Year 10 Autumn term. Methods we use to generate electricity
This document contains
Page 1: lesson outline with overview of resources
Page 2 –13: individual lesson plans
Science A GCSE and combined BTEC Extended First Certificate / 3.3.4 Methods we use to generate electricityResources
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3.3.4.1 Generating electricity
Energy sources – fossil fuels / Burn some ethanol on a heat proof mat.
Steam generator + turbine with bulb/ meter. Steam engine.
POWER STATION VISIT
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Energy sources - nuclear / Panax kit.
Upd8 resources – cards and sheets, already photocopied, copied and laminated
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Energy sources - biofuels / Burn some ethanol on a heat proof mat.
Youtube video: http://www.youtube.com/watch?v=K79tX7I2Y98
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Renewable energy sources / Water turbine demo.
Water turbine practical, Electric motors (generators), turbines, plastic bottle, lego? Etc, Milner text books.
Electricity from water power video question worksheets
Allotment - EMF
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Renewable energy sources - wind / Wind Turbine practical.
Piece of A4 Card, Piece of A4 Paper, Drinking Straw, Generator, Clamp, Stand, Boss, Scissors, Glue, Compass, Blu tac, Sellotape class set of all, voltmeters, hairdryers
Allotment – EMF
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Renewable energy sources - solar / Practical of light intensity vs voltage
Allotment - EMF
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Renewable energy sources – geothermal / Videos. Science upd8
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Effects of different energy resources on the environment / Web seminar with MET office. http://www.metoffice.gov.uk/education/teachers/video_conferencing.html ICT Research
Visit, speaker in during science week?
Day after tomorrow video
Matches, boiling tube/jar, indicator, ICT room
Allotment – EMF
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3.3.4.2 The National Grid
a) identify and label National Grid
b) step up step down transformers / Demo of national grid, 2x bulbs, 2x dmms,
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Catch up / Revision checklists
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TEST 3.3.4 / 3.3.4 Test
12 / Go through test
EASTER
13 / Assignment
14 / Assignment
15 / Assignment
Year 10 Autumn term. Methods we use to generate electricity
Activity and Resources.Lesson 1 / Lesson objective; Lesson outcomes / Suggested teaching activities / Teaching and learning / Assessment
3.3.4.1 Generating electricity
Title:
Energy sources – fossil fuels
Text book Milner / Specification
Energy sources
▪ In some power stations an energy source is used to heat water. The steam produced drives a turbine that is coupled to an electrical generator. Energy sources include:
▪ the fossil fuels coal, oil and gas, which are burned to produce thermal energy
Objective: Be able to describe how fossil fuel power stations work.
HSW: AF2: Make balanced judgments about scientific developments by evaluating the economic, moral, social or cultural implications.
Outcomes:
All students should be able to:
Describe what a fuel is and describe that some resources and renewable and some resources are non-renewable.
Most students should be able to:
Describe the energy transfers that occur in a fossil fuel power station and explain the process by which electricity is produced.
Some students should be able to:
Evaluate the advantages and disadvantages of using fossil fuels. / Starter
Burn some methane bubbles. Have some other examples fuels and burn them. Ask: What type of energy transformation is happening? What is useful/wasted?
Give some examples of fuels and define renewable and non-renewable fuels.
Main Activities also use text book page 26-27
Explain what coal is and how the energy stored in originally comes from the Sun.
Demo the steam generator and use the demo dynamo to explain how a generator works.
Plenary – leave 15 minutes for this
Video – students answer questions in the back of their book
HOTSEAT – students write down 3 facts/questions and ask the volunteer on the hotseat. If they get 3 correct, a merit?
Additional Resources and web links –
Burn some methane bubbles.
Multimedia science
Steam generator + turbine with bulb/ meter. Steam engine.
Bob’s Video,
Fossil fuel power stations – how they work clip / Differentiation: Outcome and assistances in practical
V – PowerPoint on screen and practical
A – discussion
K – Practical
Key skills:
Observing, writing, explaining
Assessment –
Teacher assessment in practical activity,
Q & A assessment throughout
Hotseat qs.
HW: fossil fuel hw qs
answers
Keywords
Chemical energy, generator, turbine, fossil fuel, thermal.
