Energy And Change [grade 6 English]
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WESTERN CAPE PRIMARY SCIENCE PROGRAMME An example of a short learning programme in the Natural Sciences and Technology
ENERGY
Activity 1: Activity 2: Activity 3: Activity 4: Activity 5:
AND
CHANGE
GRADE 6
Different forms of energy
Activity 6:
My own energy
Activity 7:
Stored energy
Activity 8:
Energy chains
Coal has stored energy
We welcome the wide use of these materials. Please acknowledge the PSP.
Coal gives us energy to make electricity
How much do we pay for our electricity? Saving electricity
©PSP 2001
DEVELOPED BY WESTERN CAPE PSP TEAM AND TEACHERS This learning programme will work towards the following learning outcomes in the Natural Sciences
s LO1: Scientific Investigations The learner will be able to act confidently on curiosity about natural phenomena, and to investigate relationships and solve problems in scientific, technological and environmental contexts
s LO2: Constructing Science Knowledge The learner will know and be able to interpret and apply scientific, technological and environmental knowledge
s LO3: Science, Society and the Environment The learner will be able to demonstrate an understanding of the interrelationships between science and technology, society and the environment.
Course presented by Rose Thomas and Sandra Mahote Booklet designed by Welma Odendaal and illustrated by Janet Ranson and Nicci Cairns Western Cape Primary Science Programme Edith Stephens Wetland Park Lansdowne Road Philippi 7785 PO Box 529 Howard Place 7450 Tel: 021 691-9039 Fax: 021 691-6350 e-mail: [email protected] website: www.psp.org.za
Contents • • •
This booklet illustrates an example of a short learning programme for Grade 6. It develops concepts, skills, attitudes and language in a step-wise fashion. It includes activities and tasks for learners, teacher tasks, support materials and assessment suggestions.
2 . . . . . . . . . . . . . .Activity 1
Different forms of energy
4 . . . . . . . . . . . . . .Activity 2
My own energy
6 . . . . . . . . . . . . . .Activity 3
Energy chains
8 . . . . . . . . . . . . . .Activity 4
Stored energy
13 . . . . . . . . . . . . .Activity 5
Coal has stored energy
18 . . . . . . . . . . . . .Activity 6
Coal gives us energy to make electricity
22 . . . . . . . . . . . . .Activity 7
How much do we pay for our electricity?
27 . . . . . . . . . . . . .Activity 8
Saving electricity
30 . . . . . . . . . . . . .Suggested work scheme 32 . . . . . . . . . . . . .Assessment sheets 34 . . . . . . . . . . . . .Recording sheet for task assessment 35 . . . . . . . . . . . . .Codes for recording 36 . . . . . . . . . . . . .Labels for Activity 1 37–40 . . . . . . . . . .Flashcards to photocopy for Activity 3 – Energy chains 41–42 . . . . . . . . . .Learner task cards to photocopy for Activity 4 43 . . . . . . . . . . . . .Information sheet for Activity 5 44–45 . . . . . . . . . .Task sheets for Activity 5 46–49 . . . . . . . . . .Flashcards to photocopy for Activity 5 – How coal was formed 50–51 . . . . . . . . . .Task sheet for Activity 6 – The power station 52–53 . . . . . . . . . .How electricity works for us 54–60 . . . . . . . . . .Flashcards and captions to photocopy for Activity 6 61 . . . . . . . . . . . . .Example of an electricity bill for Activity 7 62 . . . . . . . . . . . . .Task sheet for Activity 7 63 . . . . . . . . . . . . .Preparing coal for sale 64 . . . . . . . . . . . . .Task sheet for Activity 7 65 . . . . . . . . . . . . .Task sheet for Activity 8 66-67 . . . . . . . . . . .Energy and change 68 . . . . . . . . . . . . .Mindmap
2
Activity 1
Different forms of energy
Key concept
•
Teacher task
1. Explain to the learners that many pictures and advertisements in the newspaper illustrate examples of different forms of energy, e.g. motor cars, appliances and machines of any kind all use and produce certain forms of energy. People, plants and animals all use and produce certain forms of energy. 2. Give each group of learners used newspapers or magazines and labels with different forms of energy (refer to page 36 for labels).
Energy exists in different forms: – heat energy – light energy – sound energy – movement energy – stored energy – electrical energy – nuclear energy/atomic energy (although these activities do not deal with nuclear energy).
Learner tasks
GROUP
A s se ss m en t Activity
Placing energy labels onto pictures 1. Find pictures and look for all the different forms of energy. 2. Put labels on all the places where you found the different forms of energy. 3. Explain to your group why you have placed each label there and what the energy is doing at that place. 4. Write a sentence about each form of energy that you found and what it was doing.
1
Different forms of energy What we want to assess
What we expect from learners
Placing energy labels onto pictures
Learners must identify the different forms of energy by putting correct labels onto each place where they find energy.
Writing about different forms of energy
Sentences must say: 4 what form of energy they found 4 where the energy is found 4 what the energy does 4
3
Activity 2
My own energy
Key concepts
• • •
Teacher task
1. Introduce this activity by asking learners the following: (a) What activities will you do after school? (b) What energy will you use to do that? (c) What food gave you that energy? 2. Facilitate a discussion with the learners about the energy their bodies use when they are not active. e.g. What energy does your body use when you watch television ? Many learners will be watching television after school. They will also sleep at night. They will think they are not using any energy because they are sitting still or sleeping. Explain to them that even though they are not running around: 4 their hearts will be beating 4 their blood will still circulate in their bodies 4 their muscles will be making small movements to hold their bodies in position 4 their lungs and diaphragm will be moving as they breathe 4 their eardrums will be vibrating 4 their eyes will be moving as they are watching etc.
We need energy to do our daily activities (work). The energy we use comes from the food we eat. Food is the fuel for our bodies.
ER EACH T E H O T the NOTE T think of
must Learners ies when their bod in y g r e en table on plete the m o c y e th page 5.
4
Teacher task
3. With the learners complete this table:
The different forms of energy my body uses What will I do after school?
What energy will my body use?
What food gave me that energy?
1. Play soccer
Movement energy
Bread
2. Watch TV
Movement energy (my heart will beat and my eyes move)
Milk and cheese
3. Listen to the radio
Movement energy (I will be breathing and listening)
Fruit
4. Sing in the choir
Sound energy
Mielie pap
5. Play netball
Movement and sound energy
Meat
Learner task
INDIVIDUAL
1. Use the table above to write sentences about the energy you will use after school.
This afternoon I will do the ironing. I will use movement energy that I got from the bread that I ate. 2. Write at least two sentences about why our bodies need food.
My body needs food to give me energy. I use energy all day and night. A s se ss m en t Activity
2
My own energy What we want to assess
What we expect from learners
1. Completing sentences about their own energy
The sentence must be completed with:
4what the learner will do after school 4what form of energy she will use
4what food she ate to get that energy 4
2. Sentences to explain why we need food
4any two good reasons why our bodies need food
5
Activity 3
Energy chains Where does my energy come from originally?
Key concepts • •
• • •
Teacher task
Green plants take in energy from the sun to make their own food . Green plants are the only living things that can make their own food. Energy is stored inside the food that we get from plants. We get this energy when we eat food. Energy is transferred from one living thing to another in a . sequence known as an energy chain.
1. Use flashcards and sentence strips to show the energy chain of the bread. e.g. The sun gives energy to the wheat plant to grow. Bread is made from wheat and contains the energy from the wheat. The girl eats the bread and gets energy from it. You can photocopy the flashcards from pages 37 to 40.
4 The sun gives heat and light energy. 4 The wheat plant gets energy from the sun to help it to grow. 4 The bread is made from wheat and it has stored energy. 4 Thembi gets energy from eating bread. 2. Give learners samples or pictures of different food (learners may take food from their school lunch boxes) to draw and explain other energy chains.
6
Learner task
A s se ss m en t Activity
3
Draw and write to explain other energy chains about foods you like.
Energy chains What we want to assess
What we expect from learners
Drawing of a food energy chain
The drawings should: 4 have a heading
4 be clear
4 show the correct food energy chain 4 be in a correct sequence starting with the sun 4 have correct labels 4 Writing about a food energy chain
The writing should: 4 match the drawings to tell the story of the food energy chain
4 have a correct sequence to explain the energy chain
7
Activity 4
Stored energy
Key concepts
• •
Teacher task
8
Energy is stored in different substances and in different ways until it can be used. Food, chemicals, stretched elastic bands, wood and other fuels also have stored energy, eg: (a) we get the stored energy out of food when we eat the food (b) when we release a stretched elastic band, we can get the stored energy out of it.
1. Explain the following to the learners: 4 Food (peanuts), stretched elastic bands, springs, chemicals, and other things, have energy stored inside them 4 we call these sources of stored energy 4 we have to do something to these sources of energy if we want to get the stored energy out of them 2. Give learners sources of stored energy and a task card about getting stored energy out (page 41 and 42 to photocopy for learners).
Activity 4
Learner Task Card Getting stored energy out 1. There is energy stored in each of these energy sources in the box. 2. Try to do something to get the energy out of each source, and complete the table below:
I burned it
Heat and light energy
Stored energy changes to heat and light energy
I burned it or I ate it
Heat and light energy or movement and sound energy
Stored energy changes to heat and light energy or stored energy changes to movement and sound energy
I burned it
Heat and light energy
Stored energy changes to heat and light energy
I connected it to a circuit with a light bulb.
