Module p3 Sustainable Energy Scheme of Work and Lesson Plan

TWENTY FIRST CENTURY
SCIENCE SUITE
SCHEMES OF WORK
AND LESSON PLANS
P3: Sustainable energy
VERSION 1 AUGUST 2011
Introduction
OCR involves teachers in the development of new support materials to capture current teaching practices
tailored to our new specifications. These support materials are designed to inspire teachers and facilitate
different ideas and teaching practices. Each Scheme of Work and set of sample Lesson Plans is provided
in Word format – so that you can use it as a foundation to build upon and amend the content to suit your
teaching style and students’ needs.
The Scheme of Work and sample Lesson plans provide examples of how to teach this unit and the
teaching hours are suggestions only. Some or all of it may be applicable to your teaching.
The Specification is the document on which assessment is based and specifies what content and skills
need to be covered in delivering the course. At all times, therefore, this Support Material booklet should be
read in conjunction with the Specification. If clarification on a particular point is sought then that clarification
should be found in the Specification itself. References to the content statements for each lesson are given
in the ‘Points to note’ column.
© OCR V1.0
Page 2 of 17 GCSE 21st Century Science Physics A J245 Module P3: Sustainable energy
Sample Scheme of Work
st
GCSE 21 Century Science Physics A J245
Module P3: Sustainable energy
Suggested Teaching Time: 13 Hours (12 x 1 hour lessons, plus 1 hour for revision / consolidation activities)
SUGGESTED TEACHING AND HOMEWORK