Lesson 2 / Lesson objective; Lesson outcomes / Suggested teaching activities / Teaching and learning / Assessment
3.3.4.1 Generating electricity
Title:
Energy sources – nuclear
Text book Core Science / Specification:
Energy sources
▪ In some power stations an energy source is used to heat water. The steam produced drives a turbine that is coupled to an electrical generator. Energy sources include:
▪ Uranium and plutonium, in which nuclear fission produces thermal energy
Objective:
Be able to understand how Nuclear Power produces electricity and be able to evaluate its advantages and disadvantages.
HSW: AF2: Make balanced judgments about scientific developments by evaluating the economic, ethical and cultural implications.
Outcomes:
All students should be able to:
Describe Present their arguments in a planning enquiry role play
Most students should be able to:
Recall the advantages and disadvantages of Nuclear Power.
Some students should be able to:
Analyse, evaluate and develop arguments about the nuclear energy debate. / Starter
Introduce nuclear power, how it works (very generally – use keyword fission)
Could demo panax kit and Geiger Muller tube and counter.
Students should do a flow diagram of how nuclear power station works and how fission causes a chain reaction but explain that focus today is HSW and we will be having a class discussion about Nuclear power after some smaller group work. Take a survey – should more Nuclear power be used?
Main Activities also use text book page .
Upd8 activity – Read teacher instructions
Display the pdf and explain the activity
Split class into groups and give out sheets and cards. Give time limit to do this as time will need to be spent in the plenary discussing ideas.
Plenary – leave at least 15 minutes
The Big Q: Worries about global warming and fossil fuel shortages are prompting the government to consider building new nuclear power stations. List the main benefits and drawbacks of nuclear energy. On balance, should more nuclear power be used? Explain how you reached your decision.
Take the survey again - Nuclear power be used? Has anybody changed their view?
Additional Resources and web links -
Panax kit.
Upd8 resources – cards and sheets, already photocopied, copied and laminated / Differentiation: Outcome and assistances in practical
V – PowerPoint on screen practical and demo
A – discussion
K – Practical
Key skills:
Recording observations in a table
Assessment –
Teacher assessment in practical activity,
Q & A assessment throughout
The Big Q: Should more nuclear power be used?
HW nuclear power questions
answers
Keywords
Nuclear energy, generator, turbine, fission, thermal, Uranium, Plutonium, Control Rods, chain reaction.
Lesson 3 / Lesson objective; Lesson outcomes / Suggested teaching activities / Teaching and learning / Assessment
3.3.4.1 Generating electricity
Title:
Energy sources – biomass
Text book Core Science / Specification:
Energy sources
▪ In some power stations an energy source is used to heat water. The steam produced drives a turbine that is coupled to an electrical generator. Energy sources include:
▪ biomass/biofuels can be used to produce thermal energy. Candidates should be aware that in some gas-fired power stations air is heated rather than water. Biomass, a renewable energy source, is biological material derived from living, or recently living organisms, such as wood, waste, and alcohol fuels. Biofuel is defined as solid, liquid or gaseous fuel obtained from lifeless or living biological material and is similar to fossil fuels, which are derived from long dead biological material.
Biofuels include ethanol (derived from fermented plant material such as sugar cane), methane (from sludge digesters), straw, nutshells and woodchip.
Objective:
Be able to understand how Biomass produces electricity and be able to evaluate its advantages and disadvantages.
HSW: AF2: Make balanced judgments about scientific developments by evaluating the economic, ethical and cultural implications.
Outcomes:
All students should be able to:
Give examples of biofuels.
Most students should be able to:
Explain the process by which electricity is produced and why biomass power stations are carbon neutral.
Some students should be able to:
Evaluate the advantages and disadvantages of using biomass fuels. / Starter –
Burn some ethanol on a heat proof mat and have a discussion about fuels. Renewable and non-renewable. Discuss what biofuels are and how they may be used to produce electricity.
Main Activities
Use the PowerPoint as an introduction.
Scenario: You work for an electricity company, “El Power”, who uses Fossil Fuels to produce most of your power. You want to become greener and are planning to produce 10% of your power using Biofuels to become greener and attract new customers.
Task: Write a speech to the board of directors of your company outlining what biofuels are, how they make electricity and are carbon neutral and explain their advantages and disadvantages.
Plenary
Listen to speeches. Peer assess
Additional Resources and web links -
Video cameras
ethanol on a heat proof mat.
Youtube video: http://www.youtube.com/watch?v=K79tX7I2Y98 / Differentiation: Outcome and assistances in practical
V – PowerPoint on screen and demo and practical
A – discussion
K –Practical in plenary
Key skills:
Word equations
Assessment –
Teacher assessment
Q & A assessment throughout
HW: biomass hw questions
answers
Keywords
Biomass, biofuel, chemical energy, carbon neutral.
