twice as much
energy as Fuel Y’).
Students communicate
qualitative and quantitative
data effectively using scientific
conventions and terminology
(e.g. referring to mass of fuel
rather than its weight).
22
WS Investigations
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Level
7
Progression Check
I
Name
Class
Date
Draw a ring around a number of stars for each statement. If you are very confident about a
statement, draw your ring around all the stars. If you do not know anything about a statement do
not draw a ring.
Topic
At the end of the unit:
7Ia
Explain why different people need different amounts of food.
* * * * *
7Ia Working Scientifically
Use ratios to compare the energy released by different foods or fuels.
* * * * *
Name some ways in which energy is stored.
* * * * *
* * * * *
* * * * *
7Ib
Name some ways in which energy is transferred.
Identify energy stores and transfers in real-life situations.
7Ic
Recall some examples of renewable energy resources.
*
*
*
*
Explain how the Sun is the original source of energy for fossil fuels,
biofuels and food.
* * * * *
Explain how the Sun is the original source of energy for wind, waves and
hydroelectric resources.
* * * * *
Suggest and explain suitable renewable energy resources to use in
different situations.
* * * * *
Describe some advantages and disadvantages of renewable energy
resources.
* * * * *
Recall some examples of non-renewable fuels.
Name some fuels used in transport or in the home.
Describe how fossil fuels were formed.
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
7Id
7Id
Suggest some ways in which we can reduce our use of fossil fuels.
Describe what is meant by ‘efficiency’.
Explain how certain gases cause the greenhouse effect.
Identify useful and wasted energies.
*
*
*
*
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14
7
Quick Check
Ia
Name
Class
Date
Colette investigated the energy transferred by different biscuits and snacks when they burn.
The table shows her results.
Food
Mass burnt (g)
Temperature rise
(°C)
Ryvita® crispbreads
2.0
2
chocolate digestives
1.8
9
cheese straws
2.0
12
pitta bread
3.0
7.5
naan bread
2.5
5
rice cakes
0.5
2
Temperature rise per
gram of food (°C/g)
1 Complete the last column to show the temperature rise per gram of food.
2 a Write the foods in this table in order of the energy they
contain. (The first one has been done for you.)
Food
Ryvita® crispbreads
b Explain how you worked out the order for the foods.
3 Work out the ratios of the temperature rise obtained with:
a naan bread and rice cakes
temperature rise for 1 g
naan bread (°C)
temperature rise for 1 g
rice cakes (°C)
:
:
b naan bread and cheese straws
c pitta bread and chocolate digestives.
4 Write out in words what the answer to question 3a tells you.
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7
7
Quick Check WS
Ia
Name
Class
Date
A Answer these questions without looking at the textbook.
Put a number in the circle next to each question, to show how sure you are that your answer is
correct.
1 I am guessing completely and have no idea whether my answer is correct.
2 I am guessing, but I might be correct.
3 I am fairly confident that my answer is correct.
4 I am confident that my answer is correct.
5 I am certain that my answer is correct.
1 What do our bodies need energy for?
2 Why do we usually use kilojoules instead of joules for measuring the amount of
energy in foods?
3 Who needs the most energy in their food: a teenager or an adult office worker who
does not play sports?
4 Explain your answer to question 3.
5 How can you find out how much energy is in the food that you eat during one day?
B Now use the book to check your answers.
If you got them all correct, well done!
If you got some answers wrong, think about why you got them wrong.
● Was it a fact you could not remember, or was it because you did not understand
something?
● How can you learn the facts you cannot remember at the moment?
● What can you do if you don’t understand some of the work?
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8
7
Quick Quiz
I
On your answer sheet, write in or circle the correct letter for each question.
7Ia
1 We get the energy that our bodies need
from energy stored in:
A food.
B water.
C warm clothes.
D hot baths.
2 The units for measuring energy are:
A horsepower.
B degrees.
C joules.
D newtons.
3 People who dig holes in the road need a lot
of energy stored in their food because:
A they have long tea breaks.
B they always forget their sandwiches.