TOPIC OUTLINE SUGGESTED RESOURCES POINTS TO NOTE
ACTIVITIES
1 UNDERSTANDING THE STUDENTS DISCUSS THE ELECTRICAL DEVICE THERE ARE LOTS OF COMMERCIALLY AVAILABLE IT IS WORTH INSTALLING ALL THE
IMPORTANCE OF THEY HAVE USED ALREADY THAT DAY. VIDEOS ON BLACK OUTS OR ELECTRICITY ANIMATIONS FROM THIS WEBSITE.
ELECTRICITY LIST IS MADE ON THE BOARD OF ALL THE GENERATION RUNNING OUT. SOME ARE REFERRED TO IN THIS
USES OF ELECTRICITY. SCHEME OF WORK.
STUDENTS THEN IMAGINE A BLACKOUT AND HTTP://PHET.COLORADO.EDU/
HOW THIS WOULD AFFECT THEIR EVERYDAY SPECIFICATION LINKS:
LIVES. THEY SHOULD WRITE A STORY ABOUT P3.1.1. UNDERSTAND THAT THE
THEIR DAY REPLACING EVERY ELECTRICAL DEMAND FOR ENERGY IS
ITEM WITH SOMETHING ELSE. CANDLES FOR CONTINUALLY INCREASING AND
LIGHTS ETC. THAT THIS RAISES ISSUES ABOUT
SHOW A VIDEO OF HOW CLOSE THIS IS TO THE AVAILABILITY OF ENERGY
BECOMING REALITY C21 VIDEOS FROM SOURCES AND THE
PREVIOUS SCHEME OF SOW. ENVIRONMENTAL EFFECTS OF
STUDENTS ARE SHOWN HOW TO KEEP AN USING THESE SOURCES
ENERGY DIARY WRITING DOWN ALL OF THE P3.1.2. RECALL THE MAIN PRIMARY
ITEMS THEY USE AND FOR HOW LONG. ENERGY SOURCES THAT HUMANS
HOMEWORK TO KEEP AN ENERGY DIARY FOR USE: FOSSIL FUELS (OIL, GAS,
A WEEK, THEN FOLLOW THIS UP WITH AN COAL), NUCLEAR FUELS, BIOFUELS,
ENERGY DIARY FOR A WEEK WHEN THEY TRY WIND, WAVES, AND RADIATION FROM
TO REDUCE THEIR ELECTRICITY USAGE. . THE SUN
P3.1.3. UNDERSTAND WHY
ELECTRICITY IS CALLED A
SECONDARY ENERGY SOURCE
P3.2.1. UNDERSTAND THAT
ELECTRICITY IS CONVENIENT
BECAUSE IT IS EASILY TRANSMITTED
OVER DISTANCES AND CAN BE USED
IN MANY WAYS
© OCR V1.0
ACTIVITIES
2 WHERE DOES OUR BUILD ON THE VIDEO FROM THE LAST LESSON SPECIFICATION LINKS:
ELECTRICITY COME FROM? (POSSIBLY SHOW IT AGAIN), TO ILLUSTRATE P3.1.4. UNDERSTAND THAT POWER
THE VARIETY OF ELECTRICAL GENERATION STATIONS WHICH BURN FOSSIL
METHODS IN THIS COUNTRY, MULTI MEDIA SCIENCE SCHOOL HAVE A GOOD FUELS PRODUCE CARBON DIOXIDE
DEMONSTRATE OR SHOW AN ANIMATION OF ANIMATION FOR ALL TYPES INCLUDING A BLOCK WHICH CONTRIBUTES TO GLOBAL
HOW EACH OF THE MAIN GENERATION DIAGRAM AND THE ENERGY FLOWS IN EACH. WARMING AND CLIMATE CHANGE
METHODS WORK. P3.3.3. DESCRIBE ADVANTAGES AND
DISCUSSION ABOUT THE PROS AND CONS OF DISADVANTAGES OF DIFFERENT
THESE – THIS SHOULD BE AT A BASIC LEVEL ENERGY SOURCES, INCLUDING NON-
AND BUILD ON KS 3 KNOWLEDGE. SHOULD RENEWABLE ENERGY SOURCES
SUMMARISE HOW EACH METHOD WORKS AND SUCH AS:
ADD THE MAIN BENEFITS AND THE MAIN DRAW A. FOSSIL FUELS
BACKS. THIS IS MORE SCENE SETTING THAN B. NUCLEAR
GOING INTO A GREAT DEAL OF DETAIL. AND RENEWABLE ENERGY
SOURCES SUCH AS:
C. BIOFUEL
D. SOLAR
E. WIND
F. WATER (WAVES, TIDES,
HYDROELECTRICITY)
G. GEOTHERMAL
[P3.3.4. INTERPRET AND EVALUATE
INFORMATION ABOUT DIFFERENT
ENERGY SOURCES FOR
GENERATING ELECTRICITY,
CONSIDERING:
A. EFFICIENCY
B. ECONOMIC COSTS
C. ENVIRONMENTAL IMPACT
D. POWER OUTPUT AND LIFETIME.
P3.3.5. UNDERSTAND THAT TO
ENSURE A SECURITY OF
ELECTRICITY SUPPLY NATIONALLY,
WE NEED A MIX OF ENERGY
SOURCES.]
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ACTIVITIES
