MODULE mod7A mod7B mod7C mod7D mod7E mod7F mod7G mod7H mod7I mod7J mod7K mod7L mod8A mod8B mod8C mod8D mod8E mod8F mod8G mod8H mod8I mod8J mod8K mod8L mod9A mod9B mod9C mod9D mod9E mod9F mod9G mod9H mod9I mod9J mod9K mod9L 7ia1
7Ia/1 Energy in fuels 1
Name _____________________________ Class ____________
Which fuel is best for heating water?
Method
1 Label this diagram using words from the Apparatus List.
Apparatus
- Boiling tube
- Clamp and stand
- Tin lid
- Heatproof mat
- Fuels
- Bunsen burner
- Tongs
- Thermometer
- Water
- Stop clock
- Eye protection
Wear eye protection!
2 Fill in the missing words, using the words in the box at the bottom of the page.
I will use different solid fuels to ____________________ some water in a
___________________ tube.
I will make it a fair test by using the ____________________ amount of water each time.
I will measure 20 cm3 of water using a ___________________ ___________________ and
pour it into the boiling tube. I will measure the temperature of the water.
I will light the fuel by holding it in the flame of a ____________________
___________________ .
I will put the burning fuel under the boiling tube. After 5 minutes I will find the temperature
of the water using a ____________________ .
I will repeat the experiment with the other ____________________ .
boiling Bunsen burner fuels heat measuring cylinder same thermometer
Recording your results
Fuel
Fuel start temp (°C)
Temperature of water after 5 minutes (°C)
Change in temperature (°C)
Calculate the temperature change for each fuel.
The fuel which gave the largest rise in temperature was ____________________.
The fuel which was easiest to light was ____________________ .
Some fuels leave soot on things when they burn.
The fuel which burned with the smallest amount of soot was ____________________ .
Considering your results/conclusions
The best fuel for heating water is ____________________ .
This is because ___________________________________________________________________
________________________________________________________________________________
Evaluation
Is there any way you could have made your investigation better?
[ observing, considering, evaluating ]
For a diagram of apparatus without leader lines or label lines see Worksheet 7Ia2.
7Ia/2 Energy in fuels 2
We heat water for many reasons, such as for washing or cooking. Energy is needed to heat the water. This energy is stored in fuels. People use different sorts of fuel for heating water.
Planning
1 Decide which fuels you are going to test, and how much you will use.
2 Write a method to describe how you are going to carry out your investigation. How long are you going to let the fuels burn?
3 How are you going to make your investigation a fair test?
4 Draw a table for your results, like this:
5 Now carry out your investigation. You can light your fuels by holding them in the flame from a Bunsen burner.
6 Which fuel provided the most heat energy?
7 Were any fuels more difficult to light than others?
8 Did any fuels leave soot on the boiling tube? Which one burned the most cleanly?
9 Which fuel was the best for heating water? (You need to think about your answers to questions 6, 7 and 8.) Explain why this fuel was best.
10 How could you improve your investigation if you had time to do it again?
[ planning, observing, considering, evaluating ]
7Ia/3 How fossil fuels were made 1
Cut out the boxes at the bottom of the page. Stick them next to the correct pictures.
[ knowledge ]
---------------------------------------------------------------------------------------------------------
Coal was formed from dead plants that lived long ago.
More layers of mud buried the dead animals, and they turned into oil and gas. The oil and gas get stuck under a layer of caprock which will not let them through.
The plants and animals fell to the sea bed when they died and got buried in mud and sand. The mud stopped them rotting away.
Oil and gas were formed from tiny plants and animals that lived in the sea millions of years ago.
More layers of the mud squashed the fossils. Heat from inside the Earth turned the mud into rock and turned the plant fossils into coal.
When the plants died they were buried in mud. The mud stopped them rotting away.
7Ia/4 How fossil fuels were made 2
1 Cut out all the boxes. Sort out the pictures and statements into the ones that apply to oil and the ones that apply to coal.
2 Put the pictures and statements in order, and stick them into your book.
7Ia/5 Fossil fuels 1
1 Complete these sentences, using the words in the box below. You may need to use some words more than once.
Fuels contain a store of energy called _____________________ energy.
