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Open-ended

Assessm

ent Task

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earson Education Ltd 2014. C

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aterial is not copyright free. 17

Energy report (Plenary 3 in Topic 7Ie) In the table below, examples of how levels might be interpreted for this activity are given. It is suggested that a student needs to demonstrate work at a level in two different strands to achieve that level.

Level Recalling Explaining Using knowledge Using evidence

Applications and implications

Working towards Level 4

Students name some renewable energy resources. Exemplar: check that students have named at least two different renewable energy resources.

Students recognise that renewable energy resources help the environment. Exemplar: check that students have stated that using renewable resources is better for the environment.

Level 4 Students correctly class various energy resources as renewable or non-renewable. Exemplar: check that students have correctly identified resources as renewable or non-renewable.

Students recognise that using non-renewable energy resources is harming the environment. Exemplar: check that students have stated that using non-renewable resources is harming the environment.

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Open-ended

Assessm

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Level Recalling Explaining Using knowledge Using evidence

Applications and implications

Level 5 Students describe the way in which various renewable resources can be used to provide useful electricity or heat. Exemplar: check that students have described how the energy provided by their named resources is used to provide either heating or electricity.

Students explain why fossil fuels are referred to as non-renewable fuels, and explain some ways in which their use can harm the environment. Exemplar: check that students have explained that we are using fossil fuels faster than they are being formed. Exemplar: check that students have explained that carbon dioxide in the atmosphere is causing climate change, and at least one possible effect of this.

Students suggest ways in which renewable resources can be used to replace non-renewable resources. Exemplar: check that students have explained that using renewable resources to generate electricity should reduce the amount of fossil fuels used for this.

Students describe some advantages and disadvantages of different renewable resources, such as wind power not always being available. Exemplar: check that students have described the advantages and disadvantages of their chosen resources correctly (such as availability, need for coastlines/hot rocks, visual or other environmental impacts).

Level 6 Students recall some less obvious disadvantages of various renewable resources, such as the environmental effects of tidal barrages. Exemplar: check that students have mentioned at least one effect such as the effect on wading birds of altering tidal patterns, the loss of habitats caused by building a reservoir for hydroelectricity, the effect of growing crops for biofuels on habitats or food prices, etc.

Students explain how most energy resources store energy that originally came from the Sun. Exemplar: check that, if students have referred to any renewable resources other than tidal or geothermal, they have explained that there are no fuel costs because the energy originates in the Sun (recently, as opposed to the energy stored in fossil fuels).

Students suggest suitable energy resources to use locally and regionally, justifying their recommendations. Exemplar: check that students have justified their recommendations, and that the justifications are sensible.

Students explain the importance of reducing our use of fossil fuels and using renewable energy resources. Exemplar: check that students have outlined several adverse consequences of climate change, and linked climate change to the use of fossil fuels and the increasing concentration of carbon dioxide in the atmosphere.

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© Pearson Education Ltd 2014. Copying permitted for purchasing institution only. This material is not copyright free. 19

Assess Yourself!

Name Class Date You have been asked to produce a report for the local council to explain why we need to use renewable resources rather than non-renewable ones. Explain what the advantages and disadvantages of some renewable resources are.

Your report should:

● explain which two renewable resources you think local businesses should use

● suggest one resource that could be used on a large scale in your region.

Name Class Date

Now that you have completed the activity, circle the number of stars next to each of these sentences to describe how well you did.

I have…

named some energy resources. * * * * * stated whether each energy resource is renewable or non-renewable. * * * * * described some of the effects on the environment that can be caused by non-renewable energy resources. * * * * * explained how electricity or heat is obtained from at least two different types of renewable energy. * * * * * explained why we call fossil fuels ‘non-renewable’. * * * * * explained two ways that fossil fuels can harm the environment. * * * * * given at least two examples of where renewable energy resources could be used instead of fossil fuels. * * * * * explained one advantage and one disadvantage of at least two types of renewable energy. * * * * * stated at least two disadvantages of two different renewable resources. For example, the environmental problems that could be caused by tidal barrages or dams for hydroelectric power stations, or the availability of different resources.

* * * * *

explained how the Sun is the source of the energy in most energy resources, which is why many renewable resources do not have fuel costs. * * * * * chosen some energy resources for your local area and explained why they would work well there. * * * * * said why we should start using less fossil fuels and more renewable forms of energy. * * * * *

What could you do to improve?