Light energy
Stored energy is changed to light energy
I released it
Movement and sound Stored energy is energy changed to movement and sound energy
I burned it
Heat and light energy
Stored energy is changed to heat and light energy Continues on page 10
9
I burned it
Heat and light energy Stored energy is changed to heat and light energy
I pushed it off the table
Movement and sound energy
Stored energy is changed to movement and sound energy
2. Write sentences to tell what you did to get the energy out of each thing and what different forms of energy you got out.
How we got the stored energy out
1. There was stored energy in the wax candle. I burned the wax to get heat and light energy from it. 2. ................................................................................................................................. ................................................................................................................................. 3. ................................................................................................................................. ................................................................................................................................. 4. ................................................................................................................................. ................................................................................................................................. 5. ................................................................................................................................. ................................................................................................................................. 6. ................................................................................................................................. ................................................................................................................................. 7. ................................................................................................................................. ................................................................................................................................. 8. ................................................................................................................................. .................................................................................................................................
10
CHER NOTE TO THE TEA
urces. Fuel is one There are many energy so have to burn fuel kind of energy source. We ut. When fuel in order to get its energy o ygen in the air in burns it combines with ox is releases energy a chemical reaction and th heat and light. mostly in the form of eanut is a fuel Digested food, such as a p burned slowly for our bodies. All food is s of our bodies. without a flame in the cell ical reaction with Here it undergoes a chem ther fuel that burns. oxygen just like any o
Learner task
1. From the previous table, ask learners to sort the substances into two groups: A) Those things that we need to burn in order to get energy out of them B) Those things that we do not need to burn in order to get energy out of them. 2. Explain to learners that: 4 the energy sources that we burn in order to get energy out of them are called fuels, – (A) 4 the energy sources that we do not need to burn in order to get energy out of them are called nonfuels – (B).
1. Sort the energy sources into things that we need to burn in order to get energy out and those that we do not need to burn in order to get energy out. 2. Record these on the table below:
Sources of energy A: Things that are fuels
B: Things that are not fuels
Candle wax Peanut Methylated spirits Coal wood
Battery Stone Stretched elastic band
3. Complete the sentences below: Only some energy sources are fuels. Candle wax,
peanuts, methylated spirits, coal and wood are fuels
because
we must burn them to get their energy out.
The stone,
the stretched elastic and the battery
because
we do not burn them to get energy out.
are not fuels
11
A s se s sm en t Activity
4
Stored energy
What we want to assess
What we expect from learners
Completing a table about getting stored energy out of energy sources
Learners must be able to do something to get the energy out of the energy sources. The table must be completed with: 4 what the learners did to get the energy out 4 the forms of energy they got out 4 the energy changes that took place
Sentences to tell what was done to get stored energy out of energy sources
Sentences should say: 4 what the learners did to get the energy out
Table to compare fuels and non-fuels
Learners should be able to classify substances as fuels and non-fuels: This will be evident when the table is completed correctly with wax candle, peanut, methylated spirit, wood and coal as fuels, and the stone, the battery and the stretched elastic band as non-fuels.
Sentence completion
4 what different forms of energy they got out
The sentence should be completed with: The wax candle, the peanut, methylated spirit, wood and coal as fuels, and the stone, the battery and the stretched elastic band as non-fuels.
12
Activity 5
Coal has stored energy
Key concepts
• • •
Teacher task
Coal was formed by nature over millions of years in the Earth’s crust. Coal was formed from ancient plants and animals that died and turned to rock over millions of years (they became fossilised). It is therefore called a fossil fuel. Coal stores energy, which originally came from the sun.
Where does coal come from? Coal was formed from ancient plants and animals that died and turned to rock over millions of years (they became fossilized). It is therefore called a fossil fuel. 1. Give learners questions about coal to discuss in their groups. 2. After the learners have finished discussing about how coal was made in the earth, hand out the information sheet about “How the Earth makes coal” (photocopy from page 43).
Learner task
GROUP
Learner Task Card 1: How coal was made in the Earth 1. Discuss the following questions in your groups: (a) What does coal look like? (b) What do people use coal for? (c) What do people do in order to get coal? (d) Do you know of places where coal is found in our country? (e) How was coal made? (f) How long do you think it took the Earth to form coal? 2. (a) Now read paragraphs 1,2 and 3 of “How Earth made coal” for more information. (b) Look at the map with the heading COAL IN SOUTH AFRICA to see places where coal is found in our country.
13
Teacher task
1. Give learners a task card with pictures of how coal was formed (photocopy from page 44). 2. After the learners have carefully looked at the pictures, give them loose paragraphs about how coal was formed (page 45). 3. Ask learners to match these paragraphs with the pictures. 4. Check to see if the learners have matched the pictures with the paragraphs correctly (see overleaf for the correct explanation about coal formation). 5. Ask learners to paste the paragraphs next to the pictures. 6. Ask learners to read aloud the explanation of how the Earth made coal.
Alternative Teacher Task Help learners to build up (acquire) the language for this task: 1. Explain the pictures of how coal was formed to the learners (you can photocopy the flashcards on pages 46–49 for demonstration). 2. Facilitate a class discussion about the story of how coal was formed. Write new words on the board.
Learner task
GROUP
14
1. Look at the pictures that show how coal was made in the Earth. 2. Match each picture with its appropriate paragraph. 3. Let your teacher help you match the pictures with their appropriate paragraphs if you are stuck. 4. Paste the paragraphs next to their appropriate pictures. 5. Read the full explanation of how coal was made in the Earth.
Learner task
INDIVIDUAL
Learner Task Card 2 How coal was made in the Earth Paste the correct sequence of the story of how coal was formed onto your task card. N.B. Certain special conditions in some parts of the Earth’s crust and the way it changed over millions of years, allowed coal to be formed.
Pictures that tell how coal was formed
First
water sand and mud
Paragraphs that tell how coal was formed
Millions of years ago the Earth’s climate was wet, so many plants grew near water. When these plants died, some fell into the water. They did not rot but in time layer upon layer of sand and mud covered them.
dead plants that fell into water
Then
layers of sand
More and more layers of sand and mud fell on top of these dead plants. The plants slowly became squashed plant material, which we call peat.
squashed plant material called peat
Next pressure from the layers of sand more layers of sand and rock
More and more pressure from sand and mud compressed and squashed this plant material into a harder layer. This layer is called lignite. As the compression took place, gas and water were squeezed out of the dead plant material.
lignite
Finally many layers of sand and rock
Over millions of years more layers of sand and mud covered the lignite. The lignite eventually became a hard black type of a rock called coal.
coal
15
Learner task
Optional Learner Task:
INDIVIDUAL
In your own words write a story of how coal was made in the Earth.
Teacher task
Make an energy chain about coal with the learners.
Learner task
Draw and write to explain the coal energy chain into your class work book.
The energy chain of coal The sun gives heat and light energy. Plants use light energy from the sun to help them grow. Some of this energy is stored as chemical energy inside plants. Over millions of years, dead plants become coal. The energy from plants becomes stored inside coal.
16
A s se ss m en t Activity
5
Where does coal come from?
What we want to assess
What we expect from learners
Matching pictures with paragraphs about how coal is made in the Earth
The learners should be able to match the pictures with the appropriate paragraphs of how coal was formed in the Earth.This will be evident when learners can identify the correct picture that matches each paragraph to make a correct sequence of paragraphs that tell the story of how coal was formed in the Earth.
Writing about how coal was made in the Earth
The story must: 4 have a heading 4 have sentences that make sense 4 have a logical sequence 4 have the correct use of key words such as squashed plant material, layers of sand, millions of years ago etc.
Drawing the coal energy chain
The drawing should: 4 have a heading 4 be clear 4 tell the energy story in the correct sequence 4 correct labels 4
Writing explanations of the coal energy chain
Sentences should: 4 match the drawings that show the coal energy chain 4 be in a correct sequence to tell the coal energy story 4
17
Activity 6
Coal gives us energy to make electricity
Key concepts
• • •
Most power stations use coal to make electricity. The coal got its energy from plants that originally got their energy from the sun. Most electrical appliances get energy from power stations.
Teacher task NOTE TO THE TEACHER
TRAI NS
If you are near Cape Town, you may visit the Athlone power station with your learners, before you begin this activity. (Tel no. 021-694 1715 for appointments)
COAL
FIR E
1. Make a mind map with learners on the chalkboard about the uses of coal. 2. Ask learners to read for more uses of coal. (paragraph 4 of “How coal is made in the Earth” on page 43). 3. Complete the mind map with more uses of coal from the reading.
Learner task
Teacher task
18
Read paragraph 4 of “How coal was made in the Earth” (page 43) to find more uses of coal.
1. Make sure that learners realise that coal is used to make electricity in most power stations (for teacher enrichment read pages 66– 67 (taken from “Learning for Sustainable Living” of Birdlife South Africa). 2. Give learners a task card to complete about a power station (page 50) plus ‘How energy works for’ us photocopied from pages 52–53. 3. Facilitate a class discussion in order to help the learners with more information about a power station, after they have completed question 3 on the Learner Task Card about the power station (see page 51 for answers).
Learner Task Card
The Power Station Why is there steam?
What happens inside a power station? Why is there smoke? What are the towers for?
Why are there wires?
What do we get from the power station?
Where have you seen a power station?
The Power Station 1. In your groups discuss the picture about the power station. Use the questions to help you. 2. Read, “How electricity works for us “ to find the answers to the questions about the power station. 3. Participate in a class discussion so that you can share your information about the power station.
Teacher task
1. Lead a discussion about a power station in order to make sure that: 4 Learners understand that coal is used to heat water in a power station. 4 It is the steam from this heated water that turns the turbines. 4 The turbines turn the generator that makes electricity. 2. Give learners pictures of the electricity energy chain and ask them to put them in sequence (page 54-60 to photocopy. Also use the picture of the sun on page 37).