When fuels are burned the _____________________ energy is changed into
_____________________ energy. Some fuels, called _____________________ fuels, were
formed from the remains of plants or _____________________ .
Coal was formed from dead _____________________. The plants were buried in
_____________________ , which stopped them _____________________ away.
More mud buried and squashed them. The mud turned into _____________________ and the
dead plants turned into _____________________ .
Oil and gas were formed from plants and _____________________ that lived in the sea.
When they died they _____________________ to the sea bed and were buried. Over
_____________________ of years they were squashed and heated, and turned into
_____________________ and _____________________ .
animals chemical coal fell fossil heat millions
mud natural gas oil plants rock rotting
2 We use fossil fuels for many different things.
Write 'coal', 'oil', or 'natural gas' next to each picture. Some things can use more than one kind of fuel. (Remember that petrol is made from oil.)
____________
___________
[ knowledge, literacy ]
7Ia/6 Fossil fuels 2
1 What form of energy is stored in fossil fuels?
2 Why are coal, oil and gas called fossil fuels?
3 Explain how coal is formed.
4 This table shows some facts about the different fossil fuels.
How easy to light?
Does it burn cleanly?
How much energy is released?
coal
difficult
no
30 kJ per gram
natural gas
very easy
yes
55 kJ per gram
oil
easy
45 kJ per gram
a Which fuel is the easiest to light?
b Which fuel burns most cleanly? What does this mean?
c From which fuel do we get petrol?
d Which fuel gives the most energy if one gram is burned?
e Which fossil fuel is a solid, which is a liquid and which is a gas?
5 a Why do you think petrol is used in cars instead of coal or natural gas?
b Why do you think lots of homes use natural gas for central heating instead of coal or oil?
7Ia/7 Generating electricity
Electricity is not a fuel. Electricity is generated using other energy resources. The pie charts show which fuels were used to generate electricity in Britain in different years.
1 Which fuel was used the most in 1980?
2 Which fuel was used the most in 1999?
3 a Which fuels have we used more of since 1980?
b Which fuels have we used less of?
4 Draw a circle in your book and sketch a pie chart to show which energy resources you think we will be using to generate electricity in 2010.
5 a Draw a line graph to show the information in the bar charts. Use axes like this:
(the line for coal has been drawn in, to help you).
b Do you think the pie charts or the line graph show the changes most clearly?
6 Research project. Find out which fuels are used in:
a France
b a country in Africa
c a country in Asia (India, for instance).
[ knowledge, presenting, considering, numeracy, research ]
7Ib/1 Using less
The sentences below explain why we need to cut down on the amount of fossil
fuels we use, and describe some ways of doing it.
Cut out the sentences and arrange them in three sections. Think of a heading for
each section.
Stick the sentences into your book in a sensible order, and write your headings in
the correct places.
----------------------------------------------------------------------------------------------------------
We use a lot of fuel in cars. We could use less fuel if we used smaller cars that could go further for a certain amount of petrol.
Everything that happens needs energy. Most of the energy we use comes from chemical energy stored in fossil fuels.
Heating our houses uses up a lot of fuel. If we did not keep our houses so hot and wore extra clothes, we would use less fuel. We would also save money!
We could also use less fuel at home.
We are using up fossil fuels much faster than they are being formed. We will run out of them one day.
We can make fossil fuels last longer by using less of them.
This would also make us healthier, because we would get more exercise!
If we walked or cycled instead of using a car, we would use up less fossil fuel.
It took millions of years for fossil fuels to form.
A microwave oven uses less energy to cook food than a normal cooker. We would use up less fossil fuel if we used microwave ovens instead of normal cookers.
Coal, oil and gas are all fossil fuels. They are made from the remains of dead plants or animals.
7Ib/2 Safe routes to schools
How children get to school.
Safe routes to schools is a project that aims to encourage more children to walk or cycle to school. If parents did not drive their children to school, they would use up less fossil fuels. There would be fewer traffic jams and less pollution because there would be fewer cars on the roads. Children would be healthier, because they would get more exercise, and this may even help them to do better at school!
Many parents do not want their children to walk or cycle to school because they are afraid they may be killed or injured in a road accident. Safe routes to schools runs projects that try to get local authorities to improve road safety.
