Scheme of work Physics – Energy This resource provides guidance for teaching the Energy topic from our new GCSE Physics (8463). It has been updated from the draft version to reflect the changes made in the accredited specification such as the specification reference numbers. A few changes have been made to the learning outcomes and the opportunities to develop skills columns. The scheme of work is designed to be a flexible medium term plan for teaching content and development of the skills that will be assessed. It is provided in Word format to help you create your own teaching plan – you can edit and customise it according to your needs. This scheme of work is not exhaustive; it only suggests activities and resources you could find useful in your teaching. 4.1 Energy 4.1.1 Energy changes in a system, and the ways energy is stored before and after such changes Spec ref. Summary of the specification content Learning outcomes What most students should be able to do Suggested timing (hours) Opportunities to develop Scientific Communication skills Opportunities to develop and apply practical and enquiry skills Self/peer assessment opportunities and resources Reference to past questions that indicate success
4.1.1.1 The changes involved in the way energy is stored when a system changes. Calculations to include work done by forces and when a current flows. The equations are covered in detail in sections 4.2.4, and 4.5.2. Equations for work done by a force and work done when a charge moves through a potential difference should be known. A system is an object or group of objects. Describe, for common situations, the changes involved in the way energy is stored when a system changes. For example: an object projected upwards a moving object hitting an obstacle an object accelerated by a constant force a vehicle slowing down an electric kettle boiling water. Calculate how energy is redistributed in a system when it changes. Work is done when charge flows in a circuit. 2 Presenting and writing descriptions and explanations: Ask students to explore questions such as: Why do the wheels of a bike get very hot when braking hard? Which type of car is more efficient – petrol or electric? How is the gravitational potential energy store of an object increased? Why does a flow of electrons along a wire allow bulbs to light and motors to spin? Describe the changes involved in the way energy is stored in simple systems. Examples could include: vehicle braking systems (such as bike brakes) a ball being thrown upwards Presenting and writing descriptions and explanations: Obtaining and presenting primary evidence: Investigation using simple machines around a classroom/laboratory to look at changes in energy stores. Compare three of the machines investigated showing their similarities and differences. Present the findings to the group. Discuss energy wasted by the machines and ways to reduce it. Why does increasing the spring constant make a spring more difficult to stretch? Why does doubling the speed of a vehicle more than double the braking distance? Obtaining and presenting primary evidence: Plan and carry out an investigation to find the amount of energy transferred Energy: GCSE Boardworks – Work and Power Section Mini White Boards based on teacher’s own questions or Boardworks activities. (animations) Kinetic energy:
gravitational potential energy, Ep, in joules, J mass, m, in kilograms, kg gravitational field strength, g, in newtons per kilogram, N/kg height, h, in metres, m 4.1.1.3 The distribution of energy in a system can change. This change can be calculated. The equation is covered in detail in section 4.3.2 The specific heat capacity of a substance is the amount of energy required to change the temperature of one kilogram of the substance by one degree Celsius. Calculate changes in the way energy is stored when a system is changed by heating. Use calculations to show how the overall energy in a system is redistributed when the system is changed. The amount of energy stored in or released from a system as its temperature changes can be calculated the equation: 2 Ask students to explore questions such as: What determines how fast the temperature of a substance increases? Presenting and writing descriptions and explanations: Describe how the energy stored in a system changes when it is heated. Calculate: Calculate the increase in stored energy when a substance is heated. Presenting and writing descriptions and explanations: Why are concrete blocks used as thermal storage heaters? Why doesthe temperature of a pan of oil increase faster than a pan of water? Why does the filling of a pie feel hotter than the pastry even though it has been in the same oven? Obtaining and presenting primary evidence. Required practical: Investigation to determine the specific heat capacity of one or more materials. (8.2.1) The investigation will involve linking the decrease of one energy store (or work done) GCSE Boardworks – Energy Efficiency, Energy and Movement (Mini White Boards for teacher’s Q&A or activities) Kinetic energy: clip
