Energy And Change [grade 7 English]

WESTERN CAPE PRIMARY SCIENCE PROGRAMME An example of a short learning programme in the Natural Sciences

ENERGY

Activity Activity Activity Activity Activity Activity Activity Activity

1: 2: 3: 4: 5: 6: 7: 8:

AND

CHANGE

GRADE 7

Looking for different forms of energy Burning a candle Different fuels Doing our own reading and research about oil and gas Comparing three different fuels Transport and fuel Why do fuels cost money? What about fuels in the future?

We welcome the wide use of these materials. Please acknowledge the PSP. © PSP 2001

• • •

This booklet illustrates an example of a short learning programme for Grade 7. 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.

Contents

Page . . . . . .Subject 2 . . . . . . . . .Activity 1

Looking for different forms of energy

4 . . . . . . . . .Activity 2

Burning a candle

7 . . . . . . . . .Activity 3

Different fuels

8 . . . . . . . . .Activity 4

Doing our own reading and research about oil and gas

12 . . . . . . . .Activity 5

Comparing three different fuels

17 . . . . . . . .Activity 6

Transport and fuel

21 . . . . . . . .Activity 7

Why do fuels cost money?

25 . . . . . . . .Newspaper business report 26 . . . . . . . .Activity 8

What about fuels in the future?

28 . . . . . . . .Suggested workscheme for this learning programme on energy . . . . . . . . . .and change 29 . . . . . . . .Sheet for assessing a task 30 . . . . . . . .Class recording sheet for task assessment 31 . . . . . . . .Blank assessment sheets 33 . . . . . . . .Codes for recording APPENDIX 34 . . . . . . . .Task card:

Activity 2:

Burning a candle

35 . . . . . . . .Task card A : Activity 5:

Comparing three different fuels

36 . . . . . . . .Task card B: Activity 5:

Comparing three different fuels

37 . . . . . . . .Task card:

Activity 6:

Looking at different vehicles

38 . . . . . . . .Task card:

Activity 7:

Why do fuels cost money?

39 . . . . . . . .Fact sheets on ‘Oil and Gas in South Africa’ 43 . . . . . . . .Xhosa translation:

‘Renewable and non-renewable energy sources’

44 . . . . . . . .Xhosa translation:

‘How much does crude oil cost?’

45 . . . . . . . .Labels of different types of energy 46 . . . . . . . .Five pictures on different forms of transport Cover . . . . .‘Energy and Change’ mindmap

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

Activity 1

Looking for different forms of energy

Key concepts

• There are different types (forms) of energy – heat, light, sound, movement, electricity (Nuclear energy (atomic energy) and stored energy are also forms of energy but we will not deal with these here)

Teacher task NOTE … While the learners are placing the labels, check to see that they are correctly identifying the forms of energy. You can assess learners while they are doing this.

Learner task

GROUP

1. Hand out old newspapers, one to each group of learners. The pictures and advertisements in the newspapers illustrate examples of different forms of energy. For example, motorcars, appliances and machines of any kind all use and produce certain forms of energy. People and plants and animals all use and produce certain forms of energy. 2. Also hand out the small labels (electrical energy, heat energy, sound energy, light energy). See Appendix page 45.

Placing energy labels on pictures in newspapers 1. Look at the pictures in old newspapers and magazines and find all the different forms of energy (heat energy, light energy, sound energy, movement energy and electrical 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 the label there and what the energy is doing at that place. 4. Write one sentence about each form of energy that you found and what it was doing e.g;

The radio needs electrical energy to play music.

2

A s se ss m en t Activity

1

Looking for different forms of energy What we want to assess

What we expect from learners

Placing energy labels on to pictures

Learners must: k Correctly identify the different forms of energy by placing labels in appropriate places on the pictures.

Writing sentences about the different forms of energy

The sentences must say: k What form of energy it is k Where the energy is doing something k What the energy is doing.

? t a h ? w e r e wh

3

Activity 2

Burning a candle

Key concepts

• Energy can be changed from one form (kind of energy) to another • The process of burning also changes energy from one form to the other • Fuels are substances that we burn in order to get heat and light energy • Fuels contain stored energy

Teacher task

1. Write these key words on the board e.g. burn, stored energy (in the wax), wax, fuel, heat and light energy, wick, oxygen, and energy. 2. Hand out the candles to each group of learners, and use the appropriate key words to point out the parts of the candle. 3. Light the candles and write the following questions on the board.