Road safety can be improved by building special footpaths or cycle routes, or by making cycle lanes on busy roads. More pedestrian crossings can be built, to help children cross busy roads safely.
The road just outside the school can be made safer. Lots of children cross the road near the school, but this can be dangerous because there are often a lot of cars parked there while parents drop off their children. Drivers must be stopped from parking just outside schools, and made to drive slowly when they are passing the school.
Sometimes parents do not want their children to cycle to school in case their bicycle gets stolen. Schools could encourage children to cycle by making sure there is a secure cycle shed, and giving them a locker where they could keep their cycle helmet and reflective clothing.
[ literacy ]
7Ib/3 Safe routes 1
We could make fossil fuels last longer by walking or cycling to school, instead of coming by bus or car. Some children were asked what they thought about walking or cycling to school This is what they said:
1 Look at the things people said. Put a tick (ü) next to the ones that are advantages to cycling or walking.
2 Put a cross (û) next to the ones that are disadvantages.
3 Some children mentioned things that could be done to make walking or cycling safer or easier. Put an S next to these.
4 What do you think about walking or cycling to school?
___________________________________________________________________________
7Ib/4 Safe routes 2
You will need a copy of worksheet 7Ib/2 to help you to answer these questions - but not all of the answers are on the sheet!
1 a Write down three advantages of walking or cycling to school, instead of coming by car or bus.
b Write down three disadvantages of walking or cycling.
2 Write down two things that your school could do to persuade more children to walk or cycle.
Look at the pie charts that show how children get to school.
3 a Which is the most common way for primary children to get to school?
b What percentage of secondary school children come to school this way?
c Why do you think there is a difference? Think about how far you or your friends had to travel when you were at primary school, and how far you have to travel now.
4 a What percentage of children use public transport at primary and secondary schools?
b Why do you think the percentages are different? Try to think of at least two reasons.
5 The percentage of primary school children who cycle to school is too small to be shown on the pie chart. Why do you think this is?
6 Design a poster to try to persuade children at your school to walk or cycle to school more often. Make your poster colourful and eye catching, with a few simple messages.
7Ib/5 Persuade them!
Choose one of the following tasks. You will need a copy of worksheet 7Ib/2 to
help you.
1 Find out what a 'Walking Bus' is. There is plenty of information available on the internet.
Now imagine that you are a teacher in a primary school. Write a letter to be sent to the parents of the children in your school:
- explaining what a walking bus is
- explaining why you think it is a good idea
- asking for volunteers to help set up a walking bus for your school.
2 Write a letter to your local council, asking them to improve road safety on your route to school. You need to include the following things in your letter:
- reasons why more children should walk or cycle to school (keep this part short, with just enough information to persuade the council that walking or cycling is a good idea).
- your route to school, and where you think the most dangerous parts are for walkers or cyclists.
- what you think the council should do about it (for instance, would a new set of traffic lights help, or is a complete cycle lane needed?).
Set out your work like a proper letter. Word process it if you can.
3 Design and make a leaflet to explain how to keep safe when cycling to school. You are trying to persuade people to cycle instead of using cars, so you should include some benefits of cycling to school.
4 Now imagine that your school is going to print copies of your leaflet, and send them home to all the parents. Write a letter to be sent with the leaflet.
[ literacy, research ]
7Ic/1 Energy from plants 1
Rotting plants can be used to produce a gas called methane. Methane can be burned to give heat energy.
The methane is produced by microbes eating the plant material. They also produce some heat.
It would be difficult to collect the methane in a school laboratory. You can tell that methane is being produced because the plants will get warm.
Label this diagram using words from the Apparatus List.
- 2 vacuum flasks
- 2 thermometers
- Grass or straw
- Nylon
- Cotton wool
Fill in the missing words, using words from the box below.
cotton wool flask temperature thermometer vacuum week
I will put some straw or grass into a _______________________ flask.
I will put some nylon into another vacuum _______________________.
Nylon is a man-made material. It does not rot. I am using the flask with nylon in to check that the flask does not get hot on its own.
I will put a _______________________ into both of the flasks, and I will plug the top with
_______________________ _______________________ .
I will find the _______________________ of each flask.
I will then take the temperature every day for one _______________________ .
