Fuels

Learning objectives

• To learn that fuels burn to release energy

• To consider evidence from a practical and make a conclusion

Starter

• Construct a mind map of all the fuels you know

Fuels

Wood

The ULTIMATE energy sourceThe sun is the ultimate source of all our energy.

For example, we often get energy from beef:

BEEF comes from COWS,COWS eat GRASS,GRASS gets energy from the sun

FoodFood gives us energy. The amount of energy it contains is measured in joules (J).

Look at the different labels of food. Find out which foods give you more energy.

Name/ type of food

Energy (kJ) or (J)

Fat (g)

Labels on food

Conclusion:

1. Which food(s) give out the most amount of energy.2. Which food(s) give out the least amount of energy.

How much energy?

EquipmentCork standBoiling tubeClamp standDifferent foodsTongsThermometerBunsen burnerHeatproof mat Method • Pour 20 cm3 of water into the boiling tube, clamp the boiling tube and

thermometer as shown in the diagram.• Measure the temperature of the water, and write it in your table.• Hold one snack in the tongs and set fire to it in the Bunsen burner flame, hold

the burning food under the boiling tube of water, until it has finished burning.• Use the thermometer to measure the highest temperature of the water and

write it in your table.

Aim: To measure how much energy is released from different foods

Planning and Predicting• In this experiment you will hold the burning food

under the boiling tube of water. Make a list of all the things that you could measure.

• You are going to compare the energy given out by two pieces of food. How will you make it a fair test? Write down what you will keep the same.

• Identify the variables

• Construct a table to record your results

Name of food

Temperature of water at the start

Temperature of water at the end

Rise in temperature

Considering the evidence

• Do calculations to help you decide which food gave out more heat energy

• Draw a bar chart to show your results.

• Which food gave out more energy?

Evaluating

• How could you make sure you would always get the same results?

• Did you measure your foods? If not, how could you have done this?

• The test might be more fair if you thought about the temperature rise per gram of food. Write down how you would work this out.

Transferring EnergyLearning Objectives

• State the different types of energy• Explain simple energy transfers

Starter

• Pick an object in the picture and identify the type of energy. E.g. stars and moon are light energy

• Find as many as you can!

Write down differenttypes of energy

Use the textbook to help you identify the different types of energy. Complete in your exercise book

Write down differenttypes of energy

HeatKinetic (movement)

Nuclear

Sound

Light

Chemical

Electrical

Gravitational potential

Elastic potential

Which type of energy?

Energy changesTo describe an energy change for a light bulb we need to do 3 steps:

Electricity Light + heat

1) Write down the starting energy:

3) Write down what energy types are given out:2) Draw an arrow

What are the energy changes for the following…?

1) An electric fire

2) A rock about to drop

3) An arrow about to be fired

burning match portable torch microphone radio television catapult mobile phone

car

chemical to heat and lightchemical to heat and lightsound to electricalelectrical to sound and heatelectrical to sound and light and heatelastic to kinetic and heatchemical to sound and microwaves(EM radiation) and heatchemical to kinetic and sound and heat

In all these transfers the energy is not lost, it is conserved. Energy cannot be destroyed or created.

What energy transfer takes place in each device?

Energy flow diagrams

Diagram 1

Diagram 2

Diagram 3

Practical - transferring energyAim: To identify the energy being transferred in different toys and

devices

Method

• You will have nine different devices set up around the room.

• In pairs you will work out the energy transfer at each workstation.

Results: record your results in a table

Object Energy Transfer

Fossil Fuels

Learning Objectives

• Explain what fossil fuels are and where they come from

• Discuss renewable and non-renewable energy sources

Starter: match the fuel with where it comes from (the table is wrong!)

Fuel Where it comes from

Wood Fermented from plant material, which grows

Alcohol Methane produced from things which grow

Manure From wood that is partially burned in a limited air supply

Charcoal From trees, which grow

Biogas From animals that eat things, which grow

Fossil fuels

Coal Oil Gas

Where do fossils come from?

Firstly, tiny sea creatures died and sank to the sea floor.

The creatures were covered by layers of sand and mud to become rock.

Heat and pressure turns the remains of the creatures into oil and gas.

The oil and gas are squeezedout from the bottom.

Finally, we can use them as fuel.

•Put these sentences in order so they describe where fossils come from

Firstly, tiny sea creatures died and sank to the sea floor.

The creatures were covered by layers of sand and mud to become rock.

Heat and pressure turns the remains of the creatures into oil and gas.

The oil and gas are squeezedout from the bottom.

Finally, we can use them as fuel.

1. Copy the table below and use the information in the bar chart to complete it

2. Write down two reasons why there may still be oil that we can use after the year 2050

3. Make a list of ways in which we can reduce the amount of energy resources that we need to use

Fuel Year when it will run

out

Number of years fuel will

last

How much longer?

How can we save energy?

Energy Costs

Renewable energy sourcesWind

Tidal

Hydro-electric

Geothermal

Biomass

Wave

Renewable or non-renewable?

Different Fuels• Each person in your group takes a few cards (all cards

must be dealt out). Take it in turns to read out the information on the card and put them into two piles: renewable or non-renewable

• Look at the renewable pile. Decide how long it would take to get some more once you have burned all the fuel you have. Put the cards in order, with the ones that can be replaced most quickly at the top. Make a list of the fuels in order with the heading replacement time

• Some renewable fuels only have to be collected, others have to be made. Re-order your renewable fuel cards with the easiest to make at the top and the one that needs the most complicated technology at the bottom. Make another list of the fuels in order, with the heading ease of replacement

Label your house to show the different ways to reduce heat being lost from a house.