Key words wax, fuel, heat and light energy, wick, oxygen, energy Questions • What does a candle need to burn? • What is happening when a candle burns? • Where did the candle get its energy from? • What energy do we get from a burning candle? New words Flame, smoke, melting, match, sound energy/ crackling

4. Facilitate a class discussion for learners to explore their own ideas about the answers to the questions. Write any new words on the board so that learners can fill in the table below. 5. Ask learners to fill in the ‘I think.... ‘ column in the table below, giving their own ideas. 6. After that, ask learners to read the piece on ‘Energy from a burning Candle’ on page 6. Finally, they complete the ‘I know.........’ column with the answers they find from reading the piece.

4

Learner task

GROUP

1. Look at the burning candle, and discuss it with you group using the questions to help you. Questions k What does a candle need to burn? k What is happening when a candle burns? k Where did the candle get its energy from? k What energy do we get from a burning candle? 2. Fill in the ‘I think…’ column in the table below. 3. Read the paragraph ‘Energy from a burning candle’ on page 6 to find the answers to the questions. 4. Now fill in the ‘ I know…’ column in the table below using the correct information from the reading.

Burning a candle

Questions

I think …

I know …

What does a candle need in order to burn?

It needs a match to light it.

A candle needs a match, a wick, wax and oxygen to burn.

What is happening when a candle burns?

The wax melts and the candle gets smaller.

There is an energy change when a candle burns.

Where did the candle get its energy from?

The candle got its energy from The candle got its energy from the match. the wax. The energy was stored inside the wax.

What energy do we get from a burning candle?

We get light energy from a burning candle.

We get heat and light energy from a burning candle. Sometimes we get some sound energy as well.

5

Energy from burning a candle You have seen a candle burn. You have felt heat energy from the flame. It also produces light energy. k You must have heat from a match to light your candle. When you light the candle, first the wick begins to burn until a little of the wax has melted. Then the melted wax goes into the wick and also catches alight. Thereafter, both the wick and the wax burn. k You also need oxygen from the air to keep the candle burning. A substance that burns with oxygen is called a fuel. So wax is the fuel of the candle. k When a candle burns there is an energy change taking place. Wax is changed when it burns. Chemicals in the wax join with oxygen as the fuel burns. Heat energy and light energy are given off. The stored energy inside the wax is changed to heat and light energy by burning the candle. k People burn fuels because the fuels have stored energy. When we burn fuels we get heat and light energy. People use fuels because we need heat and light energy. k We also need fuels to make engines work. Inside a motorcar engine the petrol has to burn and give off heat energy to make it work. Aeroplanes and ships also have engines in which fuel is burnt.

A ss e ss me n t Activity

6

2

Burning a candle What we want to assess

What we expect from learners

Completing the ‘I know ‘ column about ‘Energy from burning a candle’.

The answers to the questions must match the information in the reading.

Activity 3

Different fuels

Key concepts

• People use many different fuels e.g., wood, coal, oil, paraffin petrol etc.

Teacher task

1. With learners, make a mind map on the chalkboard about different fuels and their uses. 2. Once you have completed the mind map, focus the learners’ attention on two main categories of fuels, i.e. oil and gas. Inform them that they are going to RESEARCH some information on oil and gas by reading. Then they will present the information in the form of a poster.

NOTE … Remind learners that fuels are source s of energy. In other words, we have to burn fuel to get energy. So el ectricity is not a fuel alth ough it is a source of en ergy.

W00d

l petr0 motor cars, trucks, motor bikes, taxis, tractors

, fire, cooking heating

0il plastics, ships, planes

FUELS AND THEIR USES

diesel taxis, boats, lorries, tractors, buses, trains

fin paraf primus stoves, lamps, lights

c0al gas

fires for heating, power stations, factories

stoves, light

s, camping

7

Activity 4 Key concepts

Doing our own reading and research about oil and gas • Crude oil and gas are important natural sources of energy • Crude oil and gas were formed over millions of years, in the Earth’s crust, from tiny dead animals and plants • Mining companies drill deep into the Earth’s crust to find oil and gas. The hole in the Earth’s crust through which the oil or gas comes to the surface is called a well. • Oil and gas are transported from these wells to places all over the world • Crude oil is used to make fuels and many other useful products

Teacher task

Introduction 1. Ask learners to raise as many questions as they can about oil and gas. Ask : “What do you want to know about oil and gas?” Then the learners must make up questions about oil and gas beginning with words like: what, where, why, how, when, what if, who? 2. Write their questions on the board in a mind map. 3. Now write up the specific questions on page 9. Compare the learners’ questions with the specific questions and show that many of the questions are the same.

How is oil and gas transported? Where do we get oil and gas? Why do ships carry oil?

What if we didn’t have oil and gas?

QUESTIONS: OIL & GAS

How are oil and gas made?

Who uses oil and gas? How much does it cost?

8

What are oil and gas used for?