C they sometimes have to work in the
rain.
D they transfer a lot of energy while they
work.
4 You can find out how much energy is in a
peanut by:
A burning it, and seeing how hot it makes
a test tube of water.
B eating it, and seeing how full you feel.
C weighing it.
D seeing what colour it is.
7Ib
1 How do we describe the way that energy is
stored in batteries and food?
A kinetic energy
B chemical energy
C thermal energy
D potential energy
2 Which of these is not a way of transferring
energy?
A light
3 Which two stores is energy transferred
between when you heat a pan of water on
a gas cooker?
A thermal to chemical
B electrical to thermal
C chemical to thermal
D kinetic to strain
4 A stretched bow is a store of energy (strain
energy). What happens to the energy when
the arrow is fired?
A Forces transfer the energy to kinetic
energy in the arrow.
B Energy is stored as chemical energy.
C Movement energy is transferred to
sound energy.
D Force energy is transferred by
movement.
7Ic
1 Fossil fuels are formed from:
A water.
B electricity.
C dead plants and animals.
D rocks.
2 Fossil fuels are non-renewable fuels
because:
A they give out heat when they burn.
B they were formed from fossils.
C they are expensive.
D they cannot be replaced once they are
burnt.
3 Electricity is not a fuel because:
A
it has to be generated using other
energy resources.
B it is easy to switch on and off.
C it cannot be used to make cars run.
D it can burn you.
B forces
C heating
D strain
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1
7
Quick Quiz
I
4 A biofuel is:
A non-renewable.
B any fuel made from plant or animal
material.
C a fuel made from plant material only.
D a fuel made from animal material only.
7Id
1 Which statement is true?
7Ie
1 Which of the following is not true?
A Energy can be transferred to heat
things.
B Energy can be destroyed.
C Energy is stored in fossil fuels.
D Energy can be stored.
2 Why do we need to burn fewer fossil fuels?
A Renewable energy resources will run
out one day.
A Burning fossil fuels is contributing to
climate change.
B Renewable energy resources will not
run out.
B Electricity is running out.
C Non-renewable energy resources will
not run out.
D None of our energy resources will run
out.
2 Which renewable resources are available
at any time?
A hydroelectricity and geothermal
B solar and wind
C tidal and wave
D biofuels and solar energy
3 Which statement is true?
A Coal has energy stored in it because it
is black.
B Fossil fuels have energy stored in them
because the animals that became
fossils ran around a lot.
C Coal has energy stored in it because it
is warm inside the Earth.
D The plants that formed coal got their
energy from the Sun.
4 Which of these energy resources does not
originally come from the Sun?
C To pay for new cars.
D Energy is cheap.
3 How could we use less fuel for heating our
homes?
A Keep the house warmer and open the
windows.
B Keep the house cooler and wear a
jumper.
C Make sure we leave the heating on
when we are out.
D Turn the heat up at night, so we don’t
need blankets on the bed.
4 Which of these is not a problem with using
energy resources?
A Burning fossil fuels releases carbon
dioxide into the atmosphere.
B Wind turbines do not produce carbon
dioxide.
C Solar energy is not available during the
night.
D Nuclear fuel gives off dangerous
radiation.
A wind energy
B solar power
C fossil fuels
D geothermal energy
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2
7
Quick Quiz Answer Sheet
I
Name
Class
Date
The Quick Quiz is to see how much you already know about a subject. It also gives you some idea
of the things you will soon be learning about. Record your answers in the answers column. Shade
in or tick the ones you get right.
Topic
7Ia
7Ib
7Ic
7Id
7Ie
Answers
I can already…
1
Explain how our bodies get the energy they need.
2
Recall the units for measuring energy.
3
Explain why different people need different amounts
of energy.
4
Describe how to test a food to find out how much energy
it contains.
1
Recall the ways in which energy can be stored.
2
Recall the ways in which energy can be transferred.
3
Identify energy stores from descriptions of energy transfers.
4
Identify the way in which energy is transferred in a
given situation.
1
Describe how fossil fuels were formed.