19
Learner task
Learner Task Card The energy chain of electricity 1. In your group look at the power station again and sequence the pictures to show the energy chain about how electricity reaches our homes. 2. Draw to show the energy chain of electricity.
3. Write a paragraph to explain the energy chain of electricity.
The electricity energy chain
Teacher task
20
First
the sun gave its heat and light energy to plants so that plants can grow.
After
the plants died they turned to coal over millions of years. The coal stored the energy of the plants.
Next
the coal was mined out of the Earth and taken to a power station. At the power station the coal was burned to get the energy from it.
Then
the energy from the burning coal boiled the water in the power station. The steam from the boiling water turned a turbine and generator to make electricity.
After that
the electricity came in power lines to our homes.
Finally
we used the electrical energy to make light in our homes.
1. Make flash cards of any electrical appliance to tell the learners the energy story of that electrical appliance (refer to the bed-side lamp example above). 2. Now switch on an electric kettle and help learners to complete its energy chain in groups. 3. Supply learners with pictures of other electrical appliances to sequence and let them write more energy chain stories of the electrical appliances they have chosen (pictures of electrical appliances can be obtained from newspapers and magazines).
Learner task
A s se ss m en t Activity
6
1. In your groups look at the electric kettle boiling water and write an energy chain to tell where the kettle gets its electrical energy from originally. 2. Draw and write more energy chains of your own, about the electrical appliances in the pictures your teacher gave you.
Using coal to make electricity
What we want to assess
What we expect from learners
Drawing the energy chain of electricity
The drawing should:
Writing about the electricity energy chain
Drawing energy chains of different electrical appliances
Writing about an energy chain of an electrical appliance
4 have a heading 4 be clear 4 tell the electricity energy chain 4 show the correct sequence of the energy chain 4 have correct labels 4 Sentences should:
4 match the drawings that show the electricity energy chain 4 be in a correct sequence to tell the electricity energy chain 4 The drawing should:
4 have a heading 4 be clear 4 drawings that tell the electricity energy chain 4 show the correct sequence of the energy chain 4 have correct labels 4 Sentences should: 4 match the drawing that show the energy chain of that particular electrical appliance 4 be in a correct sequence to tell the energy chain of that electrical appliance 4
21
Activity 7
How much do we pay for electricity?
Key concepts
• • • •
Teacher task
We can measure how much electricity we have used in units called Watts (W). We pay for the bringing of electricity to our homes. We also pay for how much electricity we use and how long we use the electricity ( kW.h). The more electricity we use, the more money we pay and the more coal is used.
1. Introduce the following to the learners: (a) Electricity is measured in units called Watts (W) or kilo Watts (kW) e.g. a stove uses 8 000 W = 8 kW. (b) Different appliances use different amounts of electrical energy. 2. Give learners a table that shows how much electricity each appliance uses (page 62).
Learner task 1. Look at the table that shows how much electricity each appliance uses and answer the following questions in your workbook. (a) Which electrical appliance uses the most electricity? (b) How much electricity does it use? (write your answer in Watts (W) and in kilo Watts (kW). (c) Which electrical appliance uses the least electricity? (d) How much electricity does it use? (write your answer in Watts).
22
Teacher task
1. Remind learners that power stations use coal to make electricity and it costs money to mine coal and to transport it to the power station.
2. In the light of the above, facilitate a discussion about why we must pay for our electricity (you may refer to page 63 “Preparing Coal for sale” to help your discussion). 3. Introduce the following to the learners: 4 We pay more money when we use electricity for a long time. 4 The electricity supplier (Eskom) makes us pay for how much electrical energy we use (kilo Watts) and how long we use electricity for (hours). 4 They send a person (a meter reader) to come and record the reading that shows how much electricity we have used that month on our meter boxes. 4 They then send us an account based on these calculations charged at the cost of electricity where we live. 4. Give learners a task card (“We pay for our electricity”) to complete (page 64 to photocopy for learners).
23
Activity 7
Learner Task Card
We pay for our electricity
Electrical appliance
1. Look at the electrical appliances in the table below and pretend that these are the electrical appliances used in your home. 2. Fill in the missing information in the table (N.B. You may use your calculator to do the calculations). 3. How much electrical energy did your family use altogether this month? 899,85 kW.h 4. How much must your family pay this month? R 197.96
How much electricity it uses in Watts
How much electricity it uses in kW
How long we used it for this month
How much electrical energy we used in kW.h.
How much we must pay @22c per unit price
15W
150 W
720 W
= R11,22
3W 2W
Teacher task
(page 62 to photocopy for learners) 24
= R59,40 = R13,20
1. Explain to learners that some people have prepaid electricity boxes; they pay for their electricity in advance by buying a card. E.g. If you buy a card for R50, when you have used R50 worth of kW.h, your electricity will be disconnected until you buy more. 2. Give learners a task card about an electricity account to complete.
Activity 7 Learner task
Learner Task Card
An electricity account
TICE ply by-law: IMPORTANT NO the eledctricity sup of section 17 (1) of ms ter ty supply being ici ctr ele • Notice in ur yo in e date shall result ur deposit be charged and yo Failure to pay by du disconnection shall ent for ym pa fee A er . aft ed ect ply disconn ction op sup Immediate reconne may be increased. cannot be assured.
1. Look at Mrs Khumalo’s electricity account and answer the following questions: (a) How many kW.h of electricity did the Khumalo family use? (b) For what period was this amount of electricity used? (c) How much must Mrs Khumalo pay? (d) By when is Mrs Khumalo expected to pay this amount of money? (e) According to this account what would be the result of not paying on time? 2. Think about how electricity is produced and how it reaches our homes. In the light of that, write to tell why people need to pay for electricity.
25
Learner task 2
You may begin like this:
Why we must pay for our electricity People who use electricity must pay for it. The reason is: Power
stations use coal to make electricity. We have to employ people
to dig coal out of the mines, prepare it for selling and transport the coal to power stations. Another reason is:
We have to pay people who work in the power stations to produce electricity and to bring it to our homes. Another reason is:
We have to pay meter readers who come to read our electricity boxes and people who make our prepaid electricity boxes.
A s se ss m en t Activity
7
The cost of electricity
What we want to assess
What we expect from learners
Reading and interpreting a table (table to show how much electrical energy each appliance uses)
Learners should be able to read and interpret the table that shows how much electricity each electrical appliance uses: This will be evident when: Learners can give correct answers to questions a, b ,c and d
Table completion
Table must be completed with: 4 the number of Watts, which the appliance uses 4 correct calculations of how much electricity the family used per month 4 the correct calculation of how much the family must pay 4
Reading a table (Electricity account)
Learners should be able to read an electricity account: This will be evident when: Learners can give correct answers to questions a, b, c, d and e Sentences should: 4 Reveal that the learner realises the costs involved in getting electricity into our homes
Writing about why people should pay for electricity
26
Activity 8
Saving electricity
Key concepts
• •
Teacher task
If we use less electricity, we save coal, which is a valuable natural resource that will eventually be used up. If we are less wasteful with electricity, we will save our money too.
1. Remind learners about the fact that we use coal to make electricity. 2. Give learners a reading about coal eventually running out (see below). 3. Facilitate a discussion with learners about the implications of coal running out. Use the following questions to help you: (a) What is the main source of energy used to make electricity in a power station? (b) What will happen when there is no more coal? N.B.In the discussion make sure that the learners understand the following: The more electricity we use the more coal is used. 4. Give learners a task card to complete (photocopy from p 65).
Coal as a Non-renewable Energy Source
Coal is one of the natural sources of energy found in the Earth’s crust. It is sometimes called a fossil fuel because it was formed naturally over millions of years from dead plants and animals. No one knows how much coal exists in the crust of the Earth. We are using up the fossil fuels very quickly. So mining companies are searching all the time to find new supplies of these natural fuels. They even have to search in difficult places, for example, under the sea. Scientists think that one day soon, we will have discovered and used up all the Earth’s supplies of fossil fuels such as coal, gas and oil. We say that fossil fuels are non-renewable sources of energy. This means that when they are all used up we can’t get new supplies from anywhere else (because it would take millions of years for Nature to make more). Scientists estimate that if we continue using fossil fuels as fast as we are at present, then all the coal will be finished in 2085.
27
Use as little electricity as you possibly can
Learner task
GROUP 1. In your groups look at the picture of Mrs Mabhena using electricity in her kitchen. 2. Mark the places where electricity is being wasted. 3. Discuss ways in which Mrs Mabhena could save electricity. 4. Let one person write your suggestions to Mrs Mabhena about how she can use less electricity and motivate why she should consider your suggestions. Write your suggestions here: For example:
1. Put the right amount of water in the kettle for the number of cups of tea you want to make. 2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
28
Teacher task
5. Choose one person to tell the rest of the class about your suggestions to Mrs Mabhena. Allow learners to give a report back about their suggestions to Mrs Mabhena. Write the following conclusion on the board with the learners:
A s se ss m en t Activity
8
Coal is a precious resource. When we use electricity we are also using up coal that was used to produce electricity. When we save electricity we are also saving coal for the future.