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Mark Scheme

Quick Quiz Question Answer Marks

Topic 1 2 3 4

7Ia A C D A 4

7Ib B D C A 4

7Ic C D A B 4

7Id B A D D 4

7Ie B A B B 4

End of Unit Test Mark Scheme Question Part Level Answer Mark scheme

a 3 natural gas, coal or wood 1 mark – allow ‘gas’ but do not allow electricity

1

b 3 petrol or diesel 1 mark – allow LPG a 4 millions of years 1 mark 2 b 4 Any one from: wood, peat, nuclear

fuel, biomass. 1 mark

a 3 thermometer and boiling tube correctly labelled

2 marks – accept test tube

b 4 Which fuel stores the most energy, or which fuel makes the water the hottest.

1 mark

c 4 Any two from: same volume of water, same mass of fuel, burn for same time, same starting temperature of the water, same distance between flame and boiling tube.

2 marks

d 5 11.1, 7.2 1 mark for both correct. Accept 11.11, 7.18, 7.19

3

e 5 The energy has raised the temperature of the boiling tube and the surroundings.

2 marks

a 5 chemical 1 mark 4 b 5 A – kinetic energy

B – gravitational potential energy 2 marks – accept ‘movement energy’. Accept GPE. Do not accept ‘potential energy’.

a 4 C, B, A, D 1 mark b 6 Coal is non-renewable because we

are using it up faster than it is being formed. Biofuels are renewable, because we can grow crops to make more at the same rate as we use them up.

2 marks – accept equivalent ideas

5

c 4 5

More carbon dioxide is added to the atmosphere. This traps more heat in the atmosphere.

1 mark 1 mark

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Mark Scheme

a 5 Any two from: nuclear, geothermal, tidal.

2 marks 6

b 6 Energy from the Sun causes winds to blow. Winds blowing over the sea cause waves.

2 marks

a 4 Any indication that the four key things are: ● having a slope on the roof ● the direction the roof faces ● not shaded ● strong enough roof.

2 marks for all points. 1 mark for 2 or 3 points. No marks if only 1 point given.

7

b 5 Sample answer: To gather the most energy the roof should be sloping, face in a direction between south-east and south-west, and not be shaded by trees. It also must be strong enough.

2 marks

8 6 Hydroelectricity would be best. Any two points from: Hydroelectricity would be available all the time; solar would only be available during the day, only on days when it is not cloudy; wind will only be available when it is windy.

2 marks – no marks for stating hydroelectricity (marks are for the reasoning)

Final Level Calculation Marks Level

0–5 2 (or lower) 6–7 3 (low) 8–9 3 (secure)

10–11 3 (high) 12–13 4 (low) 14–15 4 (secure) 16–17 4 (high) 18–19 5 (low) 20–21 5 (secure) 22–23 5 (high)

24 6+

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Mark Scheme

Quick Check answers Quick Check Answers 7Ia WS 1 Growth, repair, moving, keeping warm.

2 Foods contain a lot of energy, so the numbers would be very big if we measured in joules.

3 A teenager. 4 They are still growing, and they are more active. 5 Record the type of food and how much of it you eat, then look up the amount of

energy stored in each food. The final part of the worksheet is best addressed via class discussion.

7Ia

Food Temperature rise per gram of food (°C/g)

Ryvita® crispbreads 1.0

chocolate digestives 5.0

cheese straws 6.0

pitta bread 2.5

naan bread 2.0

1

rice cakes 4.0

2 a Ryvita®, naan, pitta, rice cakes, chocolate digestives, cheese straws. b The greater the temperature rise, the more energy the foods contain

(or similar answer). 3 a naan bread : rice cakes = 2.0:4.0 = 1:2 b naan bread : cheese straws = 2.0:6.0 = 1:3 c pitta bread : choc digestives = 2.5:5.0 = 1:2 4 For the same amount of food burnt, rice cakes make the temperature of the

water rise twice as much as naan bread.

7Ib Italics used for energy stores, underlining used for energy transfers. There are other possible combinations of labelling, but the main point is for students to identify some examples of each kind of energy store and transfer, not to exhaustively identify all possible answers. The Sun (N, L) was setting as Zoe and Dan arrived at the theme park, but the air still felt warm (T). They could hear the music (So) from the waltzers and the screams (So) from the big dipper as the carriages swooped down (G or K, and F) the first slope. They started at a snack van. They had to wait while the cook changed the bottle of gas (C) that was heating (H) his cooking fat, but they soon had a bag of doughnuts dipped in sugar (C). Zoe won a bag of sweets (C) by firing a water pistol (K) at some plastic ducks, and she ate them all while she watched Dan win a cuddly toy using a catapult (St) to knock over a target (F). Then they had a go on the big dipper. It was fine while the carriages were being pulled up to the top (G, F), but Zoe felt very odd when the carriage rattled down the slope (G, K, F) and then up and down again (G, K). When they got off she dashed (K) around the back of the nearest stall and tripped over the cans of diesel (C) standing next to a generator (E). She put her hand out and suddenly all the lights and music stopped. A man came out to switch the generator back on, and he told her to go and be sick somewhere else. Zoe just watched while Dan was swung backwards and forwards (G, K, F) in the pirate ship, but she felt well enough to go on the ghost train and she only screamed (So) once when a glowing (L) shape appeared in front of her.