Specific questions a. Why are oil and gas important? b. Where do oil and gas come from? c. What is crude oil? d. What things are made from oil and gas? e. How do oil and gas products get to the user (the customer)? f. How are oil and gas formed? g. How do we find oil and gas? h. How do we get oil and gas from under the ground? i. How are oil and gas transported? j. How is crude oil refined into a finished product? k. Where did the energy come from that is stored inside gas and oil? 4. Tell learners that you have information for them on the specific questions. They will choose some questions and then research the information to find the answers.

Setting up groups to do their reading research 1. Divide your class into groups of 5. Let each group choose two or three questions to research. 2. Read the information sheet ‘A guide to Oil and Gas in South Africa’ with your class on page 39–42. Note: Make sure learners can understand and explain any difficult words or concepts. For example: Crude oil is the oil that is found naturally far underground in the Earth’s crust. After it has been brought to the surface, it has to be changed or refined so that we can use it. The oil and petrol that we buy for our motorcars have been refined from crude oil.

Setting the task for the learners 1. Hand out the task cards to the learners and explain what they have to do. 2. Explain to the learners what you will expect on the poster: k a suitable heading k good illustrations k appropriate and correct information k artistic layout and lettering (this means that you must arrange everything on the poster in a clear and artistic way)

9

3. Let learners do the research (reading for information) in class. Be available to help them with vocabulary and other questions. 4. Set a time for the making of the poster as a group project. (for a week later) This is so that the learners have time to prepare their information for the poster. 5. On display day, each group puts together all its information onto its own poster.

6. Check each poster to make sure that all the information is correct. Give time to each group to correct any errors. 7. Each group then presents its poster to the class orally. Assist learners to speak clearly and loudly. Allow question time so that learners can ask the whole group questions if anything needs to be clarified. 8. Display the posters in the class until you have finished the theme ‘Energy and Change’.

In some parts of the world, an oil rig is used to extract oil and gas from the bottom of the ocean.

10

Learner task

GROUP

Making a poster about oil and gas in South Africa 1. Read about Oil and Gas in South Africa. 2. Choose two questions to research 3. Read to find the answers to the questions. Write out any relevant information about those questions in your own words. Your information must be correct. 4. You may also draw pictures to show what you have found out. The pictures must have labels to explain them. 5. Next week you will have to put your drawings and writing on a poster, which will be made by the whole group. 6. The poster must have: k a heading k good illustrations with labels or explanatory notes k correct information about the questions you have researched k everything must be artistically arranged on the poster 7. You must be able to explain your information and drawings on the poster to the rest of the class, and answer questions about them. (You must be able to explain in a clear, loud voice, and give the correct information.)

A ss es sm e n t Activity

4

Doing our own reading and research about oil and gas

What we want to assess

What we expect from learners

Making a poster about oil and gas in South Africa

The poster must have: k a suitable heading relating to the topic about oil and gas k correct information that answers the questions that the learners have chosen k drawings or pictures that suitably illustrate something about what the learners have researched k illustrations must have labels or captions to explain what they are about k an artistic, neat presentation

11

Activity 5 Key concepts

Teacher task

12

Comparing three different fuels • Fuels store energy and we have to burn them to get the energy out

1. Show learners three different fuels (candle wax, methylated spirits and paraffin). 2. Explain to learners that they will carry out an investigation to test and compare three different fuels. They do this by seeing how quickly each fuel can heat water to boiling point. 3 Ask the learners to predict which of the three fuels will boil water first. 4. Hand out the task card and the apparatus (see learner task card) for each group to carry out the investigation. k A candle k A spirit burner with methylated spirits k A spirit burner with paraffin k Glass baby food bottles or beakers k Water k Syringes or measuring cylinders to measure out the water k Tripod stands and gauze mats k Matches to light the candles and burners.

What do I want to find out about the fuels?

Which fuel will be the first to boil the water?

What must I do to test the three fuels in a fair way?

What must I do to find out? Learner task

Comparing three different fuels 1. Set up your apparatus like this:

Water Wire gauze Tripod stand

Water Wire gauze

Water

Tripod stand

Tripod

Spirit burner Candle

Spirit burner Methylated spirits

Paraffin

2 Compare what happens when you use three different fuels to boil water. Use these questions to help you to make your observations: k What colour is the flame? k Which fuel causes pollution? What kind of pollution does it give off? k Which fuel is the first to boil the water? 3. Write your observations in the table below: A candle

Methylated spirits

Paraffin

The flame is yellow.

The flame is blue.

The flame is orange.

The candle gives off a small amount of smoke.

It gives off a smell when it is burning.

This gives off a lot of smoke and a bad smell. The bottom and sides of the bottle become black.

The bottom of the bottle gets dirty. This fuel is the last to boil the water.

This fuel is the first to boil the water.

