This Worksheet May Have Been Altered from the Original on the CD-ROM

Learning objectives
i Energy transfers in familiar contexts.
ii Electricity is a useful means of transferring energy.
iii Energy conservation and energy dissipation. (red only)
Scientific enquiry
iv Use energy transfer diagrams to describe energy transfers.
v Use a simple model to explain why dissipated energy is less useful. (red only)
Suggested alternative starter activities (5–10 minutes)
Introduce the unit / Share learning objectives / Problem solving / Word game / Capture interest
Unit map for Energy and electricity. / · Describe some energy transfers and record them as diagrams.
· Describe useful forms of energy, and what happens to it after the transfer.
· State that energy is conserved. / Pupils look at food labels and decide which food would be best to eat a few hours before a race. / Game of ′rocket′ hangman to recap use of words kinetic, potential, chemical energy, heat (thermal), light, sound from Year 7. / Demonstration of useful energy transfers, e.g. spring-driven clock, eating foods, chemical change.
Suggested alternative main activities
Activity / Learning objectives see above / Description / Approx.
timing / Target group
C / H / E / S
Textbook I1 / i, ii, iii and v / Teacher-led explanation and questioning OR Pupils work individually, in pairs or in small groups through the in-text questions and then onto the end-of-spread questions if time allows. / 20 min / R/G / G / R / S
Activity I1a Practical / i, ii and iv / Energy transfers Pupils observe processes and record the energy transfers taking place. / 20 min / ü
Activity I1b Paper / i, ii, iii and v / Wasted energy What happens to energy after it has been ′used′? Activity to help pupils to realise that not all the energy ends up where we want it when energy is transferred. / 15 min / ü
Activity I1c
Catalyst Interactive Presentations 3 / i / Some examples of energy changes:
· Sun, a plant growing (speeded up), being eaten, person running.
· Power station, overhead lines, socket, using hair straightener.
· Firework being assembled, moving up through sky, bursting with loud sound and stars. / 10 min / ü
Suggested alternative plenary activities (5–10 minutes)
Review learning / Sharing responses / Group feedback / Word game / Looking ahead
Pupils look at alternatives to electricity (e.g. candle instead of light bulb) to remind themselves of advantages of electricity. / In pairs, pupils take turns to go through their answers to Activity I1a. / Challenge groups to write the longest chain of energy transfers, including electrical, that they can think of. / Check progress using an acrostic about different types of energy. / Show pupils the symbol for a voltmeter and show them how to add one to a circuit.
Learning outcomes
Most pupils will … / Some pupils, making less progress will … / Some pupils, making more progress will …
· describe some energy transfers and transformations in familiar situations
· recognise that electricity is a convenient way of ′delivering′ energy
· apply the idea that energy is conserved to realise that some of the energy is wasted
· describe that wasted energy is dissipated to the surroundings. / · describe some useful energy transfer devices
· recognise that electricity is a convenient way of ′delivering′ energy. / · also use the idea of energy conservation to calculate the wasted energy that is dissipated to the surroundings
· also use a simple model to explain why dissipated energy is less useful.
Key words / Out-of-lesson learning
electrical energy, conserved, energy conservation, red only: gravitational potential energy, dissipated / Homework I1
Textbook I1 end-of-spread questions
Activity I1b

This worksheet may have been altered from the original on the CD-ROM.