Date
Grass temperature (ºC)
Nylon temperature (ºC)
Draw a line graph to show your results.
The flask which showed energy being produced was the one with _______________________ in.
I know this because the temperature went up by _______________________ °C.
[ observing, presenting, considering ]
For a diagram of apparatus without label lines or leader lines see Worksheet 7Ic2.
7Ic/2 Energy from plants 2
The methane is produced by microbes eating the plant material. They also produce some heat. This happens naturally in waste in a refuse tip and in compost heaps in the garden.
It would be difficult to collect the methane in a school laboratory. You can tell that methane is being produced because the plants will get warm. You can use a vacuum flask to stop the heat escaping.
Any soft plants can be used to investigate the energy from biomass.
Nylon is a man-made material and is not made from plant material. You need to test the nylon to make sure that the temperature in the flask does not go up on its own. The flask with the nylon in it will be the control.
Decide which plant materials you are going to test, and put them into vacuum flasks. Set up another flask with some nylon in it. Put thermometers in and plug the tops with cotton wool.
1 What are you trying to find out?
2 Draw a diagram to show your apparatus.
3 Write a method to describe your investigation.
4 How will you make the test fair?
5 Decide how long your investigation will last and draw a table for your results.
6 Record the temperature when you start, and then every day. Draw a graph to show your results.
7 Write a conclusion to describe what you have found out.
8 Could you improve your experiment if you had time to do it again? Explain how.
9 How could you use what you have found out to keep plants warm in a cold frame or greenhouse. You could look for information in gardening books, CD-ROMs, garden centres, or ask a gardener!
[ planning, observing, presenting, considering, evaluating, research ]
7Ic/3 Energy concept map
7Ic/5 Energy resources 2
For each statement, say if it is true or false.
For each false statement, explain why it is wrong.
1 a Nuclear power stations use a metal called uranium.
b Uranium was formed when the Earth was formed so it will never run out.
2 a The Sun, wind and still water are also energy resources.
b Renewable energy resources are also called alternative energy resources.
c Solar cells turn the Sun's energy directly into electricity.
d Solar cells are mainly used in large areas like roof panels for heating water.
3 a Hydroelectric power stations are only found in flat areas.
b Hydroelectric power uses flowing water to generate electricity.
4 a Wind turbines are used to generate electricity from the wind.
b Wind turbines do not take up very much space.
5 a Biomass energy only comes from plants.
b The energy in biomass is not a renewable resource.
7Ic/6 Hydroelectric power
Cut out the picture and stick it in your book.
Cut out the labels and stick them on the correct places on the picture.
7Ic/7 A clockwork radio
Before 1991 all radios needed to be connected to the mains or use cells (batteries) to work. However, there are many parts of the world where there is no mains electricity and it is difficult to buy batteries.
Trevor Bayliss was born in London in 1937. He studied engineering at a local college after leaving school and then spent two years in the army. After leaving the army he became a salesman and quickly progressed to working in research and development. He was very interested in inventing things.
In 1991 Trevor watched a television programme about the spread of AIDS in Africa. He realised how very poor many people in Africa are and set out to develop a wind-up radio so they could listen to music and news without needing to buy cells. His first working example (or prototype) ran for 14 minutes. As the radio is wound up by hand, energy is stored inside the radio by winding up a spring - just like in clockwork toys. When the radio is used the stored energy is changed to electrical energy and then sound energy.
In 1994 the radio was featured on Tomorrow's World. The idea quickly caught on and a company was set up in Cape Town, South Africa, employing disabled workers to manufacture the Freeplay wind-up radio.
In 1996 the radio featured in a documentary on television and it was awarded the BBC Design Award for Best Product and Best Design. The radio was offered for sale
in Britain in 1997. Later models have a solar cell to extend the play time.
1 Why did Trevor Bayliss decide to invent a wind-up radio?
2 What is a prototype?
3 Where did the energy originally come from that makes the radio work? Explain your answer.
4 Why is a wind-up radio useful in remote areas of the world?
5 Would the solar cells always extend the playing time? Explain your answer.
[ literacy, knowledge ]
7Ic/8 Choose your resource
Each form of alternative energy has its advantages and disadvantages. Sometimes more than one resource is needed. For instance, you can only use wind turbines when the weather is windy, so you would need another energy resource to use on calm days.