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Mark Scheme

7Ic Coal: is a fossil fuel, is non-renewable, is mainly used to generate electricity, was formed from plants. Oil: is a fossil fuel, is non-renewable, is mainly used to produce petrol and diesel, is used to generate electricity, was formed from tiny sea plants and animals. Natural gas: is a fossil fuel, is non-renewable, is used to generate electricity, is used for heating homes, was formed from tiny sea plants and animals. Uranium: is a nuclear fuel, is non-renewable, is only used to generate electricity. Hydrogen: can be renewable or non-renewable, can be used in fuel cells to make electricity. Biofuel: is renewable, is made from plant or animal wastes.

7Ic Lit 1 No, it does not mention people being cleared from their farms, or the fact that biofuels will not run out.

2 Some possible places in which the summary can be shortened are underlined below. Not all suggestions can be used. Biofuels are not new, because wood has been used as a biofuel for thousands of years. Biofuels can be made from waste materials such as chip shop fat, or from animal droppings or from the stalks from crops. These are good biofuels. Most biofuels are made from crops grown on purpose. Some of these crops [biofuels] are grown on land that used to be used for farming, so food is more expensive and some people can’t afford it. And biofuels are sometimes grown on land that used to be rainforest, so some plants and animals may die out.

3 One possible (shorter) summary is: Wood is a biofuel that has been used for thousands of years. Some modern biofuels are made from waste cooking oil, animal wastes or plant wastes from farming. Most biofuels are made from crops grown for this purpose. In some places these have replaced food crops so food prices have increased, and some farmers have been cleared off their land. Elsewhere rainforest has been cleared, harming wildlife. [67 words]

7Id 1 false – water has to be moving 2 true 3 false – solar panels are used for heating water 4 false – most are found in mountainous areas to use water falling from high

reservoirs (although some very small hydroelectric power stations can use water flowing in rivers)

5 true 6 true 7 false – they can only generate when the wind is blowing fast enough (and not

too fast) 8 false – animal wastes can also be used 9 false – the energy transferred by tidal power and geothermal power did not

originally come from the Sun. 10 false – biomass is also available at any time.

7Ie 2 Burning fuels releases carbon [dioxide] into the atmosphere. This is contributing to making the Earth warmer. We can stop this happening by burning more [less fossil] fuels.

3 Electricity is a fuel [is not a fuel] because it is generated using other fuels. 4 Coal, oil and natural gas were all formed from dead plants. [Coal was formed

from dead plants. Oil and natural gas were formed from dead sea plants and animals.] They are called fossil fuels. They are renewable [non-renewable], because they will run out one day.

5 We can change the way we live to use less fuel. We can do this by driving bigger [smaller] cars, and keeping our houses warm [making our houses more energy efficient].

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Mark Scheme

6 Metals like uranium store nuclear energy. Uranium gives off radiation, which can be used to generate electricity. Uranium will last longer than fossil fuels, but it is still non-renewable. [This paragraph is correct.]

7 These are renewable resources. They all [except geothermal and tides] get their energy originally from the Sun.

8 Using renewable [non-renewable] resources makes climate change worse. [Or, using renewable resources helps to reduce climate change.]

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End of Unit Test

Name Class Date

1 a Name a fuel that can be used in an oven for cooking.

[1 mark]

b Name a fuel that is stored in tanks and used in cars.

[1 mark]

2 a How long ago were fossil fuels formed?

[1 mark]

b Name one fuel that is not a fossil fuel.

[1 mark]

3 Gina is burning different fuels. This is the apparatus she is using.

a Label the diagram.

[2 marks]

b What do you think Gina is investigating with this apparatus?

[1 mark]

c Write down two things that Gina should keep the same to make sure her test is fair.

i

[1 mark]

ii

[1 mark]

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End of Unit Test

d The table shows some of Gina’s results. Complete the final column.

Fuel Mass of fuel burnt (g) Temperature rise in water (°C)

Temperature rise per gram of fuel (°C/g)

paraffin 0.9 10 ethanol 1.6 11.5

[1 mark]

e Gina’s teacher calculates that the energy stored in 0.9 g of paraffin is enough to raise the temperature of the water by a lot more than 10°C. Explain why Gina did not get a bigger temperature rise.