This fuel is the second to boil the water. 13

Teacher task

NOTE …

1. Facilitate a discussion with the class about comparing the three fuels. Make sure the following points come out in the discussion: k Learners compare the fuels by using each fuel to boil water (Remind learners that water boils when it bubbles vigorously) k To compare the three fuels fairly, learners must use the same amount of water with each fuel k It is not necessary to have the same amount of fuel as long as there is enough to bring the water to the boil k Learners also have to make sure that all the water starts off at about the same temperature (they take it from the same jug or bottle) k The fuel that takes the shortest time to boil the water, is usually methylated spirits k Paraffin gives off a smell and a lot of black smoke. It also gives off black greasy soot that covers the outside of the bottle 2. On the chalkboard write any new words that are introduced by the discussion and explain them: e.g. soot – the sticky black stuff that sticks to the bottom of the glass bottle, smoke, pollution, greasy, smelly gas, etc.

raffin in a When we use pa our homes, we primus stove in r into it, to have to pump ai work. The fuel make the primus d this helps it mixes with air an ore efficiently. to burn much m lot more So it gives out a es not make so energy and it do d soot. much smoke an

14

Learner task

WRITING TASK

Writing a report 1. Write a report about comparing three different fuels. Use the headings below to help you.

Comparing three different fuels What I wanted to find out about the fuels:

I wanted to find out which fuel will be the first to make the water boil I predicted that … the paraffin would be the first to make the water boil To compare the fuels this is what I did:

I took three baby food bottles. I poured the same amount of water into each one. First …

Then … I heated one bottle using a candle. I heated another par affin

s meth ylated

pir

it

bottle using paraffin as a fuel. I used methylated spirits to heat the third bottle. Next… I watched to see when the water boiled Finally … I noticed that the first bottle of water to boil was heated with methylated spirits. This is what I found out about the energy in the three fuels:

The candle does not have a lot of energy because it takes a long time to make the water boil. The paraffin has more energy than the candle because it makes the water boil more quickly than the candle. The methylated spirits has the most energy because it boils the water fastest. I found that …

While I was doing the test, I also found out that:

The candle has a yellow flame, the paraffin has an orange flame and the methylated spirits has a blue flame. I also found out that paraffin makes lots of smoke and soot and it smells very bad. It causes air pollution and it makes me cough. Another thing I learned …

A candle makes a little bit of smoke and the methylated spirits does not make smoke but it smells bad. Points for discussion 2. After you have written your report, discuss this question with your group: Do you think the way we compared these three fuels was fair? Give reasons to support your answer. Decide on some ways in which you could have made the comparison fairer.

15

A s se ss m en t Activity

5

Comparing three different fuels

Water Wire gauze Tripod stand

Water Wire gauze

Water

Tripod stand

Tripod

Spirit burner Candle

Paraffin

What we want to assess

What we expect from learners

Learners doing the investigation and writing their observations

Learners must be able to: k set up the apparatus correctly

Spirit burner Methylated spirits

k discuss and make observations while they are carrying out the investigations k write accurately about what they have observed on their recording sheets k compare the three fuels by making notes of similarities and differences among them. For example; how fast each fuel heats the water and the amount and type of pollution it gives off k Writing a report about comparing three different fuels

The report must: k be written in the learners’ own words k contain the relevant information under each subheading k

16

Activity 6

Transport and fuels

Key concepts

• Fossil fuels (coal, oil and gas) are non-renewable sources of energy. Wood, sunlight, wind and food are some renewable sources of energy • Different forms of transport use different fuels • Most vehicles powered by engines, use fossil fuels

Teacher task

1. Display pictures of different vehicles on the board.

2. Explain the following points to learners: k The car, the plane, the taxi and fishing boat all have engines which make them move. k These engines need fuel. k Inside the engines the fuel burns, and the heat from the fuel makes the engines work. k This burning process gives off pollution into the air. 3. Hand out the questions and pictures of different vehicles (see appendix 1) for learners to discuss in their groups (It would be best to give each group all five pictures)

17

Learner task

GROUP

Looking at different vehicles 1. Look at pictures showing different vehicles that people use for transport 2. Discuss each picture using the following questions: Questions for discussion: k What energy changes are taking place when this vehicle moves? k What kind of fuel does this vehicle use? k Where does this fuel come from originally? k Will this kind of fuel be available forever as a source of energy here on Earth? Give reasons for your answer. k When we use this kind of fuel, is it good or bad for the environment? Give at least two reasons for your answer. 3. Complete the table below.

Comparing different vehicles and their fuels Vehicle used for transport

Advantages

Disadvantages

What fuel does it use?

Bicycle

Bicycles are cheaper than cars. Children and adults can use them. They are easy to fix. They don’t cause pollution. You don’t need to buy fuel.

You can only carry small things on a bicycle. You can’t go very fast.