3 HOW MUCH DO I USE EXPLANATION OF HOW THE ELECTRIC SPECIFICATION LINKS:
(KWATTS)? COMPANIES WORK OUT BILLS. A REAL P3.1.10. CALCULATE THE COST OF
ELECTRIC BILL COULD BE USED, ENERGY SUPPLIED BY ELECTRICITY
THE IDEA OF KWH IS INTRODUCED AS THE GIVEN THE POWER, THE TIME AND
“UNIT” OF ELECTRICAL POWER. THE COST PER KILOWATT HOUR
CIRCUS OF ACTIVITIES USING OLD ELECTRIC OLD ELECTRICITY METERS, VARIETY OF P3.1.11. INTERPRET AND PROCESS
METERS THAT MEASURE IN KWH AND HAVE A HOUSEHOLD APPLIANCES, SUCH AS STEREOS, DATA ON ENERGY USE, PRESENTED
SPINNING DIAL, STUDENTS PLUG IN COMPUTER, HAIR DRYER, KETTLE IRON ETC. IN A VARIETY OF WAYS
DIFFERENT ELECTRICAL DEVICE TO THESE P3.1.7. USE THE FOLLOWING
AND TIME HOW LONG IT TAKES FOR THE DIAL EQUATION TO CALCULATE THE
TO ROTATE ONCE. ELECTRICITY BILLS AMOUNT OF ENERGY TRANSFERRED
STUDENTS SHOULD NOTE THAT SOME ITEMS WWW.EDFENERGY.COM/PRODUCTS- IN A PROCESS, IN JOULES AND IN
USE ELECTRICAL ENERGY MORE QUICKLY SERVICES/FOR-YOUR-HOME/MY- KILOWATT HOURS:
THAN OTHERS. ACCOUNT/UNDERSTANDING-YOUR- ENERGY TRANSFERRED = POWER
STUDENTS REFER TO THEIR ENERGY DIARY ELECTRICITY-BILL.SHTML#CONTENT × TIME
TO CALCULATE THEIR OWN USAGE AND KWH (JOULES, J) (WATTS, W) (SECONDS,
AND ALSO THE COST. S)
THE STUDENTS CAN PRACTICE (KILOWATT HOURS, KWH)
CALCULATIONS ON WORKING OUT THE COST (KILOWATTS, KW) (HOURS, H)
OF USING DIFFERENT RATED ITEMS FOR
DIFFERENT TIMES. ALL CALCULATION SHOULD
BE IN KWH.
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ACTIVITIES
4 HOW MUCH DO I USE INTRODUCE THE IDEA OF A JOULE AS A UNIT SPECIFICATION LINKS:
(JOULES)? OF ENERGY. A JOULE IS MUCH SMALLER THAN P3.1.5. UNDERSTAND THAT WHEN
A KWH. (DATA LOGGER SOFTWARE VARIES WIDELY, SO ELECTRIC CURRENT PASSES
USE DATA LOGGERS TO MEASURE THE CHECK THE SUPPLIERS’ ASSOCIATED SUPPORT THROUGH A COMPONENT (OR
ENERGY USAGE OF DIFFERENT ITEMS IN WORKSHEETS) DEVICE), ENERGY IS TRANSFERRED
JOULES. DATA LOGGERS AND JOULE METERS FROM THE POWER SUPPLY TO THE
STUDENTS SHOULD COMPARE THE VALUES COMPONENT AND/OR TO THE
WITH THE KWH AND SUGGEST A REASON ENVIRONMENT
THAT KWH ARE USED IN BILLS AND JOULES P3.1.6. RECALL THAT THE POWER (IN
ARE USED IN SCIENCE. WATTS, W) OF AN APPLIANCE OR
DEVICE IS A MEASURE OF THE
AMOUNT OF ENERGY IT TRANSFERS
EACH SECOND, IE THE RATE AT
WHICH IT TRANSFERS ENERGY
P3.1.7. USE THE FOLLOWING
EQUATION TO CALCULATE THE
AMOUNT OF ENERGY TRANSFERRED
IN A PROCESS, IN JOULES AND IN
KILOWATT HOURS:
ENERGY TRANSFERRED = POWER
× TIME
(JOULES, J) (WATTS, W) (SECONDS,
S)
(KILOWATT HOURS, KWH)
(KILOWATTS, KW) (HOURS, H)
P3.1.8. USE THE FOLLOWING
EQUATION TO CALCULATE THE RATE
AT WHICH AN ELECTRICAL DEVICE
TRANSFERS ENERGY:
POWER = VOLTAGE × CURRENT
(WATTS, W) (VOLTS, V) (AMPERES, A)
P3.1.9. UNDERSTAND THAT A JOULE
IS A VERY SMALL AMOUNT OF
ENERGY, SO A DOMESTIC
ELECTRICITY METER MEASURES
THE ENERGY TRANSFER IN
KILOWATT HOURS.
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ACTIVITIES
5 EFFICIENCY? WHAT A REMIND STUDENTS OF LAST LESSON AND THE WWW.SCHOOLSNET.COM/PLS/HOT_SCHOOL/SN_ SPECIFICATION LINKS:
WASTE! USE OF DIFFERENT DEVICES TO TRANSFER REVISION.PAGE_PLS_REVISION_DETAIL? P3.1.12. INTERPRET AND