2
Explain why fossil fuels are called non-renewable fuels.
3
Explain why electricity is not a fuel.
4
State what a biofuel is.
1
Explain the difference between renewable and nonrenewable energy resources.
2
Know some advantages and disadvantages of different
renewable resources.
3
Be able to explain how energy from the Sun is stored in
fossil fuels.
4
List the energy resources that did not originally come from
the Sun.
1
State the law of conservation of energy.
2
Explain why it is important to use less fossil fuel.
3
Explain ways of using less fuel.
4
Recall some of the problems of using different
energy resources.
Quick Quiz:
/20
At the start:
0–5 = I didn’t know much; 6–10 = I knew something;
11–15 = I knew a fair bit; 16–20 = I already knew a lot
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3
7
Summary Sheets
I
Energy from food
Humans and other animals need energy to live. The energy resource for our bodies is the energy
stored in food. We need to choose our food so that we get the right amount of energy.
The unit for measuring energy is the joule (J). There is a lot of energy stored in food, so we
usually measure the energy in food using kilojoules (kJ). 1 kJ = 1000 J.
Energy transfers and stores
Energy can be transferred by:
●
heating
●
light
●
sound
●
electricity
●
forces.
Energy can also be stored in different ways.
Energy stored in…
Commonly called…
the chemicals in food, fuels and batteries
chemical energy
moving objects
kinetic energy
hot objects
thermal energy
objects that are stretched, squashed or twisted
strain energy or elastic potential energy
objects moved to high places
gravitational potential energy
inside the particles that everything is made up from
nuclear energy or atomic energy
Energy is not used up. It can be transferred and stored in different ways, but it cannot be created
or destroyed. This is called the law of conservation of energy.
Fuels
Fuels store energy, and this energy is transferred when the fuels burn. Burning fuels are used to
heat things.
Fossil fuels:
●
are made from plants and animals that were trapped in mud and rocks millions of years ago
●
include coal, oil and natural gas
●
are non-renewable (they take millions of years to form, and so our supplies will run out)
●
produce gases that cause pollution and global warming when burnt
●
are relatively cheap to obtain
●
originally got their energy from the Sun. The plants that became coal, oil and natural gas got
their energy from the Sun, and the animals that became oil and natural gas got their energy
from plants, which got their energy from the Sun.
Nuclear fuel is also non-renewable. Nuclear power stations produce dangerous waste materials.
Electricity is not a fuel. It has to be generated using other energy resources.
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15
7
I
Summary Sheets
Making fossil fuels last longer
We can make fossil fuels last longer and help to reduce global warming by using less of them. We
could walk or cycle whenever we can, or use a bus instead of using a car. Walking and cycling
would make us fitter and healthier, and there would be less pollution if there were not as many cars
on the roads. We could also save energy by keeping our houses cooler and putting on more
clothes if we are cold instead of turning up the heating.
Renewable energy resources:
●
include solar, wind, tidal, wave, biofuels, geothermal and hydroelectricity
●
do not produce harmful gases or contribute to global warming
●
are often more expensive than using fossil fuels
●
will not run out
●
are not always available.
Hydroelectricity, geothermal energy and biofuels are available at any time. Tidal power is not
available all the time, but we can predict when it will be available. Energy from solar, wind and
waves is only available some of the time.
Energy from the Sun
Most of the energy resources we use store energy that originally came from the Sun.
Only geothermal power, nuclear power and tidal power do not depend on energy from the Sun.
How energy is transferred to our food:
How energy is stored in the wind and in waves:
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16
7
Word Sheets
I
7Ia energy and changes/Energy from food
Word
Pronunciation
Meaning
balanced diet
Eating a variety of foods to provide all the things the
body needs.
diet
The food that you eat.
energy
Something that is needed to make things happen or
change.
joule (J)
jool
The unit for measuring energy.
kilojoule (kJ)
kill-O-jool
There are 1000 joules in 1 kilojoule.
nutrient
new-tree-ent
Substance needed in the diet.
7Ia WS Ratios and percentages
Word
Pronunciation
ratio
Meaning
A way of comparing two different quantities.