Saving electricity
What we want to assess Identifying places where electricity is wasted
Writing suggestions of saving electricity
What we expect from learners Learners should be able to identify places where electricity is wasted: This will be evident when learners can mark places on the pictures where electricity is wasted. 4 Suggestions should motivate why people should try to use less electricity 4
29
SUGGESTED WORK SCHEME
ENERGY & CHANGE GRADE 6 LEARNING PROGRAMME PERIOD 1 ACTIVITY 1
PERIOD 2 ACTIVITY 2
PERIOD 3 ACTIVITY 3
PERIOD 4 ACTIVITY 4
PERIOD 5
Placing energy labels, talking and writing sentences about different forms of energy ± 50 min
Table completion with the learners ± 15 min
Teacher introducing food energy stories
Introducing substances with potential energy
Sorting substances and introducing fuels
Writing sentences about the energy in the body ± 35 min
Learners writing and drawing own food energy stories ± 50 min
Getting stored energy out of substances and writing sentences ± 50 min
Table completion ± 50 min
PERIOD 6 ACTIVITY 5
PERIOD 7
PERIOD 8 ACTIVITY 6
PERIOD 9
PERIOD 10
Discussing and reading for more information about coal ( 30 min
Reading the whole story of coal formation ( 20 min
Making a mind map about uses of coal and reading for more information about coal uses and completing the mind map ± 20 min
Learners sequence pictures that tell the Power Station energy story
In groups learners write an electric kettle energy story
Matching paragraphs with pictures showing how coal was formed ± 20 min
Making the coal energy story with the learners Learners drawing and writing the coal energy story ( 30 min
Learners discussing questions about a power station and reading and discussing to get more about the power station ± 30 min
Learners draw and write the Power Station energy story ± 30 min Making an energy story of an electrical appliance with the learners ± 20 min
PERIOD 11 ACTIVITY 7
PERIOD 12
PERIOD 12 ACTIVITY 8
PERIOD 13
Introduction about measuring electricity
Learners complete a task card about costing electricity ± 40 min
Reading about coal eventually running out and discussion about implications ± 30 min
Writing suggestions of how to use less electricity
Reading and interpreting a table with electrical appliances ± 20 min Discussion about why we must pay for electricity and introducing how the cost is calculated ± 30 min
Discussion about the pre-paid boxes ±20 min Learners read and interpret an electricity bill Learners write to say why we must pay for the electricity we use
Identifying places where electricity is wasted ± 20 min
Each learner writes an energy story of an electrical appliance of their own ± 50min
Report back and sentence completion about conservation of natural resources. Writing a conclusion about using less electricity and conserving coal.
Estimated time to finish the activities in this learning programme = 13 periods @ 50 minutes per period = 10,8 hours. This is almost three weeks’ work. (Recommended time per week for the Natural Sciences and Technology = 4 hours)
30
32
Sound energy
Sound energy
Sound energy
Sound energy
Sound energy
Sound energy
Sound energy
Sound energy
Sound energy
Sound energy
Sound energy
Sound energy
Sound energy
Sound energy
Sound energy
Sound energy
Sound energy
Sound energy
Sound energy
Movement energy
Movement energy
Movement energy
Movement energy
Movement energy
Movement energy
Movement energy
Movement energy
Movement energy
Movement energy
Movement energy
Movement energy
Movement energy
Movement energy
Movement energy
Movement energy
Movement energy
Movement energy
Movement energy
Light energy
Light energy
Light energy
Light energy
Light energy
Light energy
Light energy
Light energy
Light energy
Light energy
Light energy
Light energy
Light energy
Light energy
Light energy
Light energy
Light energy
Light energy
Light energy
Heat energy
Heat energy
Heat energy
Heat energy
Heat energy
Heat energy
Heat energy
Heat energy
Heat energy
Heat energy
Heat energy
Heat energy
Heat energy
Heat energy
Heat energy
Heat energy
Heat energy
Heat energy
Heat energy
Stored energy
Stored energy
Stored energy
Stored energy
Stored energy
Stored energy
Stored energy
Stored energy
Stored energy
Stored energy
Stored energy
Stored energy
Stored energy
Stored energy
Stored energy
Stored energy
Stored energy
Stored energy
Stored energy
Electrical energy
Electrical energy
Electrical energy
Electrical energy
Electrical energy
Electrical energy
Electrical energy
Electrical energy
Electrical energy
Electrical energy
Electrical energy
Electrical energy
Electrical energy
Electrical energy
Electrical energy
Electrical energy
Electrical energy
Electrical energy
Electrical energy
To photocopy for
Activity 3
33
To photocopy for
Activity 3
34
To photocopy for
Activity 3
35
To photocopy for
Activity 3
36
Learner Task Card
To photocopy for
Getting stored energy out
Activity 4
1. There is energy stored in each of these energy sources in the boxes below. 2. Try to do something to get the energy out of each source, and complete the table below:
37
To photocopy for
Activity 4 Coal
A stone on the edge of the table
38
Learner Task Card
Information sheet for
Activity 5
How coal is made in the Earth
Coal is a hard, black rock. For hundreds of years people have burned coal to keep themselves warm. It takes millions of years to make coal. Millions of years ago there was a lot of water and many trees covered the Earth. Sometimes when trees died they fell into the water. Over many years, layers of soil covered the trees and turned the wood into peat, which is soft and can be burned for fuel. More and more layers of heavy soil on top caused more pressure so that gas and water were squeezed out of the peat. This made the peat change into a thin layer of hard coal or into oil. The Earth takes millions of years to make the coal. This coal is formed very deep under the ground and so people have to dig mines to get it out. There are many coal mines in South Africa
Using coal
Most of South Africa’s coal is used in Power Stations to make electricity. There is a big factory in Sasolburg that makes coal into petrol. A special form of coal called coke helps us to make iron into steel. Tar, plastic and fertilizers also come from coal. People use coal in their homes to cook food or keep themselves warm. If we continue to use coal, the world will soon run out of it. This is a great worry and many people are looking for different types of fuel in order to save coal. The Earth’s oil will be used up by the year 2030 and coal by 2085.
Coal in South Africa
South Africa has a lot of coal. Look at the map to see where we mine it. We use most of our coal, but we sell some to Japan.
Areas where coal is found
39
Learner Task for
Activity 5 Paste the story of how coal was formed in correct sequence on to your task card.
Pictures that tell how coal was formed
First
water sand and mud dead plants that fell into water
Then
layers of sand squashed plant material called peat
Next pressure from the layers of sand more layers of sand and rock lignite
Finally many layers of sand and rock
coal
40
Paragraphs that tell how coal was formed
More and more pressure from sand and mud compressed and squashed this plant material into a harder layer. This layer is called lignite. As the compression took place gas and water were squeezed out of the dead plant material.
Over millions of years more layers of sand and mud covered the lignite. The lignite eventually became a hard black type of a rock called coal.
More and more layers of sand and mud fell on top of these dead plants. They slowly became squashed plant material, which we
Millions of years ago the Earth’s climate was wet, so many plants grew near water. When these plants died, some fell into the water. They did not rot but in time layer upon layer of sand and mud covered them.
call peat.
41
Task card for
Activity 5
42
Task card for
Activity 5
43
Task card for
Activity 5
Lignite
44
Task card for
Activity 5
45
46
Why are there wires?
Why is there smoke?
What happens inside a power station?
4 What do we get from the power station?
THE POWER STATION 4 Where have you seen a power station? Why is there steam?
What are the towers for?
Task card for
Activity 6
Teacher’s copy
47
How electricity works for us
48
49
Task card for
Activity 6
50
Task card for
Activity 6
51
Task card for
Activity 6
52
Task card for
Activity 6
53
Task card for
Activity 6
54
Task card for
Activity 6
55
Captions for
Activity 6
The energy chain of electricity The sun gives heat and light energy. The plants use the light energy from the sun to grow. Some of this energy is stored as chemical energy inside the plants. Over millions of years, dead plants became coal. The energy from the plants becomes stored inside the coal. The energy in the coal is used in the Power Station. It is changed to electrical energy. The coal is used to heat water. The steam from the water turns the turbine. The turbine turns a generator which makes electricity. The electrical energy is carried in wires supported by high pylons. Electrical energy is carried in wires to our homes. We use electrical energy in our homes to get heat and light energy.
56
Task card for
Activity 7
An electricity account
IMPORTANT NOTICE • Notice in terms of section 17 (1) of the eledctricity supply by-law: Failure to pay by due date shall result in your electricity supply being disconnected. A fee for disconnection shall be charged and your deposit may be increased. Immediate reconnection op supply after payment cannot be assured.
1. Look at Mrs Khumalo’s electricity account and answer the following questions: (a) How many kW.h of electricity did the Khumalo family use? (b) For what period was this amount of electricity used? (c) How much must Mrs Khumalo pay? (d) By when is Mrs Khumalo expected to pay this amount of money? (e) According to this account what would be the result of not paying on time? 2. Think about how electricity is produced and how it reaches our homes. In the light of that, write to tell why people need to pay for electricity.
57
Task sheet for
Activity 7 How much electricity do appliances use?
58
Task card for
Activity 7
Preparing coal
After the coal comes from the mines, people have to prepare it to be sold.
1.
Cutting
4.
Loading
5.
8.
Grading
t S
7.
2.
10.
3.
Conveying
Crushing
Transporting
6.
9.
Washing
Sorting
Exporting
kool een rste Ee aad Gr
Selling
59
Task sheet for
We pay for electricity
Activity 7
1. Look at the electrical appliances in the table below and pretend that these are the electrical appliances used in your home. 2. Fill in the missing information in the table – A, B, C, D, E, F, G, H (N.B. You may use your calculator to do the calculations).
Electrical appliance
How much electricity it uses in Watts
How much electricity it uses in kW
How long we used it for this month
How much we How much electrical must pay @22c energy we per unit price used in kW.h.