ENERGY FORM ONE FORM TO ANOTHER. X=&P_REV_ID=134&P_RES_TYPE_ID=8 CONSTRUCT SANKEY DIAGRAMS TO
STUDENTS DRAW SANKEY DIAGRAMS WITH SHOW UNDERSTANDING THAT
REALISTIC VALUES FOR THE DEVICES USED. ENERGY IS CONSERVED
THESE COULD BE MEASURED / ESTIMATED OR P3.1.13. USE THE FOLLOWING
LOOKED UP ON THE INTERNET. UK ELECTRICITY SUPPLY MIX 2009 EQUATION IN THE CONTEXT OF
VALUES ARE THEN GIVEN TO THE STUDENTS ELECTRICAL APPLIANCES AND
FOR A VARIETY OF DEVICES, FROM WHICH POWER STATIONS:
THEY WORK OUT THE EFFICIENCY. EFFICIENCY =
THESE EFFICIENCY SANKEY DIAGRAMS ENERGY USEFULLY TRANSFERRED
COULD BE USED AS A DISPLAY IN A LOCAL HTTP://WWW.SCRIBD.COM/DOC/23034584/SANKE × 100%
COMMUNITY CENTRE OR SCHOOL HALL TO Y-DIAGRAMS TOTAL ENERGY SUPPLIED
HIGHLIGHT THE NEED TO IMPROVE THE CANDIDATES WILL BE EXPECTED
EFFICIENCY OF THE DEVICES WE USE. TO CONSIDER / CALCULATE
MANY COMMERCIAL QUESTIONS AVAILABLE EFFICIENCY AS A DECIMAL RATIO
OR YOU COULD USE PAST PAPERS / MAKE AND AS A PERCENTAGE
THEM UP YOURSELF. P3.1.14. SUGGEST EXAMPLES OF
WAYS TO REDUCE ENERGY USAGE
IN PERSONAL AND NATIONAL
CONTEXTS.
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ACTIVITIES
6 GENERATING WHY IS ELECTRICITY USED SO WIDELY? SPECIFICATION LINKS:
ELECTRICITY- WHY CLASS DISCUSSION. P3.2.1. UNDERSTAND THAT
ELECTRICITY? REFER BACK TO THE STORY THEY WROTE ELECTRICITY IS CONVENIENT
ABOUT THEIR LIFE WITHOUT ELECTRICITY BECAUSE IT IS EASILY TRANSMITTED
(LESSON 1). CARRY OUT THIS ACTIVITY IS OVER DISTANCES AND CAN BE USED
YOU DIDN’T DO IT PREVIOUSLY. IN MANY WAYS
[STUDENTS THEN IMAGINE A BLACKOUT AND P3.2.2. RECALL THAT MAINS
HOW THIS WOULD AFFECT THEIR EVERYDAY ELECTRICITY IS PRODUCED BY
LIVES. THEY SHOULD WRITE A STORY ABOUT GENERATORS
THEIR DAY REPLACING EVERY ELECTRICAL P3.3.2. UNDERSTAND THAT THE
ITEM WITH SOMETHING ELSE. CANDLES FOR CHOICE OF ENERGY SOURCE FOR A
LIGHTS ETC.] GIVEN SITUATION DEPENDS UPON A
HIGHLIGHT THE EASY OF GENERATING NUMBER OF FACTORS INCLUDING:
ELECTRICITY ON A LARGE SCALE, DELIVERING A. ENVIRONMENTAL IMPACT
IT TO ALL THE HOUSES IN THE COUNTRY AND B. ECONOMICS
ALSO HOW VERSATILE IT IS – POWERS C. WASTE PRODUCED
ALMOST EVERYTHING YOU CAN IMAGINE D. CARBON DIOXIDE EMISSIONS
NEEDING.
OUT OF SCHOOL OPPORTUNITY TO SURVEY
THE IMPACT OF POWER GENERATION ON THE
LOCAL ENVIRONMENT, INCLUDING VISUAL,
NOISE AND POLLUTION EFFECTS. COULD BE
A CLASS VISIT OR HOMEWORK ACTIVITY.
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ACTIVITIES
7 MAGNETIC INDUCTION DEMONSTRATE A MAGNET MOVING IN AND COIL OF WIRE AND MAGNETS DEMONSTRATION. SPECIFICATION LINKS:
OUT OF A COIL OF WIRE. HTTP://PHET.COLORADO.EDU/EN/SIMULATION/FA P3.2.2. RECALL THAT MAINS
HIGHLIGHT THE KEY POINTS ABOUT THE RADAY ELECTRICITY IS PRODUCED BY
DIRECTION OF THE CURRENT AND THE GENERATORS
ORIENTATION OF THE MAGNET, THE SIZE OF P3.2.3. UNDERSTAND THAT
THE VOLTAGE INDUCED RELATED TO THE GENERATORS PRODUCE A VOLTAGE
SPEED OF MOTION, AND THE FACT IT MUST BE THERE ARE LOTS OF ANIMATIONS TO SHOW THE ACROSS A COIL OF WIRE BY
MOVING. WORKINGS OF A GENERATOR. SPINNING A MAGNET NEAR IT
