Unit
Title:
Energy and Electricity
Caretaker: BJP
Unit
No
9I
Lesson Title: Energy Types and Energy Changes
NC
Ref:
Sc4
Objectives:
MK - energy
can be described in different ways; that energy can be stored and can
be changed from one form to another. Pupils need to be able to
identify and describe some energy transfers in some everyday
situations
SK -
energy changes involve energy transfers which will be accompanied by a
"loss" of energy; electricity is a useful way of transferring energy
CK -
Lesson outline: Horsforth Commentary
: Learn about the different forms of energy and how energy must be changed to be useful
Starter activities: Brainstorm ideas about energy ( it is
very difficult to define but can be explained as "the ability to do
work" or "to allow us to do things" it includes "things that are
working" and things that store energy" such as springs or electric
cells)
Try and identify the
different forms of energy and summarise as HELP SMACK: Heat (Thermal),
Electrical, Light, Potential (gravitational potential and elastic
potential), Sound, Magnetic, Atomic (Nuclear), Chemical, Kinetic
(Movement)
Main course:
1. Energy Circus 1: Energy Types- could have these in a separate tray so as not to mix with Energy Circus 2
Show each item and pupils are to identify the energy types from HELP SMACK
Potato - chemical*; elastic band - elastic potential; candle - chemical*; coal - chemical*; a ball held above the ground - GPE; toy car - kinetic
Battery/cell - chemical*; torch - light, heat, electrical; (mock) radioactive source - atomic [stored energy = *]
NB: There are loads of examples you can use but it is helpful for the pupils always to choose from HELP SMACK
2. Energy Circus 2: Energy Transfers- these should be set up with labels around the class
Pupils to circulate identifying a) the source of energy in each case (You can ask "what is making it work?"), b) the forms that the source of energy is converted to, and c) the use to which the energy is put
a) Mass on a spring
b) Signal generator and loud speaker
c) Toy car on a ramp
d) Bulb, cell(s) and wires in simple circuit
e) Model Steam engine
f) Pendulum
g) Wind up toy
h) Electric kettle
i) Radiant Heater
j) Yo-Yo
k) Solar Powered calculator
l) Electric bell, lab pack, switch and wires
Remember that heat and sound are almost always given off in addition to the more obvious forms
Exploring Science 9 page
125 illustrates how the energy change should be written and gives a
simple example
Plenary:
Recall HELPSMACK or ask pupils to give examples of objects with KE, Heat energy etc
Go through and discuss the energy changes in the Energy Transfer Circus, perhaps asking pupils/groups to feedback to the class
Timings:
15
10
20
15
Homework Suggestion:
Explain the energy similarities and energy differences between a slice of pizza, a battery and a lump of coal
or 9Ia/1
or 9Ia/3
or 9Ia/5
Resources:
Energy Circus 1 (in a tray please): potato, elastic band, candle, coal , a ball held above the ground , toy car, torch, (mock) radioactive source with hazard sign
Energy Circus 2 (set up round lab): Mass on a spring, Signal generator and loud speaker, Toy car on a ramp, Bulb, cell(s) and wires in simple circuit, Model Steam engine, Pendulum, Wind up toy, Electric kettle, Radiant Heater, Yo-Yo, Solar Powered calculator, Electric bell, lab pack, switch and wires
Exploring Science 9 books
Unit
Title:
Energy and Electricity
Caretaker: BJP
Unit
No
9I
Lesson Title: Wasted Energy: Does all the GPE get converted into KE? (datalogging opportunity)
NC Ref:
Objectives:
MK - understand
about conservation of energy - energy is neither created or destroyed
only changed from one form into another
SK - whilst
being changed it
can get "diluted" into less useful forms and can "leak away" into the
surroundings and get wasted;
most machines produce waste energy as heat; unit for energy is Joules
(J)
CK - the
amount of wasted energy produced by a machine is a measure of its
efficiency
Lesson outline: Horsforth Commentary
:Most energy changes or transfers involve some wasted energy; not all of the energy is useful
The wasted energy is usually heat or sound and this goes into the surroundings
Starter
activity:
1. Recall HELP SMACK
2. Ask pupils how they get their energy ?
What happens to all the chemical energy they put into their bodies?