The children’s Yes as long as there is food is the fuel. enough food for the children.

Motor car (taxi)

It goes very fast. It can You have to buy fuel. Petrol. carry many people. It is dangerous if you don’t know how to drive. It pollutes the air.

No. It comes from oil and when all the oil on Earth is used up we won’t be able to get more.

Fishing boat

It can carry many people and many fish.

It pollutes the air

Diesel.

No because it also comes from oil.

Aeroplane

It can carry many people and goes fast.

It is very noisy and it also pollutes the air

Aeroplane fuel

No because it also comes from oil.

Horse cart

It is safer than a car. You can carry things on it. You don’t have to buy fuel.

It is slow compared to Horse food a car. The horse could (grass). get sick and die

It saves petrol!

Yes, as long as we can grow more food for the horse.

4. Report about one form of transport to the rest of the class. 5. Sequence the pictures of vehicles from the one that uses the most energy to the one that uses the least energy. Write down the sequence. Most energy to least energy Aeroplane

18

Will the fuel always be available on Earth?

Boat

Taxi, car

Horse cart

Bicycle

Teacher task

1. Put the pictures on the board while learners report back. Take only one report back for each form of transport. Encourage learners to make corrections to their table as they listen to other groups. 2. After the learners have finished reporting to the class, ask them to sequence the vehicles from the one that uses the most energy to the one that uses the least energy. 3. Put the pictures of the vehicles on the board in that sequence.

1

2

3

4

5 4. Read the following passage to the learners and assist them to understand it.

Renewable and non-renewable energy sources Oil, coal and gas are natural

Oil, coal and gas are natural sources of energy found in the Earth’s crust. They are sometimes called Fossil Fuels because they are found between layers of rock and were formed naturally over millions of years from dead plants and animals. How much oil, coal and gas is there?

No one knows how much oil, coal, and gas 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. Non-renewable sources of energy

Scientists think that one day soon, we will have discovered and used up all the Earth’s supplies of Fossil Fuels. We say that Fossil Fuels are nonrenewable 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.

All the oil will be finished up in 2030. Renewable sources of energy

There are other sources of energy found in Nature. For example, we can use sunlight to grow plants and we can get fuel for our bodies when we eat the plants. We grow more plants all the time so that our supply of food for our bodies is never used up. We can burn wood for fuel to heat our homes. We grow more wood all the time so that our supply is never used up. We say that food and wood from plants are renewable sources of energy. This is because we can always get new supplies by growing more. Sunlight and heat from the sun, wind, and the movement of water are also renewable forms of energy.

19

5. Assist learners to complete the following summary:

Learner task

Renewable and non-renewable sources of energy 1 In your own words write to explain what the following words mean: k A renewable source of energy

means that we can make (or get)

more of it in the future k An example of a renewable source of energy is wood

or solar

energy k A non-renewable source of energy

means that we cannot make

anymore after it is all used up k An example of a non-renewable source of energy is

coal and oil

and gas

A s se ss m en t Activity

6

Transport and fuels

What we want to assess

What we expect from learners

Answering the questions:

The answers must be correct: 1. All vehicles change stored energy to movement energy. 2. The motor car uses petrol or diesel fuel; the aeroplane uses aviation or jet fuel; the fishing boat uses diesel; the bicycle uses the children’s movement energy, which they got from the energy stored in their food; the horse cart uses the movement energy of the horse, which it got from the stored energy in its food. 3. The petrol, diesel and jet fuel come from crude oil. The children’s and horses’ food comes from plants and animals. 4. Petrol, diesel and jet fuel will not always be available. Sooner or later all our supplies of oil and gas on Earth will be used up. Food will always be available as long as we keep growing more of it. 5. Petrol, diesel and jet fuel are bad for the environment because they give off smoke and other poisonous gases, which pollute the air. When it rains, this pollution also goes into the water. 6. Food for the children and the horse have no bad effects on the environment. The dung from the horses and the toilet waste from the children can be returned to the soil and used to enrich it.

Completing a table to compare the advantages and disadvantages of different kinds of transport

20

The learners must write: k some advantages and disadvantages of each kind of transport k that the fuel for the horse cart and the bicycle is food, and is renewable.(We can grow more food) k that the fuels for the car, the aeroplane fuel and the diesel for the boat are non-renewable.(These fuels will not be available forever)

Activity 7 Key concepts

Teacher task

Why do fuels cost money? • All fuels cost money to buy • The price we pay for a fuel includes the cost of the crude oil from which it was made, as well as the cost of producing it, transporting it and preparing it for sale • The price of fuels increases when the cost of crude oil increases or when any of the above costs increase 1. Tell learners that they are going to find out how the price of crude oil is determined. They are also going to think about the factors that influence the price of fuels, which come from crude oil. 2. Write the following questions on the board.