USE DYNAMOS ON A BIKE WHEEL OR A HAND WWW.GENERATORGUIDE.NET/HOWGENERATOR P3.2.4. UNDERSTAND THAT THE
CRANKED GENERATOR TO SHOW HOW MUCH WORKS.HTML BIGGER THE CURRENT SUPPLIED BY
EFFORT IS REQUIRED TO PRODUCE A SMALL HTTP://PHET.COLORADO.EDU/EN/SIMULATION/GE A GENERATOR, THE MORE PRIMARY
AMOUNT OF ENERGY! NERATOR FUEL IT USES EVERY SECOND
STUDENT COULD BUILD THEIR OWN P3.2.6. LABEL A BLOCK DIAGRAM
GENERATORS – WESTMINSTER KITS IN SHOWING THE BASIC COMPONENTS
REVERSE. AND STRUCTURES OF
POSSIBLE VISIT TO A WIND TURBINE, OR HYDROELECTRIC, NUCLEAR AND
LOCAL POWER STATION TO HIGHLIGHT THE OTHER THERMAL POWER STATIONS
WORKINGS OF THE GENERATOR.
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ACTIVITIES
8 HOW DO WE MAKE IT INTRODUCE THE VARIETY OF WAYS THAT THE THERE ARE PLENTY OF CLIPS ON YOUTUBE SPECIFICATION LINKS:
SPIN? SPINNING MOTION REQUIRED TO TURN THE THAT CAN HELP HERE IF YOU HAVEN’T GOT ANY P3.2.5. UNDERSTAND THAT IN MANY
GENERATOR IS PRODUCED. COMMERCIALLY AVAILABLE ONES. POWER STATIONS A PRIMARY
STUDENTS SHOULD BECOME FAMILIAR WITH ENERGY SOURCE IS USED TO HEAT
BLOCK DIAGRAMS OF ALL THE THERMAL WATER; THE STEAM PRODUCED
POWER STATION TYPES, WIND AND DRIVES A TURBINE WHICH IS
HYDROELECTRIC POWER STATIONS AND COUPLED TO AN ELECTRICAL
WAVE “TURBINES”. GENERATOR
DIAGRAMS CAN BE USED. WWW.ENERGYQUEST.CA.GOV/PROJECTS/GEOT P3.2.11. UNDERSTAND THAT MANY
SIMULATIONS VIA MULTI MEDIA SCIENCE HERMAL-PP.HTML RENEWABLE SOURCES OF ENERGY
SCHOOL OR FLASH ON THE WEB. DRIVE THE TURBINE DIRECTLY EG
POSSIBILITY OF MAKING A MODEL POWER HYDROELECTRIC, WAVE AND WIND
STATION USING A KETTLE. P3.2.6. LABEL A BLOCK DIAGRAM
SHOWING THE BASIC COMPONENTS
AND STRUCTURES OF
HYDROELECTRIC, NUCLEAR AND
OTHER THERMAL POWER STATIONS
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ACTIVITIES
9 NUCLEAR REMIND THE STUDENTS THAT NUCLEAR IS A HTTP://PHET.COLORADO.EDU/EN/SIMULATION/NU SPECIFICATION LINKS:
THERMAL TYPE OF POWER STATION AND CLEAR-FISSION P3.2.7. UNDERSTAND THAT NUCLEAR
THAT THE HEAT COMES FROM NUCLEAR POWER STATIONS PRODUCE
DECAY. RADIOACTIVE WASTE
EXPLAIN THE PROCESS USING PREVIOUS P3.2.8. UNDERSTAND THAT
LESSONS SIMULATIONS RADIOACTIVE WASTE EMITS
WATCH A VIDEO ABOUT THE PROS AND CONS IONISING RADIATION
OF NUCLEAR POWER. P3.2.9. UNDERSTAND THAT WITH
FOCUS ON WASTE, CONTAMINATION VS INCREASED EXPOSURE TO IONISING
IRRADIATION. RADIATION, DAMAGE TO LIVING
USE NEWS FOOTAGE OF FUKUSHIMA REFER TO CLEAPPS GUIDANCE REGARDING THE CELLS INCREASES EVENTUALLY
NUCLEAR POWER STATION SAFE USE OF RADIOACTIVE ISOTOPES IN A LEADING TO CANCER OR CELL
DEMONSTRATE IONISING NUCLEAR SCHOOL LABORATORY. DEATH
RADIATION, ALPHA BETA GAMMA P3.2.10. UNDERSTAND THE
DEMONSTRATION DISTINCTION BETWEEN
CONTAMINATION AND IRRADIATION
BY A RADIOACTIVE MATERIAL, AND
EXPLAIN WHY CONTAMINATION BY A
RADIOACTIVE MATERIAL IS MORE
DANGEROUS THAN A SHORT PERIOD
OF IRRADIATION FROM THE
RADIOACTIVE MATERIAL
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ACTIVITIES
10 HOW DO WE GET IT? DEMONSTRATE THE POWER LINES USING ALTHOUGH THE TRANSFORMER