A
B
C
F D E
3. How much electrical energy did your family use altogether this month? 4. How much must your family pay this month?
60
=G =H
=
Task sheet for
Activity 8 Use as little electricity as you possibly can
61
energy ACTIVITY
Investigating Energy Resources
62
63
ENERGY
Activity 1: Activity 2: Activity 3: Activity 4: Activity 5:
AND
CHANGE
GRADE 6
Different forms of energy
Activity 6:
My own energy
Activity 7:
Stored energy
Activity 8:
Energy chains
Coal has stored energy
We welcome the wide use of these materials. Please acknowledge the PSP.
Coal gives us energy to make electricity
How much do we pay for our electricity? Saving electricity
©PSP 2001
DEVELOPED BY WESTERN CAPE PSP TEAM AND TEACHERS This learning programme will work towards the following learning outcomes in the Natural Sciences
s LO1: Scientific Investigations The learner will be able to act confidently on curiosity about natural phenomena, and to investigate relationships and solve problems in scientific, technological and environmental contexts
s LO2: Constructing Science Knowledge The learner will know and be able to interpret and apply scientific, technological and environmental knowledge
s LO3: Science, Society and the Environment The learner will be able to demonstrate an understanding of the interrelationships between science and technology, society and the environment.
Course presented by Rose Thomas and Sandra Mahote Booklet designed by Welma Odendaal and illustrated by Janet Ranson and Nicci Cairns Western Cape Primary Science Programme Edith Stephens Wetland Park Lansdowne Road Philippi 7785 PO Box 529 Howard Place 7450 Tel: 021 691-9039 Fax: 021 691-6350 e-mail: [email protected] website: www.psp.org.za
Contents • • •
This booklet illustrates an example of a short learning programme for Grade 6. It develops concepts, skills, attitudes and language in a step-wise fashion. It includes activities and tasks for learners, teacher tasks, support materials and assessment suggestions.
2 . . . . . . . . . . . . . .Activity 1
Different forms of energy
4 . . . . . . . . . . . . . .Activity 2
My own energy
6 . . . . . . . . . . . . . .Activity 3
Energy chains
8 . . . . . . . . . . . . . .Activity 4
Stored energy
13 . . . . . . . . . . . . .Activity 5
Coal has stored energy
18 . . . . . . . . . . . . .Activity 6
Coal gives us energy to make electricity
22 . . . . . . . . . . . . .Activity 7
How much do we pay for our electricity?
27 . . . . . . . . . . . . .Activity 8
Saving electricity
30 . . . . . . . . . . . . .Suggested work scheme 32 . . . . . . . . . . . . .Assessment sheets 34 . . . . . . . . . . . . .Recording sheet for task assessment 35 . . . . . . . . . . . . .Codes for recording 36 . . . . . . . . . . . . .Labels for Activity 1 37–40 . . . . . . . . . .Flashcards to photocopy for Activity 3 – Energy chains 41–42 . . . . . . . . . .Learner task cards to photocopy for Activity 4 43 . . . . . . . . . . . . .Information sheet for Activity 5 44–45 . . . . . . . . . .Task sheets for Activity 5 46–49 . . . . . . . . . .Flashcards to photocopy for Activity 5 – How coal was formed 50–51 . . . . . . . . . .Task sheet for Activity 6 – The power station 52–53 . . . . . . . . . .How electricity works for us 54–60 . . . . . . . . . .Flashcards and captions to photocopy for Activity 6 61 . . . . . . . . . . . . .Example of an electricity bill for Activity 7 62 . . . . . . . . . . . . .Task sheet for Activity 7 63 . . . . . . . . . . . . .Preparing coal for sale 64 . . . . . . . . . . . . .Task sheet for Activity 7 65 . . . . . . . . . . . . .Task sheet for Activity 8 66-67 . . . . . . . . . . .Energy and change 68 . . . . . . . . . . . . .Mindmap
2
Activity 1
Different forms of energy
Key concept
•
Teacher task
1. Explain to the learners that many pictures and advertisements in the newspaper illustrate examples of different forms of energy, e.g. motor cars, appliances and machines of any kind all use and produce certain forms of energy. People, plants and animals all use and produce certain forms of energy. 2. Give each group of learners used newspapers or magazines and labels with different forms of energy (refer to page 36 for labels).
Energy exists in different forms: – heat energy – light energy – sound energy – movement energy – stored energy – electrical energy – nuclear energy/atomic energy (although these activities do not deal with nuclear energy).
Learner tasks
GROUP
A s se ss m en t Activity
Placing energy labels onto pictures 1. Find pictures and look for all the different forms of energy. 2. Put labels on all the places where you found the different forms of energy. 3. Explain to your group why you have placed each label there and what the energy is doing at that place. 4. Write a sentence about each form of energy that you found and what it was doing.
1
Different forms of energy What we want to assess
What we expect from learners
Placing energy labels onto pictures
Learners must identify the different forms of energy by putting correct labels onto each place where they find energy.
Writing about different forms of energy
Sentences must say: 4 what form of energy they found 4 where the energy is found 4 what the energy does 4
3
Activity 2
My own energy
Key concepts
• • •
Teacher task
1. Introduce this activity by asking learners the following: (a) What activities will you do after school? (b) What energy will you use to do that? (c) What food gave you that energy? 2. Facilitate a discussion with the learners about the energy their bodies use when they are not active. e.g. What energy does your body use when you watch television ? Many learners will be watching television after school. They will also sleep at night. They will think they are not using any energy because they are sitting still or sleeping. Explain to them that even though they are not running around: 4 their hearts will be beating 4 their blood will still circulate in their bodies 4 their muscles will be making small movements to hold their bodies in position 4 their lungs and diaphragm will be moving as they breathe 4 their eardrums will be vibrating 4 their eyes will be moving as they are watching etc.
We need energy to do our daily activities (work). The energy we use comes from the food we eat. Food is the fuel for our bodies.
ER EACH T E H O T the NOTE T think of
must Learners ies when their bod in y g r e en table on plete the m o c y e th page 5.
4
Teacher task
3. With the learners complete this table:
The different forms of energy my body uses What will I do after school?
What energy will my body use?
What food gave me that energy?
1. Play soccer
Movement energy
Bread
2. Watch TV
Movement energy (my heart will beat and my eyes move)
Milk and cheese
3. Listen to the radio
Movement energy (I will be breathing and listening)
Fruit
4. Sing in the choir
Sound energy
Mielie pap
5. Play netball
Movement and sound energy
Meat
Learner task
INDIVIDUAL
1. Use the table above to write sentences about the energy you will use after school.
This afternoon I will do the ironing. I will use movement energy that I got from the bread that I ate. 2. Write at least two sentences about why our bodies need food.
My body needs food to give me energy. I use energy all day and night. A s se ss m en t Activity
2
My own energy What we want to assess
What we expect from learners
1. Completing sentences about their own energy
The sentence must be completed with:
4what the learner will do after school 4what form of energy she will use
4what food she ate to get that energy 4
2. Sentences to explain why we need food
4any two good reasons why our bodies need food
5
Activity 3
Energy chains Where does my energy come from originally?
Key concepts • •
• • •
Teacher task
Green plants take in energy from the sun to make their own food . Green plants are the only living things that can make their own food. Energy is stored inside the food that we get from plants. We get this energy when we eat food. Energy is transferred from one living thing to another in a . sequence known as an energy chain.
1. Use flashcards and sentence strips to show the energy chain of the bread. e.g. The sun gives energy to the wheat plant to grow. Bread is made from wheat and contains the energy from the wheat. The girl eats the bread and gets energy from it. You can photocopy the flashcards from pages 37 to 40.
4 The sun gives heat and light energy. 4 The wheat plant gets energy from the sun to help it to grow. 4 The bread is made from wheat and it has stored energy. 4 Thembi gets energy from eating bread. 2. Give learners samples or pictures of different food (learners may take food from their school lunch boxes) to draw and explain other energy chains.
6
Learner task
A s se ss m en t Activity
3
Draw and write to explain other energy chains about foods you like.
Energy chains What we want to assess
What we expect from learners
Drawing of a food energy chain
The drawings should: 4 have a heading
4 be clear
4 show the correct food energy chain 4 be in a correct sequence starting with the sun 4 have correct labels 4 Writing about a food energy chain
The writing should: 4 match the drawings to tell the story of the food energy chain
4 have a correct sequence to explain the energy chain
7
Activity 4
Stored energy
Key concepts
• •
Teacher task
8
Energy is stored in different substances and in different ways until it can be used. Food, chemicals, stretched elastic bands, wood and other fuels also have stored energy, eg: (a) we get the stored energy out of food when we eat the food (b) when we release a stretched elastic band, we can get the stored energy out of it.
1. Explain the following to the learners: 4 Food (peanuts), stretched elastic bands, springs, chemicals, and other things, have energy stored inside them 4 we call these sources of stored energy 4 we have to do something to these sources of energy if we want to get the stored energy out of them 2. Give learners sources of stored energy and a task card about getting stored energy out (page 41 and 42 to photocopy for learners).
Activity 4
Learner Task Card Getting stored energy out 1. There is energy stored in each of these energy sources in the box. 2. Try to do something to get the energy out of each source, and complete the table below:
I burned it
Heat and light energy
Stored energy changes to heat and light energy
I burned it or I ate it
Heat and light energy or movement and sound energy
Stored energy changes to heat and light energy or stored energy changes to movement and sound energy
I burned it
Heat and light energy
Stored energy changes to heat and light energy
I connected it to a circuit with a light bulb.
Light energy
Stored energy is changed to light energy
I released it
Movement and sound Stored energy is energy changed to movement and sound energy
I burned it
Heat and light energy
Stored energy is changed to heat and light energy Continues on page 10
9
I burned it
Heat and light energy Stored energy is changed to heat and light energy
I pushed it off the table
Movement and sound energy
Stored energy is changed to movement and sound energy
2. Write sentences to tell what you did to get the energy out of each thing and what different forms of energy you got out.