[2 marks]

4 Energy can be stored in different forms.

a Give the name we use to describe the way energy is stored in food and fuels.

[1 mark]

b The drawing shows two toy cars on a ramp. Name the way in which energy is stored in each car.

Car A is storing

[1 mark]

Car B is storing

[1 mark]

5 a Write the letters of these sentences in the correct order to describe how oil and natural gas were formed.

A More layers of sand and mud covered them and squashed them.

B They were covered in mud and sand.

C Tiny animals and plants died and fell to the bottom of the sea.

D Heat and pressure turned them into oil and natural gas.

[1 mark]

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End of Unit Test

b Coal and some kinds of biofuels are both made from plants. Explain why coal is non-renewable and biofuels are renewable.

[2 marks]

c Climate change could result in floods and starvation in different parts of the world. How does burning fossil fuels contribute to climate change?

[2 marks]

6 The energy in fossil fuels and in many kinds of renewable energy resource originally came from the Sun.

a Write down two energy resources that do not depend on the Sun’s energy.

[2 marks]

b Electricity can be generated using the up and down movement of waves on the sea. Explain how the energy in waves originally came from the Sun.

[2 marks]

7 Solar energy can be used to heat water for washing and heating, or to make electricity directly. The article below is from a consumer advice website.

Is your house suitable for solar? You can put solar panels or solar cells on any roof, but you will collect more solar energy if your panels are facing the Sun for as much of the day as possible. Flat roofs are not very good because the Sun is never overhead in the UK, and as the rain does not run off them easily they will get covered in dust and dirt. A north-facing sloping roof will only collect some energy in the summer when the Sun is high in the middle of the day. South facing is best, but as long as you have a sloping roof facing any direction from south-west to south-east, you can collect enough energy to make the cost of installation worth-while. And obviously you don’t want any tall trees shading the part of the roof where your panels will go!

You also need to check that your roof is strong enough, as the panels can be quite heavy and you don’t want to risk damaging the structure of the building.

a The article contains four key things you need to check to help you to decide whether your house is suitable for solar energy. What are these four things?

i

ii

iii

iv

[2 marks]

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End of Unit Test

b Write a short paragraph of two sentences to summarise the best kind of roof for solar panels. You do not need to include the explanations of why the roof needs to have the different features.

[2 marks]

8 Mr and Mrs Jenkins are building a holiday cottage in a remote part of Wales, in a place that is not connected to the electricity grid. The cottage will be beside a small river that is always flowing and never dries up, even in the summer. The weather is often windy.

They have found the following information on different forms of renewable energy.

Resource Energy transferred per second when working (J)

Cost

small hydroelectric generator 5000 £25 000 wind turbine 5000 £17 000 solar cells 5000 £7 000

Explain which resource or resources they should use for their cottage.

[2 marks]

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WS

Investigations

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WSI Assessment: Energy in fuels (Exploring 2 or Exploring 3 in Topic 7Ic) Level Planning Obtaining (DAPS) Presenting Considering Evaluating Working towards Level 4

Students state an aim.

Students outline a simple method to compare energy (e.g. complete instructions on Worksheet 7Ic-2).

Students choose appropriate apparatus from a selection.

Students identify at least one appropriate control variable from a list of choices.

Students follow instructions to make some observations (e.g. measure temperature rise due to burning for only two or three different fuels).

Students record results clearly.

Students provide a simple description of what was found (e.g. ‘fuel X had more energy than fuel Y’).

Students make a simple suggestion as to how to improve the investigation (e.g. ‘make sure the water is always at the same temperature at the beginning of the experiment’).

Level 4 Students select appropriate apparatus (e.g. boiling tube, thermometer, clamp and stand).

Students decide on an appropriate approach and write a method in steps, including what they will look for.

Students state the number of fuels that they will investigate.

Students state one way in which they and/or others will remain safe.

Students use simple apparatus appropriately.

Students follow instructions carefully.

In fair tests, students vary one factor while keeping others the same (which may require some assistance) (e.g. test different fuels while keeping the burning time the same, and the same starting volume and temperature of water).

Following instructions, students take action to control obvious risks to themselves (e.g. follow instructions to wear eye protection while burning fuels).

Students record their observations using ordered tables.

Students plot simple charts.

Students draw a straightforward conclusion and identify the evidence that they have used.

Students identify simple patterns in their data and relate their conclusions to those patterns (e.g. they conclude that the fuel that produced the greatest temperature rise contained the most energy).