SUITABLE VERY LOW VOLTAGE AND LOW EQUATION IS NOT INTRODUCED
VOLTAGE TRANSMISSION LINE WITH UNTIL MODULE P5.4, THIS LESSON IS
NICHROME WIRE. AN OPPORTUNITY TO PROVIDE
DISCUSS THE ROLE OF THE TRANSFORMER MORE DETAIL ON HOW
(EQUATION NOT NEEDED HERE) TRANSFORMERS WORK, BUILDING
LOSSES IN THE POWER LINES DISCUSSION. ON STUDENTS’ KNOWLEDGE OF EM
INDUCTION FROM LESSON 7.
HOMEWORK: EXPLAIN THE LAST LESSONS OF HOMEWORK TASK OPPORTUNITY TO
THIS TOPIC WILL BE INDEPENDENT RESEARCH DEVELOP RESEARCH SKILLS
IN GROUPS. THIS SHOULD ALLOW STUDENTS TOWARDS CASE STUDY ACTIVITY
TO BRING IN USEFUL ARTICLES FORM (GCSE SCIENCE ONLY).
NEWSPAPERS, BOOK AND WEBSITES FOR THE SPECIFICATION LINKS:
START OF THE PRESENTATIONS. P3.2.12. INTERPRET A SANKEY
DIAGRAM FOR ELECTRICITY
GENERATION AND DISTRIBUTION
THAT INCLUDES INFORMATION ON
THE EFFICIENCY OF ENERGY
TRANSFERS
P3.2.13. RECALL THAT THE MAINS
SUPPLY VOLTAGE TO OUR HOMES IS
230 VOLTS
P3.2.14. UNDERSTAND THAT
ELECTRICITY IS DISTRIBUTED
THROUGH THE NATIONAL GRID AT
HIGH VOLTAGES TO REDUCE
ENERGY LOSSES.
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ACTIVITIES
11 SO WHAT SHOULD WE THE FEW LESSONS OF THIS TOPIC ARE INTERNET ACCESS SPECIFICATION LINKS:
DECIDE? (LESSON 1 OF 2) DEVOTED TO THE STUDENTS CHOOSING A TEXT BOOK / LIBRARY P3.3.1. DISCUSS BOTH
SITUATION THAT THEY THEN EXPLORE THE USE THE SPECIFICATION LINKS LISTED TO THE QUALITATIVELY AND
POWER OPTIONS FOR. RIGHT WITH THE GROUPS TO ENSURE THAT ALL QUANTITATIVELY (BASED ON GIVEN
THERE ARE MANY POSSIBLE SITUATIONS, ASPECTS ARE COVERED, POSSIBLY OVER A DATA WHERE APPROPRIATE), THE
CITY RURAL AND REMOTE VILLAGE IN THE NUMBER OF PRESENTATIONS. EFFECTIVENESS OF DIFFERENT
JUNGLE AND THEN DOMESTIC, SCHOOL CHOICES IN REDUCING ENERGY
/OFFICE AND NATIONAL DECISIONS DEMANDS IN:
THE STUDENTS ARE REQUIRED TO WORK IN A. DOMESTIC CONTEXTS
SMALL GROUPS TO SOLVE THE ENERGY B. WORK PLACE CONTEXTS
PROBLEM AT ONE LOCATION - THE TEACHER C. NATIONAL CONTEXTS
SHOULD ENSURE THAT ALL THE SITUATIONS P3.3.2. UNDERSTAND THAT THE
ARE COVERED ACROSS THE CLASS. CHOICE OF ENERGY SOURCE FOR A
PRESENTATIONS TO THE REST OF THE GIVEN SITUATION DEPENDS UPON A
GROUP SHOULD TAKE PLACE AND THE BEST NUMBER OF FACTORS INCLUDING:
ONES MAY GO FORWARD IN TO A YEAR A. ENVIRONMENTAL IMPACT
GROUP COMPETITION. B. ECONOMICS
EACH SOLUTION SHOULD ADDRESS THE C. WASTE PRODUCED
FOLLOWING ISSUES, D. CARBON DIOXIDE EMISSIONS
P3.3.3. DESCRIBE ADVANTAGES AND
DISADVANTAGES OF DIFFERENT
ENERGY SOURCES, INCLUDING NON-
RENEWABLE ENERGY SOURCES
SUCH AS:
A. FOSSIL FUELS
B. NUCLEAR
AND RENEWABLE ENERGY SOURCES
SUCH AS:
C. BIOFUEL
D. SOLAR
E. WIND
F. WATER (WAVES, TIDES,
HYDROELECTRICITY)
G. GEOTHERMAL
(CONTINUED)
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ACTIVITIES
11 SO WHAT SHOULD WE P3.3.4. INTERPRET AND EVALUATE
DECIDE? (LESSON 1 OF 2) INFORMATION ABOUT DIFFERENT
(CONTINUED) ENERGY SOURCES FOR
GENERATING ELECTRICITY,
CONSIDERING:
A. EFFICIENCY
B. ECONOMIC COSTS
C. ENVIRONMENTAL IMPACT
D. POWER OUTPUT AND LIFETIME.
P3.3.5. UNDERSTAND THAT TO
ENSURE A SECURITY OF
ELECTRICITY SUPPLY NATIONALLY,
WE NEED A MIX OF ENERGY
SOURCES.