How we got the stored energy out
1. There was stored energy in the wax candle. I burned the wax to get heat and light energy from it. 2. ................................................................................................................................. ................................................................................................................................. 3. ................................................................................................................................. ................................................................................................................................. 4. ................................................................................................................................. ................................................................................................................................. 5. ................................................................................................................................. ................................................................................................................................. 6. ................................................................................................................................. ................................................................................................................................. 7. ................................................................................................................................. ................................................................................................................................. 8. ................................................................................................................................. .................................................................................................................................
10
CHER NOTE TO THE TEA
urces. Fuel is one There are many energy so have to burn fuel kind of energy source. We ut. When fuel in order to get its energy o ygen in the air in burns it combines with ox is releases energy a chemical reaction and th heat and light. mostly in the form of eanut is a fuel Digested food, such as a p burned slowly for our bodies. All food is s of our bodies. without a flame in the cell ical reaction with Here it undergoes a chem ther fuel that burns. oxygen just like any o
Learner task
1. From the previous table, ask learners to sort the substances into two groups: A) Those things that we need to burn in order to get energy out of them B) Those things that we do not need to burn in order to get energy out of them. 2. Explain to learners that: 4 the energy sources that we burn in order to get energy out of them are called fuels, – (A) 4 the energy sources that we do not need to burn in order to get energy out of them are called nonfuels – (B).
1. Sort the energy sources into things that we need to burn in order to get energy out and those that we do not need to burn in order to get energy out. 2. Record these on the table below:
Sources of energy A: Things that are fuels
B: Things that are not fuels
Candle wax Peanut Methylated spirits Coal wood
Battery Stone Stretched elastic band
3. Complete the sentences below: Only some energy sources are fuels. Candle wax,
peanuts, methylated spirits, coal and wood are fuels
because
we must burn them to get their energy out.
The stone,
the stretched elastic and the battery
because
we do not burn them to get energy out.
are not fuels
11
A s se s sm en t Activity
4
Stored energy
What we want to assess
What we expect from learners
Completing a table about getting stored energy out of energy sources
Learners must be able to do something to get the energy out of the energy sources. The table must be completed with: 4 what the learners did to get the energy out 4 the forms of energy they got out 4 the energy changes that took place
Sentences to tell what was done to get stored energy out of energy sources
Sentences should say: 4 what the learners did to get the energy out
Table to compare fuels and non-fuels
Learners should be able to classify substances as fuels and non-fuels: This will be evident when the table is completed correctly with wax candle, peanut, methylated spirit, wood and coal as fuels, and the stone, the battery and the stretched elastic band as non-fuels.
Sentence completion
4 what different forms of energy they got out
The sentence should be completed with: The wax candle, the peanut, methylated spirit, wood and coal as fuels, and the stone, the battery and the stretched elastic band as non-fuels.
12
Activity 5
Coal has stored energy
Key concepts
• • •
Teacher task
Coal was formed by nature over millions of years in the Earth’s crust. Coal was formed from ancient plants and animals that died and turned to rock over millions of years (they became fossilised). It is therefore called a fossil fuel. Coal stores energy, which originally came from the sun.
Where does coal come from? Coal was formed from ancient plants and animals that died and turned to rock over millions of years (they became fossilized). It is therefore called a fossil fuel. 1. Give learners questions about coal to discuss in their groups. 2. After the learners have finished discussing about how coal was made in the earth, hand out the information sheet about “How the Earth makes coal” (photocopy from page 43).
Learner task
GROUP
Learner Task Card 1: How coal was made in the Earth 1. Discuss the following questions in your groups: (a) What does coal look like? (b) What do people use coal for? (c) What do people do in order to get coal? (d) Do you know of places where coal is found in our country? (e) How was coal made? (f) How long do you think it took the Earth to form coal? 2. (a) Now read paragraphs 1,2 and 3 of “How Earth made coal” for more information. (b) Look at the map with the heading COAL IN SOUTH AFRICA to see places where coal is found in our country.
13
Teacher task
1. Give learners a task card with pictures of how coal was formed (photocopy from page 44). 2. After the learners have carefully looked at the pictures, give them loose paragraphs about how coal was formed (page 45). 3. Ask learners to match these paragraphs with the pictures. 4. Check to see if the learners have matched the pictures with the paragraphs correctly (see overleaf for the correct explanation about coal formation). 5. Ask learners to paste the paragraphs next to the pictures. 6. Ask learners to read aloud the explanation of how the Earth made coal.
Alternative Teacher Task Help learners to build up (acquire) the language for this task: 1. Explain the pictures of how coal was formed to the learners (you can photocopy the flashcards on pages 46–49 for demonstration). 2. Facilitate a class discussion about the story of how coal was formed. Write new words on the board.
Learner task
GROUP
14
1. Look at the pictures that show how coal was made in the Earth. 2. Match each picture with its appropriate paragraph. 3. Let your teacher help you match the pictures with their appropriate paragraphs if you are stuck. 4. Paste the paragraphs next to their appropriate pictures. 5. Read the full explanation of how coal was made in the Earth.
Learner task
INDIVIDUAL
Learner Task Card 2 How coal was made in the Earth Paste the correct sequence of the story of how coal was formed onto your task card. N.B. Certain special conditions in some parts of the Earth’s crust and the way it changed over millions of years, allowed coal to be formed.
Pictures that tell how coal was formed
First
water sand and mud
Paragraphs that tell how coal was formed
Millions of years ago the Earth’s climate was wet, so many plants grew near water. When these plants died, some fell into the water. They did not rot but in time layer upon layer of sand and mud covered them.
dead plants that fell into water
Then
layers of sand
More and more layers of sand and mud fell on top of these dead plants. The plants slowly became squashed plant material, which we call peat.
squashed plant material called peat
Next pressure from the layers of sand more layers of sand and rock
More and more pressure from sand and mud compressed and squashed this plant material into a harder layer. This layer is called lignite. As the compression took place, gas and water were squeezed out of the dead plant material.
lignite
Finally many layers of sand and rock
Over millions of years more layers of sand and mud covered the lignite. The lignite eventually became a hard black type of a rock called coal.
coal
15
Learner task
Optional Learner Task:
INDIVIDUAL
In your own words write a story of how coal was made in the Earth.
Teacher task
Make an energy chain about coal with the learners.
Learner task
Draw and write to explain the coal energy chain into your class work book.
The energy chain of coal The sun gives heat and light energy. Plants use light energy from the sun to help them grow. Some of this energy is stored as chemical energy inside plants. Over millions of years, dead plants become coal. The energy from plants becomes stored inside coal.
16
A s se ss m en t Activity
5
Where does coal come from?
What we want to assess
What we expect from learners
Matching pictures with paragraphs about how coal is made in the Earth
The learners should be able to match the pictures with the appropriate paragraphs of how coal was formed in the Earth.This will be evident when learners can identify the correct picture that matches each paragraph to make a correct sequence of paragraphs that tell the story of how coal was formed in the Earth.
Writing about how coal was made in the Earth
The story must: 4 have a heading 4 have sentences that make sense 4 have a logical sequence 4 have the correct use of key words such as squashed plant material, layers of sand, millions of years ago etc.
Drawing the coal energy chain
The drawing should: 4 have a heading 4 be clear 4 tell the energy story in the correct sequence 4 correct labels 4
Writing explanations of the coal energy chain
Sentences should: 4 match the drawings that show the coal energy chain 4 be in a correct sequence to tell the coal energy story 4
17
Activity 6
Coal gives us energy to make electricity
Key concepts
• • •
Most power stations use coal to make electricity. The coal got its energy from plants that originally got their energy from the sun. Most electrical appliances get energy from power stations.
Teacher task NOTE TO THE TEACHER
TRAI NS
If you are near Cape Town, you may visit the Athlone power station with your learners, before you begin this activity. (Tel no. 021-694 1715 for appointments)
COAL
FIR E
1. Make a mind map with learners on the chalkboard about the uses of coal. 2. Ask learners to read for more uses of coal. (paragraph 4 of “How coal is made in the Earth” on page 43). 3. Complete the mind map with more uses of coal from the reading.
Learner task
Teacher task
18
Read paragraph 4 of “How coal was made in the Earth” (page 43) to find more uses of coal.
1. Make sure that learners realise that coal is used to make electricity in most power stations (for teacher enrichment read pages 66– 67 (taken from “Learning for Sustainable Living” of Birdlife South Africa). 2. Give learners a task card to complete about a power station (page 50) plus ‘How energy works for’ us photocopied from pages 52–53. 3. Facilitate a class discussion in order to help the learners with more information about a power station, after they have completed question 3 on the Learner Task Card about the power station (see page 51 for answers).
Learner Task Card
The Power Station Why is there steam?
What happens inside a power station? Why is there smoke? What are the towers for?
Why are there wires?
What do we get from the power station?
Where have you seen a power station?
The Power Station 1. In your groups discuss the picture about the power station. Use the questions to help you. 2. Read, “How electricity works for us “ to find the answers to the questions about the power station. 3. Participate in a class discussion so that you can share your information about the power station.
Teacher task
1. Lead a discussion about a power station in order to make sure that: 4 Learners understand that coal is used to heat water in a power station. 4 It is the steam from this heated water that turns the turbines. 4 The turbines turn the generator that makes electricity. 2. Give learners pictures of the electricity energy chain and ask them to put them in sequence (page 54-60 to photocopy. Also use the picture of the sun on page 37).