Two numbers separated with a colon (:).
7Ib Energy transfers and stores
Word
Pronunciation
Meaning
atomic energy
A name used to describe energy when it is stored inside
materials. Another name for nuclear energy.
chemical energy
A name used to describe energy when it is stored in
chemicals. Food, fuel and batteries all store chemical
energy.
elastic potential
energy
A name used to describe energy when it is stored in
stretched or squashed things that can change back to
their original shapes. Another name for strain energy.
gravitational potential
energy
grav-it-ay-shon-al
po-ten-shall
A name used to describe energy when it is stored in
objects in high places that can fall down.
kinetic energy
A name used to describe energy when it is stored in
moving things.
law of conservation of
energy
The idea that energy can never be created or destroyed,
only transferred from one store to another.
nuclear energy
A name used to describe energy when it is stored inside
materials.
strain energy
A name used to describe energy when it is stored in
stretched or squashed things that can change back to
their original shapes. Another name for elastic potential
energy.
thermal energy
A name used to describe energy when it is stored in hot
objects. The hotter something is the more thermal
energy it has.
transfer
When energy is moved from one store into another or
from one place to another we say it is transferred.
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7
Word Sheets
I
7Ic Fuels
Word
Pronunciation
Meaning
biofuel
A fuel made from plants or animal droppings.
coal
A fossil fuel made from the remains of plants.
electricity
A way of transferring energy through wires.
fossil
The remains of a dead animal or plant that became
trapped in layers of sediment and turned into rock.
fossil fuel
Coal, oil and natural gas – all fuels that were formed
from the remains of dead plants and animals.
fuel
A substance that contains a store of chemical or nuclear
energy that can easily be transferred.
fuel cell
A machine that combines hydrogen and oxygen gases
to produce electricity.
generate
Produce electricity.
hydrogen
A gas that burns.
natural gas
Fossil fuel formed from the remains of microscopic dead
plants and animals that lived in the sea.
non-renewable
Any energy resource that will run out because we cannot
renew our supplies of it (e.g. oil).
nuclear fuel
Radioactive metals such as uranium. Nuclear fuels are
used in nuclear power stations to generate electricity.
oil
Fossil fuel formed from the remains of microscopic dead
plants and animals that lived in the sea.
renewable
An energy resource that will never run out (e.g. solar
power).
uranium
A radioactive metal that can be used as a nuclear fuel.
7Ic Lit Summarising
Word
Pronunciation
Meaning
abstract
A summary at the start of a scientific paper.
journal
A scientific magazine in which scientists publish their
findings by writing articles called scientific papers.
scientific paper
An article written by scientists and published in a
science magazine called a journal. It is like an
investigation report but usually shows the results and
conclusions drawn from many experiments. Scientific
papers are often just called papers.
topic sentence
The main sentence in a paragraph, which contains the
main point of the paragraph.
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7
Word Sheets
I
7Id Other energy resources
Word
Pronunciation
Meaning
geothermal power
jee-O-therm-al
Generating electricity using heat from rocks
underground.
hydroelectric power
hy-drO-el-eck-trick
Generating electricity by letting moving water (usually
falling from a reservoir) turn turbines and generators.
photosynthesis
foto-sinth-e-sis
Process that plants use to make their own food. It needs
light to work.
solar cell
Flat panels that use energy transferred by light to
produce electricity.
solar panel
Flat plates that use energy from the Sun to heat water.
solar power
Generating electricity using energy from the Sun.
solar power station
A large power station that uses the Sun to heat water to
make steam. The steam is used to make electricity in a
similar way to fossil fuel or nuclear power stations.
wind turbine
A kind of windmill that generates electricity using energy
transferred by the wind.
7Ie Using resources
Word
Pronunciation
climate change
efficiency
Meaning
The changes in weather that will be caused because the
Earth is getting hotter (sometimes called ‘global
warming’). This is happening because of the activities of
humans, and is probably caused by too much carbon
dioxide in the air.
e-fish-en-see
A way of saying how much energy something wastes.
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6