ACTIVITIES
12 SO WHAT SHOULD WE DURING THE PRESENTATIONS THE STUDENTS
DECIDE? (LESSON 2 OF 2) SHOULD BE MAKING A NOTE OF THE BENEFITS
AND DRAW BACKS OF THE FOLLOWING
FOSSIL FUEL USE, NUCLEAR, RENEWABLE,
CONSIDERING THE EFFICIENCY, ECONOMIC
COSTS, ENVIRONMENTAL / HEALTH IMPACTS
POWER OUTPUT AND LIFETIME OF THE
SOLUTION.

ACTIVITIES
13. REVISION AND TEST STUDENTS LOOK THROUGH THE SPEC PAST PAPER MATERIALS FROM OCR
STATEMENTS IN “STUDENT SPEAK” AND EITHER EXAM QUEST OR USE THEIR WEBSITE.
HIGHLIGHT THE ONES THEY ARE UNSURE OF. HTTP://WWW.OCR.ORG.UK/QUALIFICATIONS/TYP
THEY THEN REVISIT THESE AREAS OF THE E/GCSE_2011/TFCS/PHYSICS_A/DOCUMENTS/IND
TOPIC USING MIND MAPS AND POSTERS. EX.HTML
THIS COULD LEAD TO A PRESENTATION TO
THE REST OF THE CLASS AND ALSO THE
COMPETITION OF A PAST PAPER QUESTION
ON THIS AREA OF THE SPEC.
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© OCR V1.0
Sample Lesson Plan
GCSE 21st Century Science Chemistry A J244
Module P3: Sustainable energy
Understanding the importance of electricity
OCR recognises that the teaching of this qualification above will vary greatly from school to school and
from teacher to teacher. With that in mind this lesson plan is offered as a possible approach but will be
subject to modifications by the individual teacher.
Lesson length is assumed to be one hour.
Learning Objectives for the Lesson