19
Learner task
Learner Task Card The energy chain of electricity 1. In your group look at the power station again and sequence the pictures to show the energy chain about how electricity reaches our homes. 2. Draw to show the energy chain of electricity.
3. Write a paragraph to explain the energy chain of electricity.
The electricity energy chain
Teacher task
20
First
the sun gave its heat and light energy to plants so that plants can grow.
After
the plants died they turned to coal over millions of years. The coal stored the energy of the plants.
Next
the coal was mined out of the Earth and taken to a power station. At the power station the coal was burned to get the energy from it.
Then
the energy from the burning coal boiled the water in the power station. The steam from the boiling water turned a turbine and generator to make electricity.
After that
the electricity came in power lines to our homes.
Finally
we used the electrical energy to make light in our homes.
1. Make flash cards of any electrical appliance to tell the learners the energy story of that electrical appliance (refer to the bed-side lamp example above). 2. Now switch on an electric kettle and help learners to complete its energy chain in groups. 3. Supply learners with pictures of other electrical appliances to sequence and let them write more energy chain stories of the electrical appliances they have chosen (pictures of electrical appliances can be obtained from newspapers and magazines).
Learner task
A s se ss m en t Activity
6
1. In your groups look at the electric kettle boiling water and write an energy chain to tell where the kettle gets its electrical energy from originally. 2. Draw and write more energy chains of your own, about the electrical appliances in the pictures your teacher gave you.
Using coal to make electricity
What we want to assess
What we expect from learners
Drawing the energy chain of electricity
The drawing should:
Writing about the electricity energy chain
Drawing energy chains of different electrical appliances
Writing about an energy chain of an electrical appliance
4 have a heading 4 be clear 4 tell the electricity energy chain 4 show the correct sequence of the energy chain 4 have correct labels 4 Sentences should:
4 match the drawings that show the electricity energy chain 4 be in a correct sequence to tell the electricity energy chain 4 The drawing should:
4 have a heading 4 be clear 4 drawings that tell the electricity energy chain 4 show the correct sequence of the energy chain 4 have correct labels 4 Sentences should: 4 match the drawing that show the energy chain of that particular electrical appliance 4 be in a correct sequence to tell the energy chain of that electrical appliance 4
21
Activity 7
How much do we pay for electricity?
Key concepts
• • • •
Teacher task
We can measure how much electricity we have used in units called Watts (W). We pay for the bringing of electricity to our homes. We also pay for how much electricity we use and how long we use the electricity ( kW.h). The more electricity we use, the more money we pay and the more coal is used.
1. Introduce the following to the learners: (a) Electricity is measured in units called Watts (W) or kilo Watts (kW) e.g. a stove uses 8 000 W = 8 kW. (b) Different appliances use different amounts of electrical energy. 2. Give learners a table that shows how much electricity each appliance uses (page 62).
Learner task 1. Look at the table that shows how much electricity each appliance uses and answer the following questions in your workbook. (a) Which electrical appliance uses the most electricity? (b) How much electricity does it use? (write your answer in Watts (W) and in kilo Watts (kW). (c) Which electrical appliance uses the least electricity? (d) How much electricity does it use? (write your answer in Watts).
22
Teacher task
1. Remind learners that power stations use coal to make electricity and it costs money to mine coal and to transport it to the power station.
2. In the light of the above, facilitate a discussion about why we must pay for our electricity (you may refer to page 63 “Preparing Coal for sale” to help your discussion). 3. Introduce the following to the learners: 4 We pay more money when we use electricity for a long time. 4 The electricity supplier (Eskom) makes us pay for how much electrical energy we use (kilo Watts) and how long we use electricity for (hours). 4 They send a person (a meter reader) to come and record the reading that shows how much electricity we have used that month on our meter boxes. 4 They then send us an account based on these calculations charged at the cost of electricity where we live. 4. Give learners a task card (“We pay for our electricity”) to complete (page 64 to photocopy for learners).
23
Activity 7
Learner Task Card
We pay for our electricity
Electrical appliance
1. Look at the electrical appliances in the table below and pretend that these are the electrical appliances used in your home. 2. Fill in the missing information in the table (N.B. You may use your calculator to do the calculations). 3. How much electrical energy did your family use altogether this month? 899,85 kW.h 4. How much must your family pay this month? R 197.96
How much electricity it uses in Watts
How much electricity it uses in kW
How long we used it for this month
How much electrical energy we used in kW.h.
How much we must pay @22c per unit price
15W
150 W
720 W
= R11,22
3W 2W
Teacher task
(page 62 to photocopy for learners) 24
= R59,40 = R13,20
1. Explain to learners that some people have prepaid electricity boxes; they pay for their electricity in advance by buying a card. E.g. If you buy a card for R50, when you have used R50 worth of kW.h, your electricity will be disconnected until you buy more. 2. Give learners a task card about an electricity account to complete.
Activity 7 Learner task
Learner Task Card
An electricity account
TICE ply by-law: IMPORTANT NO the eledctricity sup of section 17 (1) of ms ter ty supply being ici ctr ele • Notice in ur yo in e date shall result ur deposit be charged and yo Failure to pay by du disconnection shall ent for ym pa fee A er . aft ed ect ply disconn ction op sup Immediate reconne may be increased. cannot be assured.
1. Look at Mrs Khumalo’s electricity account and answer the following questions: (a) How many kW.h of electricity did the Khumalo family use? (b) For what period was this amount of electricity used? (c) How much must Mrs Khumalo pay? (d) By when is Mrs Khumalo expected to pay this amount of money? (e) According to this account what would be the result of not paying on time? 2. Think about how electricity is produced and how it reaches our homes. In the light of that, write to tell why people need to pay for electricity.
25
Learner task 2
You may begin like this:
Why we must pay for our electricity People who use electricity must pay for it. The reason is: Power
stations use coal to make electricity. We have to employ people
to dig coal out of the mines, prepare it for selling and transport the coal to power stations. Another reason is:
We have to pay people who work in the power stations to produce electricity and to bring it to our homes. Another reason is:
We have to pay meter readers who come to read our electricity boxes and people who make our prepaid electricity boxes.
A s se ss m en t Activity
7
The cost of electricity
What we want to assess
What we expect from learners
Reading and interpreting a table (table to show how much electrical energy each appliance uses)
Learners should be able to read and interpret the table that shows how much electricity each electrical appliance uses: This will be evident when: Learners can give correct answers to questions a, b ,c and d
Table completion
Table must be completed with: 4 the number of Watts, which the appliance uses 4 correct calculations of how much electricity the family used per month 4 the correct calculation of how much the family must pay 4
Reading a table (Electricity account)
Learners should be able to read an electricity account: This will be evident when: Learners can give correct answers to questions a, b, c, d and e Sentences should: 4 Reveal that the learner realises the costs involved in getting electricity into our homes
Writing about why people should pay for electricity
26
Activity 8
Saving electricity
Key concepts
• •
Teacher task
If we use less electricity, we save coal, which is a valuable natural resource that will eventually be used up. If we are less wasteful with electricity, we will save our money too.
1. Remind learners about the fact that we use coal to make electricity. 2. Give learners a reading about coal eventually running out (see below). 3. Facilitate a discussion with learners about the implications of coal running out. Use the following questions to help you: (a) What is the main source of energy used to make electricity in a power station? (b) What will happen when there is no more coal? N.B.In the discussion make sure that the learners understand the following: The more electricity we use the more coal is used. 4. Give learners a task card to complete (photocopy from p 65).
Coal as a Non-renewable Energy Source
Coal is one of the natural sources of energy found in the Earth’s crust. It is sometimes called a fossil fuel because it was formed naturally over millions of years from dead plants and animals. No one knows how much coal exists in the crust of the Earth. We are using up the fossil fuels very quickly. So mining companies are searching all the time to find new supplies of these natural fuels. They even have to search in difficult places, for example, under the sea. Scientists think that one day soon, we will have discovered and used up all the Earth’s supplies of fossil fuels such as coal, gas and oil. We say that fossil fuels are non-renewable sources of energy. This means that when they are all used up we can’t get new supplies from anywhere else (because it would take millions of years for Nature to make more). Scientists estimate that if we continue using fossil fuels as fast as we are at present, then all the coal will be finished in 2085.
27
Use as little electricity as you possibly can
Learner task
GROUP 1. In your groups look at the picture of Mrs Mabhena using electricity in her kitchen. 2. Mark the places where electricity is being wasted. 3. Discuss ways in which Mrs Mabhena could save electricity. 4. Let one person write your suggestions to Mrs Mabhena about how she can use less electricity and motivate why she should consider your suggestions. Write your suggestions here: For example:
1. Put the right amount of water in the kettle for the number of cups of tea you want to make. 2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
28
Teacher task
5. Choose one person to tell the rest of the class about your suggestions to Mrs Mabhena. Allow learners to give a report back about their suggestions to Mrs Mabhena. Write the following conclusion on the board with the learners:
A s se ss m en t Activity
8
Coal is a precious resource. When we use electricity we are also using up coal that was used to produce electricity. When we save electricity we are also saving coal for the future.