What happens when you run or move or exercise?
This should elicit the response that they get hot, and the discussion can go on to discuss whether this heat is useful.
3. You could think back to
the previous lesson and identify the useful and wasted energy
changes/transfers from the Energy Circus (the steam engine is a good
one to re-visit)
Main course:
Datalogging opportunity: Car on ramp - does all the GPE it has at the top of the ramp get converted into Kinetic Energy?
a) write down energy change "equation"
b) pupils could work out GPE = mass x gravitational field strength x height = m x g x h (in Joules)
c) using light gates calculate speed (velocity) of car (and Kinetic Energy) or get pupils to work out KE = ½ x mass x velocity²
d) pupils can compare whether GPE at top of ramp = KE at bottom
e) energy is lost; where does it go? (wasted as heat and light)
Plenary:
Consider energy saving light bulbs v conventional light bulbs (see 9Id/6 for guidance)
Consider energy INPUT (100W = 100Joules per second) and energy OUTPUT w/sheet 9Id/6
Energy saving bulb = 20W, conventional light bulb = 100W, but both produce the same light/brightness
If you use w/sheet 9Id/6, more able pupils can consider the initial cost of the two bulbs, their longevity and the overall costs
alternatively, try
Timings:
10
40
10
Homework Suggestion:
Find out the efficiency of a coal fired power station or or Sc1
write up of datalogging experiment
Resources:
Dataloggers with light gates, toy cars or trolleys, ramps, calculators
Worksheets:
Risk Assessment:
No obvious risks
Unit
Title:
Energy and Electricity
Caretaker: BJP
Unit
No
9I
Lesson Title: Electrical Energy in a Circuit
NC Ref:
Objectives:
MK - ammeter
measures current (in amps), voltmeter measure voltage (in volts);
voltage (a push) is needed for the current to flow
SK - ammeter
placed in series, voltmeter is placed across a component; cells can be
made using metals and acids (e.g. fruit juice)
CK -
Lesson outline: Horsforth Commentary
:Develop the idea of energy in circuits
Revise Year 7 work on
electricity and introduces the idea of voltage
Starter activity:
Discuss cells as a store of
chemical energy. This can be converted into electrical energy (in the
wires) and then used in other forms in various components in the
circuit e.g. as light in bulbs, as sound in buzzers
Revise energy changes:
1. Light bulb: Chemical (in cell) → electrical (in wires) → light and heat
2. Buzzer: Chemical (in cell) → electrical (in wires) → sound
Identify useful and wasted energy in both
Main course:
1. W/sheet 9Ib/4 - use as revision
2. Explain that in a circuit, Voltage = Energy
Show 1.5V cells (written on side), differentiate between energy supplied (by cell(s)) and energy used (by components)
How does the energy get to the components? Carried by the electrons/the current
Recall that current will not get used up; explain that voltage/energy will get used up.
The energy in the cell is the "push" that the electrons need to flow
3a. Make a simple cell from fruit - w/sheet 9Ib/2 or 9Ib/3 NB: bar charts!