Who decides on the price of crude oil?

How does OPEC decide the price of crude oil? How much does crude oil cost?

What is OPEC?

Why does the price of crude oil affect the price of fuels that we use every day?

3. Read the article ‘How much does crude oil cost?’ with the learners. Explain any difficult words and concepts. 4. Hold a class discussion to make sure that learners have found the answers to these questions from the reading.

21

How much does crude oil cost?

Almost all the energy in the world comes from Fossil Fuels. k Most of the coal is used to produce electricity in power stations. k All of the crude oil is used to produce fuels for transport e.g. petrol, diesel and aeroplane fuel. Only a few countries in the world have large natural deposits of oil. These are countries such as Saudi Arabia, Iran, Iraq and Nigeria. They are called the ‘Oil Producing and Exporting Countries’ (OPEC). They own the oil deposits in their countries and they supervise the exploration, mining, transporting and selling of oil to countries that do not have their own oil. Usually it is sold to other countries as crude oil and these countries then have to refine it themselves to make fuels. The OPEC countries together decide on the amount of crude oil for sale and it’s price. The price is always announced as the price per barrel in American Dollars, for example; the price of crude oil is about $25 per barrel. But this price of crude oil around the world changes slightly every day depending on how much is sold and which countries are buying it. Each country that buys oil pays for the oil and then pays to have it refined and made into fuels. Some of these costs are: k the cost of refining it into different fuels k the cost of transporting and supplying the fuels to the people who use it k the cost of building petrol stations After that each country also adds some taxes to the price of the fuel. All these costs are included in the price of the fuel that we buy. In South Africa, some newspapers (e.g. The Star, The Cape Times, The Mercury and The Pretoria News) publish the price of Crude Oil each day. They also publish the price of important metals like Gold, Silver and Copper.

5. For homework ask learners to find out the price per litre of: k paraffin k motor car oil k petrol k diesel fuel 6. The next day, hand out the task card called ‘The price of fuel’.

22

Learner task

The price of fuel Example calculation 1. Look at the business report from the Newspaper for Monday 27 August 2001, on page 25. 2. Find the price of crude oil and the Dollar/Rand exchange rate. The price of crude oil shown is the price for one barrel. Each barrel contains about 200 litres of crude oil.

How much does a barrel of oil cost in South African Rand? Price of one barrel of oil = $25.71.(US dollars.) Read to find out how many Rands make 1 Dollar. 1 Dollar = 8.3725 Rand Therefore:

The price of a barrel of crude oil is $25.71 x 8.3725 = R 215.25

but 1 barrel of crude oil = 200 litres Therefore: Therefore:

200 litres of crude oil = R215.25 the price of 1 litre of crude oil = R 215.25 ÷ 200 1 litre of crude oil costs R1.07

This was the price of everyday fuels on the 27 August 2001: Prices: k 1 litre of petrol cost R 3.63 k 1 litre of motor car oil cost R13.60 (500ml cost 6.80) k 1 litre of paraffin cost R 3.80 k 1 litre of diesel cost R 3.38

Task 1. Look in the business section of today’s newspaper. Find the price of crude oil and the Dollar/Rand exchange rate. 2. Calculate the price for one litre of crude oil today. 3. Find out the prices of petrol, motor car oil, paraffin and diesel for today 4. Compare these with the price on the 27th August 2001. Has the oil price changed? Has the price of fuels changed? 5. Why do you think the price of fuels is so much more expensive than the price of crude oil? Why do you think the price of fuel changes now and again? Write to explain why.

23

Learner task

WRITING TASK

The price of fuel The price of fuels changes every now and then because the price of crude oil changes. The Dollar/ Rand exchange rate also changes. Both these things affect the price of fuels. Fuels are much more expensive than crude oil. Why? Give at least two reasons. Reason 1

The fuels come from crude oil. But the crude oil has to be refined in order to make it into a fuel. The refining costs money. The cost of refining a barrel of oil is added to the price we pay for the fuel. So fuels cost more. Reason 2

After the fuel has been made, it has to be transported to petrol stations and shops to be sold. This also costs money. The cost of transporting the fuel is added to the price we pay for the fuel. Reason 3

The government adds taxes to the fuel price.

A s se ss m en t Activity

7

Why do fuels cost money?