Students communicate their conclusions using appropriate scientific language (e.g. using words such as conclusion, chemical energy, thermal energy).

Students suggest improvements in their work, giving simple reasons (e.g. ‘make sure the water is always at the same temperature at the beginning of the experiment otherwise the same amount of energy from the burning food will cause one tube to reach a higher temperature than another’).

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WS

Investigations

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Level Planning Obtaining (DAPS) Presenting Considering Evaluating Level 5 Students select appropriate

apparatus and explain why it is appropriate and what it does.

Students state what they will look for and explain why they will look for these things (e.g. ‘I will find out which fuel increases the temperature of the water the most, as that will show how much energy has been transferred when the fuel burns.’).

Students plan a systematic approach, which includes the number of measurements that they will take.

Students state some ways in which they will remain safe and how they will ensure others stay safe (e.g. wear eye protection while burning fuels, allowing burner to cool down before touching it).

Students accurately record readings from scales (e.g. when measuring water into the boiling tube, read the level by ignoring the meniscus).

With some help students recognise hazard symbols and make and act on simple suggestions to control risks to others as well as themselves.

Students use charts or graphs to present their data with guidance for line graphs on which way round to put axes. The bar chart will be well drawn with all the appropriate features.

Students analyse their findings and draw conclusions making clear use of their evidence (e.g. ‘Fuel X stores more energy than fuel Y, because it produced the greatest change in temperature per gram of fuel burnt’).

Students point out inconsistencies and anomalies in their data.

Students process numerical data to draw conclusions (e.g. calculating the temperature rise per gram of fuel burnt when given guidance on method).

Students communicate their ideas using some scientific and mathematical conventions and terminology.

Students evaluate their working methods to make practical suggestions for improvements, which are backed up with scientific reasons (e.g. ‘I should make sure that the burning fuel is as close as possible to the boiling tube, so not too much energy is used to heat up the air around it’).

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WS

Investigations

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Level Planning Obtaining (DAPS) Presenting Considering Evaluating Level 6 Students identify the

independent and dependent variables and name them as such.

Students plan an appropriate approach.

Students explain how their chosen apparatus will allow them to collect data to appropriate degrees of accuracy and precision.

Students take account of some less obvious variables that need to be controlled (e.g. the distance between the flame and the boiling tube).

Students state the number and range of measurements that they will make, justifying their choices.

Students identify hazards and describe how to reduce the risks from those hazards, both to themselves and to others.

Students collect accurate data using instruments with fine-scale divisions (e.g. masses of fuel to within 1 g).

Students recognise a range of familiar risks and take actions to control them.

Students present data using an appropriate graph, drawn neatly and accurately, with scales chosen to allow the chart to fill most of the graph paper.

Students decide whether to include or ignore inconsistencies and anomalies in their charts, pointing these out where appropriate.

Students analyse findings to draw valid conclusions that are consistent with the evidence.

Students use scientific concepts in their explanations (e.g. the transfer of energy from a chemical store in the fuel to a thermal store in the hot water).

Students account for any inconsistencies in the evidence.

Students manipulate numerical data to make comparisons and draw conclusions (e.g. by calculating the temperature rise per gram of fuel, and using a numerical comparison between different fuels ‘Fuel X transferred twice as much energy as Fuel Y’).

Students communicate qualitative and quantitative data effectively using scientific conventions and terminology (e.g. referring to mass of fuel rather than its weight).

Students consider how good their evidence is in supporting their conclusion (e.g. point out that a lot of the energy from the burning fuel could have been transferred to the air, so a closed burner or some insulation is recommended).

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Progression Check

Name Class Date

Draw a ring around a number of stars for each statement. If you are very confident about a statement, draw your ring around all the stars. If you do not know anything about a statement do not draw a ring.

Topic At the end of the unit: 7Ia

Explain why different people need different amounts of food. * * * * * 7Ia Working Scientifically

Use ratios to compare the energy released by different foods or fuels. * * * * * 7Ib

Name some ways in which energy is stored. * * * * * Name some ways in which energy is transferred. * * * * * Identify energy stores and transfers in real-life situations. * * * * * 7Ic

Recall some examples of non-renewable fuels. * * * * * Name some fuels used in transport or in the home. * * * * * Describe how fossil fuels were formed. * * * * * Recall some examples of renewable energy resources. * * * * * 7Id

Explain how the Sun is the original source of energy for fossil fuels, biofuels and food. * * * * *

Explain how the Sun is the original source of energy for wind, waves and hydroelectric resources. * * * * *

Suggest and explain suitable renewable energy resources to use in different situations. * * * * *

7Id

Describe some advantages and disadvantages of renewable energy resources. * * * * *

Suggest some ways in which we can reduce our use of fossil fuels. * * * * * Describe what is meant by ‘efficiency’. * * * * * Explain how certain gases cause the greenhouse effect. * * * * * Identify useful and wasted energies. * * * * *

7Ia


Quick Check

Name Class Date

Colette investigated the energy transferred by different biscuits and snacks when they burn. The table shows her results.