Objective 1 Recall the main primary energy sources that humans use: fossil fuels (oil, gas, coal),
nuclear fuels, biofuels, wind, waves, and radiation from the Sun
Objective 2 Understand why electricity is called a secondary energy source
Objective 3 Understand that electricity is convenient because it is easily transmitted over distances
and can be used in many ways
Objective 4 Understand that the demand for energy is continually increasing and that this raises
issues about the availability of energy sources and the environmental effects of using
these sources
Recap of Previous Experience and Prior Knowledge
Joule and energy production at KS3.
KS3 electricity production.
Content
Time Content
5 minutes Starter task – students make a list of all the items they have used that day that run on
electricity.
10 minutes Teacher takes feedback, highlighting the wide range and versatility of the devices that
run on electricity.
Introduce the next task on writing a story about a life or day without electricity. This
could be approached as a black out, or living in a remote village possibly in a jungle or
desert.
15-20 minutes Students write their story. This could become a longer activity with students reading
out their stories, or producing a presentation, video, or cartoon strip of their day/ life
without electricity.
15 minutes C21 videos from previous specification ipack give a good sense of how close this
scenario really is. This should lead to a discussion on how electricity is produced, and
our reliance on it.
The teachers should draw out the idea that electricity is a secondary source, relying
on other primary sources, all of which have positive and negative aspects.
10 minutes Explain how to keep an energy diary over the course of the following week / month.
© OCR V1.0
This should include, the power rating of each item used, the time used for each day.
The total usage time for the week/ month.
Consolidation
Time Content
10 minutes Highlight the previous learning at KS3 about different methods of electricity generation
and ask students a series of questions to gauge previous learning. This should draw
out the main methods of generation and possibly some more obscure and regionally
specific methods. If there is time question students about the positive and negative
aspects of each primary source of power to generate electricity.
© OCR V1.0

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TWENTY FIRST CENTURY

SUGGESTED TEACHING AND HOMEWORK

SUGGESTED TEACHING AND HOMEWORK

SUGGESTED TEACHING AND HOMEWORK

Understanding the importance of electricity

Lesson length is assumed to be one hour.

Learning Objectives for the Lesson

Recap of Previous Experience and Prior Knowledge

Joule and energy production at KS3.

KS3 electricity production.

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