Lesson 4 / Lesson objective; Lesson outcomes / Suggested teaching activities / Teaching and learning / Assessment
3.3.4.1 Generating electricity
Title:
Renewable energy sources – tidal, wave and hydroelectric
Text book Milner Science / Specification:
Energy sources
▪ In some power stations an energy source is used to heat water. The steam produced drives a turbine that is coupled to an electrical generator. Energy sources include:
▪ Energy from renewable energy sources, water and wind, can be used to drive turbines directly.
▪ Renewable energy sources used in this way include but are not limited to wind, the rise and fall of water due to waves and tides, and the falling of water in hydroelectric schemes.
Objective:
Be able to understand how moving water can be used to produce electricity and be able to evaluate its advantages and disadvantages.
HSW: AF2: Make balanced judgments about scientific developments by evaluating the economic, ethical and cultural implications.
Outcomes:
All students should be able to:
Describe how hydro, wave and tidal power stations produce electricity.
Most students should be able to:
Plan and make a hydro electric generator and evaluated the problems with it.
Some students should be able to:
Evaluate the advantages and disadvantages of using water power and understand how sources can be biased. / Starter –
Describe how the power stations we have looked at so far use heat to boil water to make steam to move turbines. BUT we can drive the turbines directly; this is how water power works.
Watch video introducing 3 types of water power – there are questions in the video that students can answer on sheet
Main Activities also use text book page 30-31
Design and make a water turbine – note down where the energy comes from, what happens when the turbine stops moving, moves quicker, etc. See if students can come up with advantages and disadvantages – students should do q4-7 on page 31 to help with this.
Plenary –
Go through PowerPoint slides on advantages and disadvantages of water power and bias of sources for hydro.
Additional Resources and web links -
Water turbine demo.
Water turbine practical, Electric motors (generators), turbines, plastic bottle, lego? Etc,
Electricity from water power video question worksheets
Milner text books. / Differentiation: Outcome and assistances in practical
V – PowerPoint on screen and practical, demo in plenary
A – discussion
K – Practical
Key skills:
Planning, observing, recording, concluding, evaluating
Assessment –
In practical work
Q & A assessment throughout
Keywords
Kinetic, turbine, hydroelectric, tidal, wave, habitat, reliability, start-up time, estuary.
Lesson 5 / Lesson objective; Lesson outcomes / Suggested teaching activities / Teaching and learning / Assessment
3.3.4.1 Generating electricity
Title:
Renewable energy sources - wind
Text book Core Science / Objective:
Energy sources
▪ In some power stations an energy source is used to heat water. The steam produced drives a turbine that is coupled to an electrical generator. Energy sources include:
▪ Energy from renewable energy sources, water and wind, can be used to drive turbines directly.
▪ Renewable energy sources used in this way include but are not limited to wind, the rise and fall of water due to waves and tides, and the falling of water in hydroelectric schemes.
HSW: AF2: Make balanced judgments about scientific developments by evaluating the economic, ethical and cultural implications.
Outcomes:
All students should be able to:
•Describe how wind turbines produce electricity explaining how the source of energy is the Sun.
Most students should be able to:
•Plan, cost and make a wind turbine and evaluate the problems with it.
Some students should be able to:
•Evaluate the advantages and disadvantages of using wind power by describing the social and economic implications. / Starter –
Big wind starter – split into teams and put in correct order
Use the youtube video as a way to introduce a discussion on the advantages and disadvantages of wind: http://www.youtube.com/watch?v=gN3FxpHibeg&feature=related
Fill in a table
Main ActivitiesMake a wind turbine, demo how to do this. Students can “buy” equipment, Give them a strict time limit – 20 mins to make the turbine. They can test them – you could have a couple of students to check voltages (or use a TA or Technician to help you)
Worksheet
Plenary –
The big question, should we use more wind power?
ALL: How do wind turbines work?
MOST: What is the best design for a wind turbine? How could you have made your wind turbine better?
SOME: Do you think we should rely on Wind Power more or less in the UK? Why/Why not? Can you explain your answer by talking about the social, economic and environmental factors.
Additional Resources and web links –
Piece of A4 Card, Piece of A4 Paper, Drinking Straw, Generator, Clamp, Stand, Boss, Scissors, Glue, Compass, Blu tac, Sellotape
voltmeters, hairdryers