At the end of this unit
in terms of scientific enquiry
most pupils will: plan a fair comparison of the energy output of a range of fuels or foods; control relevant variables; reduce error by repeating readings; comment on the accuracy of results; find information from selected secondary sources about fuels and energy devices; produce rules for the safe operation of a Bunsen burner
some pupils will not have made so much progress and will: make a fair comparison of the energy output of a range of fuels or foods and with help produce a bar chart or line graph of results; use information from a secondary source in reporting on fuels and other energy sources; use a Bunsen burner safely
some pupils will have progressed further and will: compare the effectiveness of different energy-transforming appliances, eg camping stoves, windmills; select secondary sources to provide information about the use of fuels or other energy sources
in terms of physical processes
most pupils will: state that fuels release energy when burnt and describe how renewable energy resources can be used to generate electricity and provide heating; explain why conservation of fuels is important; identify energy transfers within a range of systems including those involving living things
some pupils will not have made so much progress and will: name a range of fuels used domestically and in industry and some renewable energy resources; give examples of how to save fuels; identify energy transfers in some systems
some pupils will have progressed further and will: compare the advantages and limitations of a range of energy resources and give examples of how to use fuel economically; describe energy transfer links between the Sun, energy resources and themselves
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