Scheme of work Combined Science: Trilogy - Foundation Physics – Energy This resource provides guidance for teaching the Energy topic from our new GCSE in Combined Science: Trilogy/Physics (8464). 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. 6.1 Energy 6.1.1 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 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
Presenting and writing descriptions and explanations: Describe and explain what is happening in terms of changes in energy stores when a motor is used to raise a load. are in use. This should be restricted to appliances that can be run from standard laboratory power supply units. 6.1.1.2 The amount of energy associated with a moving object, or stored by an object can be calculated. Calculations to include kinetic energy, elastic potential energy and gravitational potential energy. Equations for kinetic energy and gravitational potential energy should be known. Calculate the kinetic energy of a moving object, stored by a stretched spring and an object raised above ground level. The kinetic energy of a moving object can be calculated using the equation: Kinetic energy, EK, in joules, J Mass, m, in kilograms, kg Speed, v, in metres per second, m/s 2 Ask students to explore questions such as: When an object falls is the decrease in the gravitational potential energy store equal to the increase in the kinetic energy store? Calculate: Calculate the kinetic energy of a moving body. Calculate the amount of energy stored by various objects including stretched springs and objects raised above the ground. Calculation of an object’s speed given the kinetic energy of the object. Planning an approach. Selecting and managing variables: Determine the amount of energy stored in a spring. Investigate the efficiency of an electric motor used to lift a load by calculating the energy input from the power of the motor x time. The energy stored by the object can be found using: Obtaining and presenting primary evidence: Investigations looking into finding the speed of a trolley that travels down a ramp. Calculate the g.p.e. at the top of the ramp and the kinetic Gravitational potential energy: Gravitational to kinetic energy transfers: (links to other types of energy, calculations that can be done using Mini White Boards)
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 6.1.1.3 The distribution of energy in a system can change. This change can be calculated. The equation is covered in detail in section 6.3.2 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 using 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. Why are concrete blocks used as thermal storage heaters? Why does the 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. (10.2.14) The investigation will involve linking the decrease of one energy store (or work done) to GCSE Boardworks – Energy Efficiency, Energy and Movement (Mini White Boards for teacher’s Q&A or activities) Kinetic energy: Video 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. Presenting and writing descriptions and explanations: 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? the increase in temperature and subsequent increase in thermal energy stored. 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. Select suitable apparatus for carrying out the experiment accurately and safely. Identify possible hazards, the risks associated with these hazards, and methods of minimising the risks. Make measurements with appropriate precision and record data in appropriate tables.
What are the problems associated with the use of concrete? Why aren’t other materials with a higher or lower specific heat capacity used? Evaluate data and working methods. Recognise random and systematic errors; identify their causes. Identify causes of uncertainty in final calculated values and suggest ways of reducing the inaccuracies to improve the accuracy of the calculated values. 6.1.1.4 The power rating of an appliance states the rate that energy is being transferred or the rate at which work is done. Equations for power as the rate of transfer of energy or work done should be known. Power is defined as the rate at which energy is transferred or the rate at which work is done. P, in watts, W Energy transferred, E, in joules, J Time, t, in seconds, s Work done, W, in joules, J 1 Applications, implications and cultural understanding. Developing argument: Evaluate the benefits and drawbacks of using lower power devices such as compact fluorescent lamps (CFLs). Calculations: out calculations to determine power, using energy transferred divided by time and work done divided by time. Planning an approach: Investigating power. Find out how much power students have by getting them to perform simple tasks. Examples could include walking up a flight of stairs, lifting masses up a known height and pulling an object across a floor. For each case the students need to know the work done and the time taken. To introduce the equation for work done by a force section 6.5.2 needs to be covered. Work done:
the system can change. The energy transfers in a system are not always useful. Energy that is transferred in a way that is not considered useful is often described as being wasted. Reducing unwanted energy transfers. Reducing heat loss from a home by use of insulation. is no net change to the total energy. Whenever there are energy transfers in a system only part of the energy is usefully transferred. The rest of the energy is dissipated so that it is stored in less useful ways. This energy is often described as being wasted. Unwanted energy transfers can be reduced in a number of ways, for example, through lubrication and the use of thermal insulation. The rate of cooling of a building is affected by the thickness and thermal conductivity of its walls. The higher the thermal conductivity of a material; the higher the rate of energy transfer by conduction across the material. How can we reduce the amount of energy being wasted by a machine? What is the best way to reduce heat loss in the home? Presenting and writing descriptions and explanations: Presenting and writing arguments: Describe, in terms of energy stores / work done, what happens when an appliance (such as a radio) is working. Evaluate the use of various types of insulation in the home. Look in particular at the effectiveness of loft insulation and cavity wall insulation. Communication for audience and purpose: 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 could happen if insulation was not used in the home. Plan and carry out an investigation to find out which type of insulation will reduce heat loss the most. Investigate how the thickness of the insulating material used affects heat loss. Obtaining and presenting primary evidence: Design a building that will have very low heating bills. This can be a 2D or 3D 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. may get students thinking about the design of buildings and insulation. Good examples include: YouTube: YouTube: Energy changes that take place in a rollercoaster: Boardworks – very good sections on this topic and activities which can be done using Mini White Boards.
6.1.2.2 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 intended energy transfer.HT only 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. Prepare a presentation on different types of light bulb. Find out the cost of buying and running the light bulbs in a home for one year. Determine whether energy saving light bulbs will save money over incandescent light bulbs. State the equations used to find efficiency. Calculate the efficiency of a machine as either a decimal or a percentage. Energy efficiency calculations: Efficiency of power stations video clip: YouTube: GCSE Boardworks – Energy and Efficiency section Mini White Boards based on teacher’s own questions or activities from Boardworks.