Unit 9I Energy resources lessons 2/3

Lesson 7I Lesson 2 Comparing fuels

Aim: Make a fair comparison of two different types of fuel.

Key words: Natural gas, ethanol, fair test, reliability, temperature change.

Starter: You will be taking part in a practical to compare the energy output of two different fuels. To begin the lesson you need to prepare a table for recording your results as you will be drawing a graph of these results later in the lesson. We will be data logging which means that you need to make lots of measurements as accurately as you can.

Main: We will be testing two different types of fuel over the next two lessons; they are natural gas (using the Bunsen burners) and ethanol (using a spirit burner). To measure the energy content of the fuel we are going to use that fuel to heat some water in a beaker. You need to think about how we can which of the two fuels has the most energy. You also need to think about how you can make the comparison a fair test (remember what you found out about Thermometers in the previous lessons). We will be heating the water for 10 minutes and recording the temperature of the water every minute.
Once you have recorded your results you also need to plot a temperature/time graph and write a short conclusion (which fuel was the best?).

LA differentiation: Mr C will provide copies of the method for the experiment and a writing frame for the data logging graph (labelled X & Y axis). The reason for this is so students can focus on drawing really clear diagrams of scientific equipment. Students also need to focus on fair testing and how the equipment is set up to ensure a fair test. Students will also draw the table for results.

Plenary: Discussion of today’s practical and a relevant SATs question (at the end of the second lesson).

Homework: None set.

Specification link up – unit Physics 2.13.5
Sc4 5a – energy resources
Sc1.2a – drawing conclusions from data

Unit 9L Lesson 1 Pressure

Unit 9L Pressure & moments

Lesson 1 Pressure

Aim: Use the pressure equation to work out the pressure exerted by you on the floor.
Key words: pressure, force, Newton, area, m2

Starter: You may have heard of the word ‘pressure’ before. Can you think of any examples that you might like to tell the class? Mr C will demo the collapsing can experiment to show you a fun example of pressure in action.

Main: The amount of pressure exerted on an object can be calculated by dividing the force of an object with the area over which that force is applied. This is represented by the equation pressure (N/m2) = force (N)/area (m2). You need to be able to use this equation and rearrange it to solve problems.
If you struggle with rearranging equations then use the magic triangle to help you.
http://www.bbc.co.uk/schools/ks3bitesize/science/physics/forces_motion_4.shtml

Mr C will provide you with some problems to try and solve.

Finally you will work out the amount of pressure that you exert on the floor of the science lab. To do this you will need to work out your weight (remember this will be in Newtons) using some special scales that we have in the lab. You also need to work out the area of your feet. This can be done by drawing round the outline of your feet on squared paper to work out the area. You then simply need to plug your numbers into the pressure equation.

Plenary What did we learn today?

Homework None set today.

Curriculum links
Sc 3 1 b & Sc 4 2 g
Sc 1 2 g

Unit P2 Lesson 3.2 Kinetic energy

Lesson P2 3.2 Kinetic energy

Aim: What energy transformations happen when a catapult is drawn back and then fired?

Key words: Kinetic energy, Elastic potential energy.

Starter:
To provide a recap about what you learnt last lesson Mr C will provide some work done = force x distance problems for you to solve.

Main:
Your job is to use the textbooks and find out what Kinetic energy and elastic potential energy are and use what you have found out to answer Question 1 in the summary questions (see the aim of the lesson). If possible I would like you to answer this question in the form of a comic strip – in each frame you should show what actions take place (for example a person pulls back the catapult) and what energy transformations take place (chemical energy in the body is transformed into kinetic energy then elastic potential energy & some heat energy in the catapult). You can also attempt question 2 (a) and (b). Mr C will go over the answers and any problems that arise.

Plenary:
You will try some exam style questions about what has been covered in the previous two lessons. Remember practice makes perfect!

Which of the objects are storing elastic potential energy?

Explain the reason for your choice or choices. (3 marks).

Homework: None set.

AQA Specification link up – unit Physics 2.13.5
· For an object that is able to recover its original shape elastic potential energy is the energy stored in an object when work is done on the object to change its shape.
· The kinetic energy of a body depends on its mass and speed.
· Discuss the transformation of kinetic energy to other forms of energy in particular situations.

P2 Unit 3 Lesson 1

Energy and work Lesson P2 3.1

Aim: Find out what work is and use the equation work done (J) = force (N) x distance (m)

Key words: work, joules, force, Newton, distance.

Starter: Some of the class are offered a fudge bar to eat. However having eaten the fudge bar they then have to use up the energy consumed by climbing some stairs outside the lab. We can work out how many times they have to climb the stairs using the equation work done = force x distance.
You will then need to take some notes about what has been discussed.

Main: Students attempt some practice examples of using the equation and then attempt the summary questions on pg 211 of the text book.

Plenary: Answers to the summary questions and examples are given, you should self assess your work. A brief class discussion will then take place to iron out any problems or misconceptions that may have arisen during the lesson.
Finally there will be a reminder about what happens to energy when work takes place using the example of a man riding a bike.

Homework: None set.

AQA Specification Link up Unit: Physics 2.13.3
· When a force causes a body to move through a distance, energy is transferred and work is done.
· Work done = energy transferred.
· The amount of work done, force and distance are related by the equation: work done = force applied x distance moved in the direction of force. Work done against frictional force is mainly transformed into heat.

P2 Unit 4 Lesson 2 Charge on the move

Charge on the move Lesson P2 4.2

Aim: Explain, in terms of the flow of electrons, how and when a metallic ring can be charged.

Key words: Electron, Proton, Flow of charge, Conductor, Earth.

Starter: Students to draw energy transfer diagrams for a torch. This provides a recap of material & knowledge covered in Year 9.

Main: Demonstration and explanations of the flow of charge using a gold leaf electroscope, charged rings and simple circuit model (virtual physics lab).

Students should make some notes explaining that current is the flow of electrical charge.
Students to draw a simple cartoon strip explaining what they observed during the ‘ring charging demonstration’. Particular attention should be given to the movement of electrons. Remember protons do not move, they are trapped in the nucleus of their respective atoms!

H Extension: Explaining lightning. H students should understand that as we supply a conductor with more and more charge, it’s electric potential energy increases. The potential difference between the conductor and the ground also increases. If the p.d becomes high enough then a spark may ‘jump’ between the charged object and a nearby earthed object. This is what happens when lightning strikes clock towers (see back to the future!) etc.

Plenary: Summary questions on Page 227 of the additional Science textbook. AfL self assessment of answers to questions.

Homework: Page 37 of H/W book & Q 16 on page 36.

AQA Specification Link up
· Electrical charges can move easily through some substances, e.g. metals.
· The rate of flow of electrical charge is called the current.
· A charged body can be discharged by connecting it to earth with a conductor, charge then flows through the conductor.
· Greater charge = greater p.d between a body & earth. If the p.d becomes high enough, a spark may jump across the gap between the body and any earthed conductor that is bought near it (HT only).