or
3b Measure voltage in simple circuits - demonstrate that you place a voltmeter across the cell or component
Pupils can investigate a)
the voltage provided by different numbers of cells (easy) , or b) the
relationship between current in a circuit and the voltage of a supply
(keep the resistance of the circuit the same i.e. without changing
components)
Plenary:
Revise simple circuits and role and position or ammeter and voltmeter
Recap units: amps, volts, joules
Draw conclusion from 3a and 3b practicals: more cells = more voltage = more energy supplied = brighter bulbs; increase V and you increase I
Timings:
10
10
5
25
10
Resources: 2.5V
bulbs, buzzers, 1,5V cells, digital ammeters and voltmeters, loads of
leads or (electricity from fruit) strips of copper, zinc, iron, tin,
connecting wires, crocodile clips, digital voltmeters, variety of
fruit juices and/or fruits (minimum of 4 please), glass beakers
Worksheets:
Risk Assessment:
No obvious risks
Unit
Title:
Energy and Electricity
Caretaker: BJP
Unit
No
9I
Lesson Title: Generating Electricity
NC Ref:
Objectives:
MK - the
usefulness of electricity as a form of energy; advantages and
disadvantages; electrical energy is converted into other forms in
electrical devices; electricity is generated in high voltages in power
stations
SK - the
stages in electrical generation; the demand for energy is not constant
(daily or yearly)
CK - that
electrical energy is generated on demand and distributed via the
National Grid
Lesson outline: Horsforth Commentary
:Using energy at home - the usefulness of electrical energy and how it is transferred by different appliances
How electricity is
generated
Starter
activity:
Brainstorm where, when and how we use electrical energy in our homes - ask pupils to list all the electrical equipment that can think of. They can then classify them into items that produce mainly kinetic energy (fans, mowers, hair dryers, drills), heat energy (heaters, ovens), or other purposes (TVs, computers)
Discuss advantages - clean (at point of supply), quick/immediate, can be turned on and off, variety of uses/appliances
Discuss disadvantages - not portable, needs cables, cannot be stored, polluting at point of generation, can cause electric shocks, susceptible to power cuts
Imagine life without it!
Main course:
1. Use 9Ib/6 as a discussion exercise and to show steps in the "Power Station to Home" journey
Could answer questions or draws a flow chart of the process: electrical energy transmitted via wires (rather like a simple circuit from last lesson)
Could try 9Ic/3 for less able
2. What happens in the power station?
a) Provide pupils (in 2s or 3s) with a bar magnet, 2 leads and an analogue ammeter. Distribute selection of transformer coils round class room. Pupils to a) attempt to generate voltage/make a current flow b) investigate how you can make more voltage/greater current flow
b) Discuss conclusions and demonstrate generation using turntable, large magnet and demonstration meter
Conclusions:
To generate electrical energy/voltage you need 1.a magnet (a magnetic field), 2. a coil of wire 3. relative movement between the magnet and the coil of wire
To increase amount of electrical energy/voltage: increase strength of magnet/magnetic field; more turns on the coil; faster movement
Plenary:
W/sheet 9Ic/1
Timings:
Homework Suggestion: Find
out what provides the movement in a power station (or what turns the
turbine)
Resources:
Bar magnets, analogue meters, selection of transformer coils, demo
meter, turntable and large horseshoe magnet
No obvious risks
Unit
Title:
Energy and Electricity
Caretaker: BJP
Unit
No
9I
Lesson Title: Energy Resources
NC Ref:
Objectives:
MK - that
electricity is generated using other energy resources; that burning
fossils fuels to generate electricity can cause pollution, the
difference between non-renewable and renewable and their advantages
and disadvantages
SK - electricity
cannot be easily stored; the environmental effects of the various
energy resources
CK -
Lesson outline: Horsforth Commentary
:Revisit non-renewable and renewable energy resources
Identify misconceptions with "Intervention Clock"
Starter
activity:
Discuss HW from last lesson - Find out what provides the movement in a power station (or what turns the turbine)
Consider stages in the
"generation" diagram on page 130 Exploring Science 9
Main course:
1. Read page 131 Exploring Science 9 and revisit ideas about fossil fuels and renewables (from Year 7)
2. Pros and cons cards 9Ic/2
3. KS3 Misconceptions Clock - take care; this needs some thought!
Plenary:
Feedback on Misconceptions Clock
NB Renewable Energy Resources cannot be used again, but they will never run out!
Timings:
10
40
10
Homework Suggestion:
SATs questions
Resources:
Exploring Science Book 7 (p108) for renewables and non-renewables
Exploring Science 9
Scissors and glue
9Ic/2 and KS3 Booster Misconceptions Clock
No obvious risks