Saving electricity
What we want to assess Identifying places where electricity is wasted
Writing suggestions of saving electricity
What we expect from learners Learners should be able to identify places where electricity is wasted: This will be evident when learners can mark places on the pictures where electricity is wasted. 4 Suggestions should motivate why people should try to use less electricity 4
29
SUGGESTED WORK SCHEME
ENERGY & CHANGE GRADE 6 LEARNING PROGRAMME PERIOD 1 ACTIVITY 1
PERIOD 2 ACTIVITY 2
PERIOD 3 ACTIVITY 3
PERIOD 4 ACTIVITY 4
PERIOD 5
Placing energy labels, talking and writing sentences about different forms of energy ± 50 min
Table completion with the learners ± 15 min
Teacher introducing food energy stories
Introducing substances with potential energy
Sorting substances and introducing fuels
Writing sentences about the energy in the body ± 35 min
Learners writing and drawing own food energy stories ± 50 min
Getting stored energy out of substances and writing sentences ± 50 min
Table completion ± 50 min
PERIOD 6 ACTIVITY 5
PERIOD 7
PERIOD 8 ACTIVITY 6
PERIOD 9
PERIOD 10
Discussing and reading for more information about coal ( 30 min
Reading the whole story of coal formation ( 20 min
Making a mind map about uses of coal and reading for more information about coal uses and completing the mind map ± 20 min
Learners sequence pictures that tell the Power Station energy story
In groups learners write an electric kettle energy story
Matching paragraphs with pictures showing how coal was formed ± 20 min
Making the coal energy story with the learners Learners drawing and writing the coal energy story ( 30 min
Learners discussing questions about a power station and reading and discussing to get more about the power station ± 30 min
Learners draw and write the Power Station energy story ± 30 min Making an energy story of an electrical appliance with the learners ± 20 min
PERIOD 11 ACTIVITY 7
PERIOD 12
PERIOD 12 ACTIVITY 8
PERIOD 13
Introduction about measuring electricity
Learners complete a task card about costing electricity ± 40 min
Reading about coal eventually running out and discussion about implications ± 30 min
Writing suggestions of how to use less electricity
Reading and interpreting a table with electrical appliances ± 20 min Discussion about why we must pay for electricity and introducing how the cost is calculated ± 30 min
Discussion about the pre-paid boxes ±20 min Learners read and interpret an electricity bill Learners write to say why we must pay for the electricity we use
Identifying places where electricity is wasted ± 20 min
Each learner writes an energy story of an electrical appliance of their own ± 50min
Report back and sentence completion about conservation of natural resources. Writing a conclusion about using less electricity and conserving coal.
Estimated time to finish the activities in this learning programme = 13 periods @ 50 minutes per period = 10,8 hours. This is almost three weeks’ work. (Recommended time per week for the Natural Sciences and Technology = 4 hours)
30
32
Sound energy
Sound energy
Sound energy
Sound energy
Sound energy
Sound energy
Sound energy
Sound energy
Sound energy
Sound energy
Sound energy
Sound energy
Sound energy
Sound energy
Sound energy
Sound energy
Sound energy
Sound energy
Sound energy
Movement energy
Movement energy
Movement energy
Movement energy
Movement energy
Movement energy
Movement energy
Movement energy
Movement energy
Movement energy
Movement energy
Movement energy
Movement energy
Movement energy
Movement energy
Movement energy
Movement energy
Movement energy
Movement energy
Light energy
Light energy
Light energy
Light energy
Light energy
Light energy
Light energy
Light energy
Light energy
Light energy
Light energy
Light energy
Light energy
Light energy
Light energy
Light energy
Light energy
Light energy
Light energy
Heat energy
Heat energy
Heat energy
Heat energy
Heat energy
Heat energy
Heat energy
Heat energy
Heat energy
Heat energy
Heat energy
Heat energy
Heat energy
Heat energy
Heat energy
Heat energy
Heat energy
Heat energy
Heat energy
Stored energy
Stored energy
Stored energy
Stored energy
Stored energy
Stored energy
Stored energy
Stored energy
Stored energy
Stored energy
Stored energy
Stored energy
Stored energy
Stored energy
Stored energy
Stored energy
Stored energy
Stored energy
Stored energy
Electrical energy
Electrical energy
Electrical energy
Electrical energy
Electrical energy
Electrical energy
Electrical energy
Electrical energy
Electrical energy
Electrical energy
Electrical energy
Electrical energy
Electrical energy
Electrical energy
Electrical energy
Electrical energy
Electrical energy
Electrical energy
Electrical energy
To photocopy for
Activity 3
33
To photocopy for
Activity 3
34
To photocopy for
Activity 3
35
To photocopy for
Activity 3
36
Learner Task Card
To photocopy for
Getting stored energy out
Activity 4
1. There is energy stored in each of these energy sources in the boxes below. 2. Try to do something to get the energy out of each source, and complete the table below:
37
To photocopy for
Activity 4 Coal
A stone on the edge of the table
38
Learner Task Card
Information sheet for
Activity 5
How coal is made in the Earth
Coal is a hard, black rock. For hundreds of years people have burned coal to keep themselves warm. It takes millions of years to make coal. Millions of years ago there was a lot of water and many trees covered the Earth. Sometimes when trees died they fell into the water. Over many years, layers of soil covered the trees and turned the wood into peat, which is soft and can be burned for fuel. More and more layers of heavy soil on top caused more pressure so that gas and water were squeezed out of the peat. This made the peat change into a thin layer of hard coal or into oil. The Earth takes millions of years to make the coal. This coal is formed very deep under the ground and so people have to dig mines to get it out. There are many coal mines in South Africa
Using coal
Most of South Africa’s coal is used in Power Stations to make electricity. There is a big factory in Sasolburg that makes coal into petrol. A special form of coal called coke helps us to make iron into steel. Tar, plastic and fertilizers also come from coal. People use coal in their homes to cook food or keep themselves warm. If we continue to use coal, the world will soon run out of it. This is a great worry and many people are looking for different types of fuel in order to save coal. The Earth’s oil will be used up by the year 2030 and coal by 2085.
Coal in South Africa
South Africa has a lot of coal. Look at the map to see where we mine it. We use most of our coal, but we sell some to Japan.
Areas where coal is found
39
Learner Task for
Activity 5 Paste the story of how coal was formed in correct sequence on to your task card.
Pictures that tell how coal was formed
First
water sand and mud dead plants that fell into water
Then
layers of sand squashed plant material called peat
Next pressure from the layers of sand more layers of sand and rock lignite
Finally many layers of sand and rock
coal
40
Paragraphs that tell how coal was formed
More and more pressure from sand and mud compressed and squashed this plant material into a harder layer. This layer is called lignite. As the compression took place gas and water were squeezed out of the dead plant material.
Over millions of years more layers of sand and mud covered the lignite. The lignite eventually became a hard black type of a rock called coal.
More and more layers of sand and mud fell on top of these dead plants. They slowly became squashed plant material, which we
Millions of years ago the Earth’s climate was wet, so many plants grew near water. When these plants died, some fell into the water. They did not rot but in time layer upon layer of sand and mud covered them.
call peat.
41
Task card for
Activity 5
42
Task card for
Activity 5
43
Task card for
Activity 5
Lignite
44
Task card for
Activity 5
45
46
Why are there wires?
Why is there smoke?
What happens inside a power station?
4 What do we get from the power station?
THE POWER STATION 4 Where have you seen a power station? Why is there steam?
What are the towers for?
Task card for
Activity 6
Teacher’s copy
47
How electricity works for us
48
49
Task card for
Activity 6
50
Task card for
Activity 6
51
Task card for
Activity 6
52
Task card for
Activity 6
53
Task card for
Activity 6
54
Task card for
Activity 6
55
Captions for
Activity 6
The energy chain of electricity The sun gives heat and light energy. The plants use the light energy from the sun to grow. Some of this energy is stored as chemical energy inside the plants. Over millions of years, dead plants became coal. The energy from the plants becomes stored inside the coal. The energy in the coal is used in the Power Station. It is changed to electrical energy. The coal is used to heat water. The steam from the water turns the turbine. The turbine turns a generator which makes electricity. The electrical energy is carried in wires supported by high pylons. Electrical energy is carried in wires to our homes. We use electrical energy in our homes to get heat and light energy.
56
Task card for
Activity 7
An electricity account
IMPORTANT NOTICE • Notice in terms of section 17 (1) of the eledctricity supply by-law: Failure to pay by due date shall result in your electricity supply being disconnected. A fee for disconnection shall be charged and your deposit may be increased. Immediate reconnection op supply after payment cannot be assured.
1. Look at Mrs Khumalo’s electricity account and answer the following questions: (a) How many kW.h of electricity did the Khumalo family use? (b) For what period was this amount of electricity used? (c) How much must Mrs Khumalo pay? (d) By when is Mrs Khumalo expected to pay this amount of money? (e) According to this account what would be the result of not paying on time? 2. Think about how electricity is produced and how it reaches our homes. In the light of that, write to tell why people need to pay for electricity.
57
Task sheet for
Activity 7 How much electricity do appliances use?
58
Task card for
Activity 7
Preparing coal
After the coal comes from the mines, people have to prepare it to be sold.
1.
Cutting
4.
Loading
5.
8.
Grading
t S
7.
2.
10.
3.
Conveying
Crushing
Transporting
6.
9.
Washing
Sorting
Exporting
kool een rste Ee aad Gr
Selling
59
Task sheet for
We pay for electricity
Activity 7
1. Look at the electrical appliances in the table below and pretend that these are the electrical appliances used in your home. 2. Fill in the missing information in the table – A, B, C, D, E, F, G, H (N.B. You may use your calculator to do the calculations).
Electrical appliance
How much electricity it uses in Watts
How much electricity it uses in kW
How long we used it for this month
How much we How much electrical must pay @22c energy we per unit price used in kW.h.
A
B
C
F D E
3. How much electrical energy did your family use altogether this month? 4. How much must your family pay this month?
60
=G =H
=
Task sheet for
Activity 8 Use as little electricity as you possibly can
61
energy ACTIVITY
Investigating Energy Resources
62
63
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