What we want to assess

What we expect from learners

Learner writing task about why fuels are more expensive than crude oil

The writing must explain that fuels are more expensive than crude oil because: k It costs money to transport crude oil to a refinery k At the refinery the crude oil is heated in order to separate it into different fuels. It is expensive to build and maintain refineries. It is also expensive to heat the crude oil. k After it is refined the different fuels have to be transported to places where they will be used. The vehicles and pipes for this cost money. k Then the fuel is sold. It costs money to distribute it and to keep account of how much is bought and sold. k Many people are employed to get fuels to the places where they are needed . It costs money to pay them. k All these costs are added on to the price of the fuel. k The government also adds taxes to the price of fuels. k

24

25

Activity 8 Teacher task

Fuels and the future 1. Facilitate a discussion with the whole class about the following questions: What will happen when all the oil, coal and gas supplies are finished on Earth? k Scientists think that in 2030 there will be no more oil and in 2085 there will be no more coal left on earth. What will happen when these sources of energy are finished? k In what ways will our lives change when the world runs out of Fossil Fuels? k What will you use for fuel when you are 60? k What do you think your grandchildren will use for fuel in 2085? k What can we do to prepare for a world without Fossil Fuels? 2. During the class discussion, write some of the words and phrases that the learners have used (on the board). 3. Find books that have information about alternative sources of energy. For example; solar energy, wind energy, energy from waves, energy from plants, etc. Learners can research different ways to get energy from these renewable sources in the future. k See ‘Eskom to make use of wind energy’.

Eskom to make use of wind energy Multimillion-Rand project in Western Cape will investigate environmentally friendly alternative energy source

The Western Cape’s strong winds will be used as an energy source for electricity. Eskom will build a multimillion -Rand wind power generator at the end of the year. This will be the only one in South Africa. If all goes according to plan it will produce enough electricity to supply 2000 homes by the year 2005. It will be built close to the N7 highway near Malmesbury. Eight to ten large windmills will be attached to electricity generators. They will be placed on the top of a hill which gets strong winds almost all year round. All over the world there is a need for alternative energy sources … Once the Western Cape wind power generator has been built, built in parts of South Africa that get a lot of wind. scientists will study it to find ways of improving its All over the world there is a need for alternative design. They will also calculate how much the energy sources that do not cause pollution. Wind electricity that is produced by it will cost. If it is energy is just one kind of alternative energy source. successful then many more wind generators will be Sunday Times 25/2/2001

26

Learner task

WRITING TASK

1. Write half a page on ‘Energy and the Future.’ Explain why we have to find other sources of energy for the future. Give some examples of other energy sources. Energy and the Future

In the future we will have to find new sources of energy. This is because our supply of fossil fuels on Earth will be finished. Fossil Fuels come from oil and coal, that were made in the Earth’s crust millions of years ago. We say that Fossil Fuels are non-renewable sources of energy. This means that, when we have used up all our Fossil Fuels we cannot get more from anywhere else. Almost all fuels that we use today come from Fossil Fuels such as coal and crude oil. We use coal to make most of our electricity. We use crude oil to make petrol, diesel, paraffin aeroplane fuel and candles. We also get paint and plastic and many other chemicals and even clothing from crude oil. In the future, when all the Fossil Fuels have been used we will not be able to make electricity. We will also not be able to make fuels, plastics and chemicals. So we must get these things from something else. This is why we must look for other sources of energy and chemicals. In the future we will have to use other sources of energy. We can use solar power. This is the energy from sunlight. We can use it to make electricity and to heat water in our homes. We can use wind power to make electricity and to pump water. We also get energy from plants. Maybe we will even use sources of energy that have not been discovered yet.

A s se ss m en t Activity

8

Fuels and the future

What we want to assess Writing about ‘Energy and the Future’

What we expect from learners The writing must show that the learners understand that: k the supplies of Fossil Fuels on Earth will most probably be used up some time this century k we will not be able to make electricity from Fossil Fuels k we will not be able to have transport that relies on Fossil Fuels k we will not have products that are made from oil (such as chemicals , paints, clothing and plastics) k we will have to find and use other sources of energy such as; wind, sunlight energy, energy from plants, nuclear energy and solar energy

27

Suggested workscheme on Energy and Change PERIOD 1 Activity 1

PERIOD 2

PERIOD 3

PERIOD 4

PERIOD 5

Activity 2

Activity 3

Activity 4 (cont)

Activity 4 (cont)

• Learners place energy labels onto pictures (10 min)

• Teacher introduces the key words (5 min)

• Teacher introduces the specific questions about oil and gas (10 min)

• Learners write sentences about the forms of energy

• Learners light candles and discuss the questions about the burning candle (15 min)

• Teacher and learners make a class mindmap about fuels and their uses (15 min)

• Teacher sets the task for the learners. Each group chooses 2 or 3 questions to research (10 min)

• Class discussion about the burning candle (15 min)

Activity 4 • Learners raise questions about oil and gas (15 min)

• Teacher reads the information sheet ‘ A guide to Oil and Gas in South Africa’ and explains any difficult words or concepts (30 min)

• Learners read the information sheet (30 min)

• Learners complete the summary about energy and burning (5 min)

PERIOD 6

PERIOD 7

PERIOD 8

PERIOD 9

PERIOD 10

Activity 4 (cont)

Activity 4 (cont)

Activity 4 (cont)

Activity 4 (cont)

Activity 4 (cont)

• Learners read and then write any information to be eventually included on their poster.