Food Mass burnt (g) Temperature rise (°C)

Temperature rise per gram of food (°C/g)

Ryvita® crispbreads 2.0 2 chocolate digestives 1.8 9 cheese straws 2.0 12 pitta bread 3.0 7.5 naan bread 2.5 5 rice cakes 0.5 2

1 Complete the last column to show the temperature rise per gram of food.

2 a Write the foods in this table in order of the energy they contain. (The first one has been done for you.)

b Explain how you worked out the order for the foods.

Food

Ryvita® crispbreads

3 Work out the ratios of the temperature rise obtained with:

a naan bread and rice cakes temperature rise for 1 g naan bread (°C)

temperature rise for 1 g rice cakes (°C)

:

:

b naan bread and cheese straws

c pitta bread and chocolate digestives.

4 Write out in words what the answer to question 3a tells you.

7Ia


Quick Check WS

Name Class Date

A Answer these questions without looking at the textbook.

Put a number in the circle next to each question, to show how sure you are that your answer is correct.

1 I am guessing completely and have no idea whether my answer is correct.

2 I am guessing, but I might be correct.

3 I am fairly confident that my answer is correct.

4 I am confident that my answer is correct.

5 I am certain that my answer is correct.

1 What do our bodies need energy for?

2 Why do we usually use kilojoules instead of joules for measuring the amount of energy in foods?

3 Who needs the most energy in their food: a teenager or an adult office worker who does not play sports?

4 Explain your answer to question 3.

5 How can you find out how much energy is in the food that you eat during one day?

B Now use the book to check your answers.

If you got them all correct, well done!

If you got some answers wrong, think about why you got them wrong.

● Was it a fact you could not remember, or was it because you did not understand something?

● How can you learn the facts you cannot remember at the moment?

● What can you do if you don’t understand some of the work?

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Quick Quiz

On your answer sheet, write in or circle the correct letter for each question.

7Ia 1 We get the energy that our bodies need

from energy stored in:

A food.

B water.

C warm clothes.

D hot baths.

2 The units for measuring energy are:

A horsepower.

B degrees.

C joules.

D newtons.

3 People who dig holes in the road need a lot of energy stored in their food because:

A they have long tea breaks.

B they always forget their sandwiches.

C they sometimes have to work in the rain.

D they transfer a lot of energy while they work.

4 You can find out how much energy is in a peanut by:

A burning it, and seeing how hot it makes a test tube of water.

B eating it, and seeing how full you feel.

C weighing it.

D seeing what colour it is.

7Ib 1 How do we describe the way that energy is

stored in batteries and food?

A kinetic energy

B chemical energy

C thermal energy

D potential energy

2 Which of these is not a way of transferring energy?

A light

B forces

C heating

D strain

3 Which two stores is energy transferred

between when you heat a pan of water on a gas cooker?

A thermal to chemical

B electrical to thermal

C chemical to thermal

D kinetic to strain

4 A stretched bow is a store of energy (strain energy). What happens to the energy when the arrow is fired?

A Forces transfer the energy to kinetic energy in the arrow.

B Energy is stored as chemical energy.

C Movement energy is transferred to sound energy.

D Force energy is transferred by movement.

7Ic 1 Fossil fuels are formed from:

A water.

B electricity.

C dead plants and animals.

D rocks.

2 Fossil fuels are non-renewable fuels because:

A they give out heat when they burn.

B they were formed from fossils.

C they are expensive.

D they cannot be replaced once they are burnt.

3 Electricity is not a fuel because:

A it has to be generated using other energy resources.

B it is easy to switch on and off.

C it cannot be used to make cars run.

D it can burn you.

7I


Quick Quiz

4 A biofuel is:

A non-renewable.

B any fuel made from plant or animal material.

C a fuel made from plant material only.

D a fuel made from animal material only.

7Id 1 Which statement is true?

A Renewable energy resources will run out one day.

B Renewable energy resources will not run out.

C Non-renewable energy resources will not run out.

D None of our energy resources will run out.