change in thermal energy, ΔE, in joules, J mass, m, in kilograms, kg specific heat capacity, c, in joules per kilogram per degree Celsius, J/kg°C temperature change, Δθ, in degrees Celsius, °C The specific heat capacity of a substance is the amount of energy required to raise the temperature of one kilogram of the substance by one degree Celsius. Describe what is happening at an atomic level when a substance is heated. Developing explanations using ideas and models: Give students an opportunity to create own models to explain what is happening when a solid is heated. This can be in the form of a diagram, a 2D or 3D model as they see fit. Calculate: Carry out calculations involving specific heat capacity. Students should also be able to rearrange the equation to find any unknown in the equation. Presenting and writing arguments: Evaluate the use of concrete in storage heaters: Why is concrete used? What are the problems associated with the use of concrete? Why aren’t other materials with a higher or lower specific heat capacity used? to the increase in temperature and subsequent increase in thermal energy stored. In measuring specific heat capacity students will have to measure energy or work done, this could be decrease in the g.p.e. store, electrical work (VIt) and the change in thermal energy. This may be better completed after section 4.2.4 when all of the preliminary work has been completed. Working critically with primary and secondary evidence: How much energy is stored in a crisp? Do some research to find out the published figures and then investigate. Working scientifically: Research different methods for measuring specific heat capacity. Design safe practical procedures that allow data to be collected.
The higher the thermal conductivity of a material; the higher the rate of energy transfer by conduction across the material. Design a poster to illustrate the reasons why insulating the home is beneficial for both the homeowner and the environment. Select specific examples and suggest what happen if insulation was not used in the home. model – it is possible using a beaker of hot water and a thermometer to find out how effective the insulation is in a 3D model that has been built. Investigate ways of reducing the wasted energy transfer in a rollercoaster – so that a marble dropped down a track will roll higher up the opposite side of the track. 4.1.2.2 Calculating efficiency. How to increase efficiency. Equations for the efficiency of an energy transfer should be known. The energy efficiency for any energy transfer can be calculated using the equation: Efficiency may also be calculated using the equation: Describe ways to increase the efficiency of an 1 Ask students to explore questions such as: Which type of power station is the most efficient? Which type of light bulb would cost the least amount of money to use? Research different types of power station to find out if combustion based power stations are less efficient that either nuclear or wind. Investigate ways of increasing the efficiency of a coal fired power station. Energy efficiency calculations: Efficiency of power stations video clip: YouTube: GCSE Boardworks – Energy & Efficiency section Mini White Boards based on teacher’s own questions or
4.1.3 National and global energy resources Spec ref. Summary of the specification content Learning outcomes What most students should be able to do Suggested timing Opportunities to develop Scientific Communication skills Opportunities to develop and apply practical and enquiry skills Self/peer assessment opportunities and resources Reference to past questions that indicate success 4.1.3 Energy Resources. Renewable and non-renewable energy resources. Describe the main energy resources available for use on Earth. These include: fossil (coal, oil and gas) nuclear fuel bio-fuel wind hydro-electricity geothermal the tides the Sun water waves. Distinguish between energy resources that are renewable and energy resources that are Compare the ways that different energy resources are used. The uses to include transport, electricity generation and heating. 1 Define renewable energy resource and give examples of them. Define non-renewable energy resource and give examples of them. Describe the way in which different energy resources are used and identify patterns and trends in the use of energy resources. Research the different types of energy resources that are available to generate electricity. For each type of energy resource find the environmental impacts. Explain why each type of energy resource is used to generate electricity even though it does have these environmental impacts. For a given location determine the best way of generating electricity. Role-play a meeting between a of local councillors/MPs, local environmental groups and electricity companies trying to get a new power station built. Which Investigations into output of a model wind turbine or solar cell. Video clip GCSE Boardworks – Non Renewable, Renewable sections Mini White Boards based on teacher’s own questions or activities from Boardworks