The people below want to use some alternative energy resources. They will still buy electricity, but if they can have one or two alternative energy resources their electricity bills will be lower.
- Mr McCloud lives on a small cottage on an island off the coast of Scotland. He lives near the sea, in a sheltered bay where the water is usually calm. He has built a wall around his garden to protect his plants from any strong winds.
- Mr and Mrs Singh live in a village in Hampshire, in the south of England. They like living there because the weather is warm.
- Mrs Jensen owns an aluminium factory. It is built at the end of a sea loch in Scotland so that ships carrying the raw materials can reach the factory. There are high hills just behind the factory. She can spend a lot of money on her alternative energy resource, because it will save her a lot of money in the long run.
- Mrs Williams runs a farm in Wales. She keeps lots of cows, which live indoors during the winter because the weather is very cold.
1 Decide which energy resource each person should use, and explain why you have chosen that one. Some people might need more than one resource, but no one can have more than two.
2 Choose one of the people and write a letter to them explaining why they should choose a particular alternative energy resource.
7Id/1 Energy in food 1
How much energy is stored in different kinds of food?
Our bodies get the energy we need from the chemical energy stored in food. Different kinds of food contain different amounts of energy.
- Different kinds of food
- Measuring cylinder
- Pin
- Cork
- Clamp stand
Wear eye protection.
Fill in the missing words using words from the box.
measuring cylinder piece of food repeat same thermometer
I will heat some water using the energy from a _____________________ .
I will make it a fair test by using the _____________________ amount of water each time.
I will measure the volume of the water using a _____________________ _____________________
and pour it into a test tube.
I will measure the temperature of the water using a _____________________ .
When the food has finished burning I will take the temperature again.
I will _____________________ the experiment with the other food.
Label this diagram using words from the box.
food pin boiling tube clamp thermometer water cork
Food
Temperature at the beginning (°C)
Temperature at the end (°C)
Temperature difference (°C)
When the food burned the energy stored in it _____________________ the water.
The food which gave the highest temperature was the _____________________ .
This is the food which contains the most energy.
[ observing, considering ]
7Id/2 Energy in food 2
One way to find out how much energy is in a food is to burn it. As the food burns it gives out heat energy. This can be used to heat water. The hotter the water gets the more energy has been transferred from the food.
- Pieces of different foods
- Sharp knife
- Clock
1 Choose three different types of food.
2 Draw a results table like this:
3 Put one piece of food on a pin and then stick the other end of the pin into a piece of cork.
4 Use the measuring cylinder to measure 10 cm3 of water, and put it into the boiling tube. Take the temperature of the water.
5 Light the food using the Bunsen burner, and hold the burning food under the boiling tube. Make sure the flame is touching the test tube
6 When the food has finished burning take the temperature of the water again.
7 Repeat for the other foods.
1 Describe how you carried out the practical. How did you make it a fair test?
2 Draw a neat diagram of the experiment.
3 Draw a bar chart to show your results.
4 Which food contained the most energy? How do you know?
5 Foods come in different sizes. How could this have affected your results?
6 How could you improve the experiment?
[ observing, presenting, considering, evaluating ]
7Id/3 Energy and you 1
1 Look at the food labels below, then fill in the table.
Type of food
Energy value in 100 g (kJ per 100 g)
Energy value in one serving (kJ per serving)
Cereal
Jam
Yoghurt
Sausages
Bread
Butter
2 Which food gives the most energy per 100 g? ______________________________________
3 Which food gives the most energy per serving? _____________________________________
4 a How much energy would you get if you had a slice of bread and butter with jam on it?
Show your working. ______________________________________________________
______________________________________________________________________
b How much energy would you get if you ate a jam sandwich? Show your working.
[ knowledge, numeracy ]
7Id/4 Energy and you 2
Look at the six labels shown below.
1 Draw a table like the one below. Fill in the table using information from the labels.
Which food supplies the most energy per 100 g?
2 a Which food supplies the most energy per serving?
b Why is this a different food to the one with the most energy per 100 g?