2 Which renewable resources are available at any time?

A hydroelectricity and geothermal

B solar and wind

C tidal and wave

D biofuels and solar energy

3 Which statement is true?

A Coal has energy stored in it because it is black.

B Fossil fuels have energy stored in them because the animals that became fossils ran around a lot.

C Coal has energy stored in it because it is warm inside the Earth.

D The plants that formed coal got their energy from the Sun.

4 Which of these energy resources does not originally come from the Sun?

A wind energy

B solar power

C fossil fuels

D geothermal energy

7Ie 1 Which of the following is not true?

A Energy can be transferred to heat things.

B Energy can be destroyed.

C Energy is stored in fossil fuels.

D Energy can be stored.

2 Why do we need to burn fewer fossil fuels?

A Burning fossil fuels is contributing to climate change.

B Electricity is running out.

C To pay for new cars.

D Energy is cheap.

3 How could we use less fuel for heating our homes?

A Keep the house warmer and open the windows.

B Keep the house cooler and wear a jumper.

C Make sure we leave the heating on when we are out.

D Turn the heat up at night, so we don’t need blankets on the bed.

4 Which of these is not a problem with using energy resources?

A Burning fossil fuels releases carbon dioxide into the atmosphere.

B Wind turbines do not produce carbon dioxide.

C Solar energy is not available during the night.

D Nuclear fuel gives off dangerous radiation.

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Quick Quiz Answer Sheet

Name Class Date

The Quick Quiz is to see how much you already know about a subject. It also gives you some idea of the things you will soon be learning about. Record your answers in the answers column. Shade in or tick the ones you get right.

Topic Answers I can already… 1 Explain how our bodies get the energy they need. 2 Recall the units for measuring energy. 3 Explain why different people need different amounts

of energy.

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4 Describe how to test a food to find out how much energy it contains.

1 Recall the ways in which energy can be stored. 2 Recall the ways in which energy can be transferred. 3 Identify energy stores from descriptions of energy transfers.

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4 Identify the way in which energy is transferred in a given situation.

1 Describe how fossil fuels were formed. 2 Explain why fossil fuels are called non-renewable fuels. 3 Explain why electricity is not a fuel.

7Ic

4 State what a biofuel is. 1 Explain the difference between renewable and non-

renewable energy resources. 2 Know some advantages and disadvantages of different

renewable resources. 3 Be able to explain how energy from the Sun is stored in

fossil fuels.

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4 List the energy resources that did not originally come from the Sun.

1 State the law of conservation of energy. 2 Explain why it is important to use less fossil fuel. 3 Explain ways of using less fuel.

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4 Recall some of the problems of using different energy resources.

Quick Quiz: /20

At the start: 0–5 = I didn’t know much; 6–10 = I knew something; 11–15 = I knew a fair bit; 16–20 = I already knew a lot

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Summary Sheets

Energy from food Humans and other animals need energy to live. The energy resource for our bodies is the energy stored in food. We need to choose our food so that we get the right amount of energy.

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). 1 kJ = 1000 J.

Energy transfers and stores Energy can be transferred by:

● heating

● light

● sound

● electricity

● forces.

Energy can also be stored in different ways.

Energy stored in… Commonly called… the chemicals in food, fuels and batteries chemical energy moving objects kinetic energy hot objects thermal energy objects that are stretched, squashed or twisted strain energy or elastic potential energy objects moved to high places gravitational potential energy inside the particles that everything is made up from nuclear energy or atomic energy

Energy is not used up. It can be transferred and stored in different ways, but it cannot be created or destroyed. This is called the law of conservation of energy.

Fuels Fuels store energy, and this energy is transferred when the fuels burn. Burning fuels are used to heat things.

Fossil fuels: ● are made from plants and animals that 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 that cause pollution and global warming when burnt

● are relatively cheap to obtain

● originally got their energy from the Sun. The plants that became coal, oil and natural gas got their energy from the Sun, and the animals that became oil and natural gas got their energy from plants, which got their energy from the Sun.

Nuclear fuel is also non-renewable. Nuclear power stations produce dangerous waste materials.

Electricity is not a fuel. It has to be generated using other energy resources.

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Summary Sheets

Making fossil fuels last longer We can make fossil fuels last longer and help to reduce global warming by using less of them. 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 putting on more clothes if we are cold instead of turning up the heating.

Renewable energy resources: ● include solar, wind, tidal, wave, biofuels, geothermal and hydroelectricity

● do not produce harmful gases or contribute to global warming

● are often more expensive than using fossil fuels

● will not run out

● are not always available.

Hydroelectricity, geothermal energy and biofuels are available at any time. Tidal power is not available all the time, but we can predict when it will be available. Energy from solar, wind and waves is only available some of the time.

