Doc Brown's Revision KS3 Science
PHYSICS Unit 7I Energy resources
What the Quiz is based on - original work schemes - programmes of study
and the quizzes will be adapted to suit the NEW National Curriculum for KS3 Science
All of KS3 Science is now under review
In this unit pupils:
• are introduced to the concept of energy in the context of fuels as convenient and therefore valuable sources
• consider the nature and origin of fossil fuels and renewable sources of energy and how their use has implications for the environment
• consolidate and extend their ideas about energy resources for living things: food for people and sunlight for plants
• link the energy resources to the role of the Sun as the ultimate source of most of the Earth’s energy resources
In scientific enquiry pupils:
• recognise hazards and take safety precautions
• decide what variables are relevant and how to control these to make fair comparisons
• consider the reasons for repeating measurements and observations
• use the Bunsen burner and thermometers safely and effectively
• make measurements of volume, mass and temperature
• investigate the energy resource in foods, controlling relevant variables
This unit is expected to take approximately 9 hours.
Note on the teaching of energy
This unit provides an introduction to energy through the idea of foods and fuels as energy resources. The term ‘resource’ is used in preference to ‘source’ to try to encourage the idea that energy is not just a kind of stuff, like fuel. Energy transfer is associated with change, in particular changes that can perform useful tasks, as a first step towards more formal understanding. This enables pupils to make connections between apparently disparate phenomena, as contexts are drawn from across the sciences, eg burning fuel, movement, eating food and plant growth. Pupils can begin to distinguish energy from stuff (the energy resource) and from linked concepts, eg force, power (the rate of transferring energy) and activity. A common misconception is that activity gives you energy because it makes you healthier – and so more able to do more activity.
This unit introduces pupils to a topic which may be new to them, although it has links with work done in key stage 2. It builds on ideas introduced in unit 6A ‘Interdependence and adaptation’ (green plants need light), unit 6D ‘Reversible and irreversible changes’ (burning), unit 6G ‘Changing circuits’ (electrical conduction) and unit 4C ‘Keeping warm’ (temperature; thermal insulation) in the key stage 2 scheme of work.
In unit 8I ‘Heating and cooling’, pupils will study energy transfer and change of state, and use particle explanations. In unit 9I ‘Energy and electricity’, pupils will study energy transformations and energy conservation.
This unit relates to unit 7A(ii) ‘Understanding materials (resistant materials)’ in the design and technology scheme of work. There are opportunities for citizenship education in this unit, in dealing with energy-supply issues.
At the end of this unit
in terms of scientific enquiry
most pupils will: plan a fair comparison of the energy output of a range of fuels or foods; control relevant variables; reduce error by repeating readings; comment on the accuracy of results; find information from selected secondary sources about fuels and energy devices; produce rules for the safe operation of a Bunsen burner
some pupils will not have made so much progress and will: make a fair comparison of the energy output of a range of fuels or foods and with help produce a bar chart or line graph of results; use information from a secondary source in reporting on fuels and other energy sources; use a Bunsen burner safely
some pupils will have progressed further and will: compare the effectiveness of different energy-transforming appliances, eg camping stoves, windmills; select secondary sources to provide information about the use of fuels or other energy sources
in terms of physical processes
most pupils will: state that fuels release energy when burnt and describe how renewable energy resources can be used to generate electricity and provide heating; explain why conservation of fuels is important; identify energy transfers within a range of systems including those involving living things
some pupils will not have made so much progress and will: name a range of fuels used domestically and in industry and some renewable energy resources; give examples of how to save fuels; identify energy transfers in some systems
some pupils will have progressed further and will: compare the advantages and limitations of a range of energy resources and give examples of how to use fuel economically; describe energy transfer links between the Sun, energy resources and themselves
It is helpful if pupils:
• have experience of burning materials
• know that plants and animals need food for growth and that plants need sunlight to grow
Risk assessments are required for any hazardous activity. In this unit pupils:
• plan an investigation into the burning of fuels
• burn a variety of foods
Model risk assessments used by most employers for normal science activities can be found in the publications listed in the Teacher’s guide. Teachers need to follow these as indicated in the guidance notes for the activities, and consider what modifications are needed for individual classroom situations.
Through the activities in this unit pupils will be able to understand, use and spell correctly:
• words with similar but distinct meanings, eg energy, activity, force, power, fuel
• words and phrases relating to scientific enquiry, eg accuracy, control of variables, reliability of results, repeat reading
Through the activities pupils could:
• find information using contents, index, glossary, key words, hotlinks, etc
• group sentences into paragraphs with subheadings as appropriate
• develop ideas and plans into continuous text
• ‘spirit burners’ and alcohols or a similar range of fuels
• samples of food, eg dry breakfast cereals, crispbread, toast
• unpainted tin lids
• videos and other secondary sources of information on fossil fuels and renewable energy sources
• aluminium ‘takeaway’ trays or similar for making solar panels
• samples of coal and oil
• solar cell
• role cards for class debate on issues related to energy use
• use the internet to find out about fossil fuels and renewable energy sources
• collect magazine pictures to illustrate use of energy resources
Enter specific words: physics topic, phrase, keyword, anything!
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