3 How many joules are there in a kilojoule?
4 Explain why we need stored energy in our bodies.
5 Collect four labels of your own and complete a similar table.
6 Did you find any labels that did not have energy values on them? If so, what were they?
7Id/5 Using energy
This table shows the amount of energy needed for different activities.
Activity
kJ per hour
Climbing stairs
1200
Sleeping
200
Cycling
900
Snooker
450
Eating
360
Swimming
1800
Manual work
1250
Walking
Reading/TV
350
Writing
400
Running
1 Draw a bar chart to show the above information. Put the activities in order of energy use, so that the one that uses the most energy is on the left.
2 Which activity needs the most energy?
3 Which activity needs the least energy?
4 Which two activities need the same amount of energy in one hour?
5 If you cycled for 15 minutes to meet friends at a cafe, then spent 30 minutes eating lunch, before cycling home, how much energy would you need? Show your working.
6 Draw a table like the one below, and use it to work out how much energy you need during a day.
[ knowledge, presenting, numeracy ]
7Id/6 John Tyndall and the Matterhorn
John Tyndall (1820-1893) was born in Ireland. He was a surveyor and a railway engineer before becoming a scientist. One of the things he was interested in was studying glaciers, and he went to the Alps nearly every year. He was the first person to reach the top of the Weisshorn (4505 m high), and climbed Mont Blanc (4807 m) several times. In 1860 he had attempted to climb the Matterhorn (4478 m) and reached nearly 4000 m before having to turn back - but that was the highest anyone had ever been at the time.
There is a story that Tyndall calculated that the amount of energy needed to climb the Matterhorn was contained in a ham sandwich, so that was all the food he took with him! We can do some rough calculations to see if he was right, and if we think the story is true.
1 a How far would Tyndall have climbed if he started from Zermatt? Remember that he was aiming for the top!
b How much energy would it take to lift his total weight this far? Give your answer in kilojoules.
2 a How much energy would Tyndall have needed just to stay alive for2 days?
b What is 10% of this amount of energy?
c How much extra energy would Tyndall have needed for the climbing he was going to do? (Hint: round your answer to question 1a up to the nearest 1000 m, then divide by 500. Multiply this answer by your answer to part b.)
d The Matterhorn usually has ice and snow on it, and Tyndall was probably carrying a rucksack. How much extra energy would he need for these reasons?
e How much total energy would he have needed?
3 Now work out how much energy is stored in a ham sandwich. (Remember there are usually two slices of bread!)
4 a How does the energy in a ham sandwich compare with your answer to question 1?
b How many sandwiches would Tyndall have had to take if he only needed the energy you calculated in question 1?
5 a How does the energy in a ham sandwich compare with your answer to question 2?
b Do you think John Tyndall really set off up the Matterhorn with only a ham sandwich? Try to explain your answer.
[ numeracy ]
7Ie/1 Energy from the Sun
Cut out these shapes and match them up to show how the energy originally came from the Sun.
7Ie/2 Role play cards
Conservation group
- Tidal schemes and hydroelectricity reservoirs destroy habitats for wildlife.
- Burning fossil fuels produces pollution which is damaging the countryside.
- Wood is a good source of energy if the forests are managed so we only take out the amount of wood that grows each year.
Electricity companies
- Hydroelectric plants do not produce any pollution.
- Nuclear power is safe - it does not produce pollution like burning coal and oil. Nuclear fuels will last for hundreds of years.
- It would take thousands of wind turbines to produce the same amount of electricity as a nuclear power station.
Parents' group
- The roads are too busy for children to be safe.
- The fumes from traffic give children asthma.
- We must make sure that there are still enough energy resources when our children and grandchildren are getting old.
Fishermen's Union
- A tidal barrage would stop us getting our boats into the harbour. We would have to pay every time we went through the lock.
- Wave generators are a hazard to shipping - they could damage our boats if we hit one by accident.
Residents' associations
- Wind turbines spoil the look of the countryside.
- Nuclear power is dangerous - we could all be killed or made ill if an accident happens.
- They should build power stations somewhere else.
- We just want cheap electricity.
International aid agency
- Building dams for hydroelectricity plants can prevent people living downstream from getting enough water to grow their crops.
- Building dams costs a lot of money that governments could be spending on improving health or education.
- People need small energy resources for their villages.