Energy from the Sun Most of the energy resources we use store energy that originally came from the Sun. Only geothermal power, nuclear power and tidal power do not depend on energy from the Sun.

How energy is transferred to our food:

How energy is stored in the wind and in waves:

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Word Sheets

7Ia energy and changes/Energy from food Word Pronunciation Meaning balanced diet Eating a variety of foods to provide all the things the

body needs. diet The food that you eat. energy Something that is needed to make things happen or

change. joule (J) jool The unit for measuring energy. kilojoule (kJ) kill-O-jool There are 1000 joules in 1 kilojoule. nutrient new-tree-ent Substance needed in the diet.

7Ia WS Ratios and percentages Word Pronunciation Meaning ratio A way of comparing two different quantities.

Two numbers separated with a colon (:).

7Ib Energy transfers and stores Word Pronunciation Meaning atomic energy A name used to describe energy when it is stored inside

materials. Another name for nuclear energy. chemical energy A name used to describe energy when it is stored in

chemicals. Food, fuel and batteries all store chemical energy.

elastic potential energy

A name used to describe energy when it is stored in stretched or squashed things that can change back to their original shapes. Another name for strain energy.

gravitational potential energy

grav-it-ay-shon-al po-ten-shall

A name used to describe energy when it is stored in objects in high places that can fall down.

kinetic energy A name used to describe energy when it is stored in moving things.

law of conservation of energy

The idea that energy can never be created or destroyed, only transferred from one store to another.

nuclear energy A name used to describe energy when it is stored inside materials.

strain energy A name used to describe energy when it is stored in stretched or squashed things that can change back to their original shapes. Another name for elastic potential energy.

thermal energy A name used to describe energy when it is stored in hot objects. The hotter something is the more thermal energy it has.

transfer When energy is moved from one store into another or from one place to another we say it is transferred.

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Word Sheets

7Ic Fuels Word Pronunciation Meaning biofuel A fuel made from plants or animal droppings. coal A fossil fuel made from the remains of plants. electricity A way of transferring energy through wires. fossil The remains of a dead animal or plant that became

trapped in layers of sediment and turned into rock. fossil fuel Coal, oil and natural gas – all fuels that were formed

from the remains of dead plants and animals. fuel A substance that contains a store of chemical or nuclear

energy that can easily be transferred. fuel cell A machine that combines hydrogen and oxygen gases

to produce electricity. generate Produce electricity. hydrogen A gas that burns. natural gas Fossil fuel formed from the remains of microscopic dead

plants and animals that lived in the sea. non-renewable Any energy resource that will run out because we cannot

renew our supplies of it (e.g. oil). nuclear fuel Radioactive metals such as uranium. Nuclear fuels are

used in nuclear power stations to generate electricity. oil Fossil fuel formed from the remains of microscopic dead

plants and animals that lived in the sea. renewable An energy resource that will never run out (e.g. solar

power). uranium A radioactive metal that can be used as a nuclear fuel.

7Ic Lit Summarising Word Pronunciation Meaning abstract A summary at the start of a scientific paper. journal A scientific magazine in which scientists publish their

findings by writing articles called scientific papers. scientific paper An article written by scientists and published in a

science magazine called a journal. It is like an investigation report but usually shows the results and conclusions drawn from many experiments. Scientific papers are often just called papers.

topic sentence The main sentence in a paragraph, which contains the main point of the paragraph.

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Word Sheets

7Id Other energy resources Word Pronunciation Meaning geothermal power jee-O-therm-al Generating electricity using heat from rocks

underground. hydroelectric power hy-drO-el-eck-trick Generating electricity by letting moving water (usually

falling from a reservoir) turn turbines and generators. photosynthesis foto-sinth-e-sis Process that plants use to make their own food. It needs

light to work. solar cell Flat panels that use energy transferred by light to

produce electricity. solar panel Flat plates that use energy from the Sun to heat water. solar power Generating electricity using energy from the Sun. solar power station A large power station that uses the Sun to heat water to

make steam. The steam is used to make electricity in a similar way to fossil fuel or nuclear power stations.

wind turbine A kind of windmill that generates electricity using energy transferred by the wind.

7Ie Using resources Word Pronunciation Meaning climate change The changes in weather that will be caused because the

Earth is getting hotter (sometimes called ‘global warming’). This is happening because of the activities of humans, and is probably caused by too much carbon dioxide in the air.

efficiency e-fish-en-see A way of saying how much energy something wastes.

assessment task open-ended - pearson education... · 7 i atmosphere is causing open-ended...

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