- Many countries who do not have enough energy resources are in hot places where solar power would work well. They just need some help to buy the solar cells and solar panels.
7Ie/3 Energy wordsearch
Look at the energy resources in the box.
biomass coal food gas geothermal nuclear
oil solar tides waves wind wood
1 Use a pencil, and draw a ring around all the energy resources that originally come from the Sun.
2 Use a pen, and draw a ring around all the energy resources that are non-renewable. Some resources will have more than one ring around them.
3 Write down two renewable energy resources that do not originally come from the Sun. (Hint: they should be the resources without any rings around them.)
4 Now find all the words in the wordsearch.
G
C
F
Y
O
W
I
N
D
P
E
M
Q
A
Z
V
B
T
S
U
L
H
K
J
X
R
7Ie/4 Energy key words
Fill in the missing words.
__________________ A fossil fuel formed over millions of years from plants.
__________________ A fossil fuel formed from dead sea animals and plants.
__________________ An energy resource which can be replaced.
__________________ A substance that can be burned to release heat energy.
__________________ An energy resource which uses the heat from underground rocks.
__________________ An energy resource for human bodies.
__________________ Electricity generated from water trapped behind a dam.
__________________ Energy stored in fuels, food, and plants.
__________________ A radioactive fuel which can be used in power stations.
__________________ The unit for measuring energy.
__________________ This is not a fuel or an energy resource. It is generated using other forms of energy.
__________________ A device which can turn energy from sunlight into electricity.
[ knowledge, revision ]
7Ie/5 Energy chains
This energy chain shows the energy you use if you come to school by car.
Some things you should notice about this diagram are:
- it shows present-day plants and animals (that are used for food) and also plant and animals from long ago that turned into fossil fuels.
- it shows that energy was needed to build roads and cars, and to feed the people that did those things.
- it assumes that all the energy used came from food or from fossil fuels - the diagram would get very complicated if renewable resources had been added as well.
- it doesn't include things like getting the food from the farm to the supermarket and then to your house so your parent can eat it.
- the two shaded circles represent energy that is used every time you go on a car journey; the other circles represent energy that was only used once when the car or road was made.
1 Draw your own energy chain, to show where energy comes from when you are having a snack in front of the TV on a winter's evening.
Remember to include these things:
- the TV set had to be built
- someone had to make the programme that you are watching
- your house had to be built
- heating and lighting the house uses energy.
Your diagram does not have to look exactly like the one on this sheet. Here are some things to think about when you are planning your energy chain.
- You could assume that your house uses a renewable energy resource, but the TV factory probably did not.
- Should you show present day plants and animals separately from the ones that eventually turned into fossil fuels?
- You could use a computer to draw your chain. If you can't use a computer, draw it in pencil first as you may have to move some of the boxes so that you can fit the arrows in.
- Use colour to make your diagram clearer.
2 Now try drawing an energy chain for catching a fish from a wooden sailing boat on the sea.
7I Summary Sheets
Energy resources
Energy is needed to make things happen. There are different kinds of energy, such as light energy and heat energy that we get from the Sun, and electrical energy.
We need fuels to provide energy in our homes, factories and for transport. A fuel is something which can release heat energy.
Fossil fuels
Fossil fuels:
- are made from plants and animals which 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 which cause pollution when they are burnt
- are relatively cheap to obtain
- contain chemical energy which changes to heat energy when they are burnt
- originally got their energy from the Sun. The plants that became coal got their energy from the Sun, and the animals that became oil got their energy from plants which got their energy from the Sun.
Electricity is not a fuel. It has to be generated using other energy resources.
How coal is formed.
How oil and natural gas are formed.
Making fossil fuels last longer
We can make fossil fuels last longer by using less energy. 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 wearing more clothes.
Renewable energy resources
Renewable energy resources:
- include solar, wind, tidal, wave, biomass, geothermal and hydroelectricity
- do not produce harmful gases
- can be expensive
- will not run out.
Energy in food
Humans and other animals need energy to live. We get our energy from chemical energy stored in food. We need to choose our food so that we get the right amount of energy. If we eat too much we could get fat and become unhealthy. If we do not eat enough we will get thinner and may become ill.
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). 1kJ = 1000J.
Energy from the Sun
Most of the energy resources we use originally came from the Sun. Only geothermal energy, nuclear power and tidal power do not depend on energy from the Sun.
7I Target Sheet
Topic
Targets
Before the unit
I have learned this
I have revised this
7Ia
1
Know what fossil fuels are.
2
Know how fossil fuels are formed.
3
Know why electricity is not a fuel.
4
Know the law of conservation of energy.
7Ib
Know why it is important to save energy.
Know how we can use less fuel for transport.
Know how we can use less fuel for heating our homes.
Know what effects saving energy could have on lifestyles.
7Ic
Know the difference between renewable and non-renewable energy sources.
Be able to give examples of renewable and non-renewable energy sources.
Know what solar panels and solar cells are.
Know what biomass is.
7Id
Know how our bodies get the energy they need.
Know the units for measuring energy.
Know why different people need different amounts of energy.
Know how to test a food to find out how much energy it contains.
7Ie
Know where plants get their energy from.
Be able to explain how energy from the Sun is stored in fossil fuels.
Know how hydroelectricity is generated.
Know which sources of energy did not originally come from the Sun.
7I Word Sheets
Word sheets that include new words from the 'Focus on:' pages are available on the Exploring Science website.
7Ia - Fuelled by fossils
Word
Pronunciation
Meaning
chemical energy
The kind of energy stored in chemicals. Food, fuels and cells (batteries) all contain chemical energy.
A fossil fuel made from the remains of plants.
electrical energy
The kind of energy carried by electricity.
fossil
A dead organism that has been trapped in mud and whose body has not completely rotted away.
fossil fuels
Coal, oil and natural gas - all fuels that were formed from the remains of dead plants and animals.
fuel
Anything that stores energy that can be converted into heat energy - includes fossil fuels and nuclear fuel.
generate
Make electricity by turning a magnet inside coils of wire.
heat energy
The hotter something is, the more heat energy it has.
kinetic energy
kin-et-ick
The kind of energy in moving things.
law of conservation of energy
The idea that energy can never be created or destroyed, only changed from one form into another.
light energy
The kind of energy given out by light bulbs, candles, etc.
Fossil fuel formed from the remains of dead plants and animals that lived in the sea.
nuclear energy
Energy stored inside the particles that things are made out of.
sound energy
The kind of energy made by anything that is making a noise.
uranium
yer-rain-ee-um
A fuel used in nuclear power stations.
7Ib - Make them last!
non-renewable energy resource
Any energy resource that will run out and we cannot renew our supplies of it (e.g. oil).
7Ic - Planning for the future
alternative energy resources
Another name for renewable energy resources.
biomass
bi-O-mass
Any fuel that comes from plants, animals, or their wastes (e.g. wood, methane from rotting plants, etc.).
generator
Large coil of wire with a magnet inside. When the magnet is turned, electricity is produced in the coil of wire.
geothermal power
ge-O-therm-al
Making electricity using heat from hot rocks underground.
hydroelectric power
hi-drO-el-eck-trick
Making electricity by letting falling water (usually from a reservoir) turn turbines and generators.
radiation
Dangerous particles and energy given off by uranium and other radioactive materials.
renewable energy resource
An energy resource that will never run out (e.g. solar power).
solar cells
Flat plates that convert light energy into electrical energy.
solar panels
Flat plates that use the Sun's energy to heat water.
solar power
Making electricity by using light or heat energy from the Sun.
turbine
The machine in a power station that is pushed round by water or steam and turns the generator.
wind turbine
A kind of windmill that generates electricity using energy from the wind.
7Id - Eat up!
joule (J)
jool
The unit for measuring energy.
kilojoule (kJ)
kill-O-jool
There are 1000 joules in 1 kilojoule.
7Ie - The source is the Sun
convection current
con-veck-shun
A flow of liquid or gas caused by part of it being heated or cooled more than the rest.
nuclear power
Making electricity by using the nuclear energy stored inside uranium.
photosynthesis
foto-sinth-e-sis
Process that plants use to make their own food. It needs light to work. Carbon dioxide and water are used up. Food (a sugar called glucose) and oxygen are produced).
tidal power
Making electricity using the moving (kinetic) energy from the tides.