• Learners continue to prepare material for their poster (40 min )

• Learners put their pictures and writing onto their posters

• Learners present their posters one group at a time. Teacher assists groups to answer any questions from the rest of the class. (Teacher allows time for 2 groups to present in each period)

• Learners present posters

PERIOD 11

PERIOD 12

PERIOD 13

PERIOD 14

PERIOD 15

Activity 4 (cont)

Activity 5

Activity 5 (cont)

Activity 5 (cont)

Activity 6

• Learners present posters

• Teacher introduces three different fuels which come from crude oil. (5 min)

• Teacher and class discuss testing and comparing the fuels

• Learners write their reports

• Teacher hands out pictures and writes questions on the chalkboard. (10 min)

• Learners receive apparatus and discuss how they will test the three fuels. They also make predictions (10 min)

• Teacher writes and translates any key words that learners used when making their observations

• Learners draw or collect pictures to include on their poster (40 min)

• Learners display the posters on the wall of the classroom.

•1Learners carry out the test and write their observations (30 min)

(15 min)

(15 min) • Teacher introduces the report format and explains what is expected of the learners

• Learners complete the table about the advantages and disadvantages of different forms of transport (20 min)

( 10 min)

PERIOD 16

PERIOD 17

PERIOD 18

Activity 6 (cont)

Activity 6 (cont)

Activity 7 (cont)

Activity 7 (cont)

• Learners complete the summary

• Learners complete the task card on ‘The price of fuel.’

* Learners write half a page on ‘Energy and the Future

• Learners report to the class about the advantages and disadvantages (Each group reports on one form of transport) (25 min) • Class sequences the pictures. (5 min) • Teacher reads ‘Renewable and non-renewable energy resources (10 min)

28

• Learners discuss the pictures and write answers to the questions. (15 min)

(10 min) Activity 7 • Teacher and learners read the article ‘ How much does Crude Oil cost?’ (20 min) • Learners find out the prices per litre of other fuels which come from Crude Oil (for homework.)

PERIOD 1

( 40 min)

Activity 2

Task Card to photocopy Burning a candle

1. Look at the burning candle, and discuss it with you group using the questions to help you.

Questions

• What does a candle need to burn? • What is happening when a candle • •

burns? Where did the candle get its energy? What energy do we get from a burning candle?

2. Fill in the ‘I think.....’ column in the table below. 3. Read the paragraph ‘Energy from a burning candle’ to find the answers to the questions. 4. Now fill in the ‘ I know ...........’ column in the table below using the correct information from the reading.

Burning a candle Questions k What does a candle need in order to burn?

k What is happening when a candle burns?

k Where did the candle get it’s energy from?

k What energy do we get from a burning candle?

34

I think …

I know …

Task Card to photocopy

Activity 5

Comparing three different fuels 1. Set up your apparatus like this: 2. Compare what happens when you use three different fuels to boil water. Use these questions to help you to make your observations

Water Wire gauze Tripod stand

Water Wire gauze

Water

Tripod stand

Tripod

Spirit burner Candle

Spirit burner Methylated spirits

Paraffin

4What colour is the flame? 4Which fuel causes pollution? What kind of pollution does it give off? 4Which fuel is the first to boil the water? 3. Write your observations in the table below:

Comparing three different fuels Candle

Methylated Spirits

Paraffin

35

Activity 5

Task card to photocopy

Comparing three different fuels Learner writing task 1

Write a report about comparing three different fuels. Use the headings below to help you.

Comparing three different fuels What I wanted to find out about the fuels . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................ I predicted that: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................ To compare the fuels this is what I did: First . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Then . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Next . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Finally . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . This is what I found out about the energy in the three fuels: While I was doing the test: I found out that . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................ I also found out that . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................ Another thing I learned is

................................................

.................................................................... Points for discussion 2 After you have written your report, discuss this question with your group: Do you think the way we compared these three fuels was fair? Give reasons to support your answer. Decide on some ways in which you could have made the comparison fairer.

36

Task card to photocopy

Activity 6

Transport and fuels

Looking at different vehicles 1. Look at the pictures at the back of the book showing different vehicles that people use for transport 2. Discuss each picture using the following questions. Questions for discussion k What energy changes are taking place when this vehicle moves? k What kind of fuel does this vehicle use? k Where does this fuel come from originally? k Will this kind of fuel be available forever as a source of energy here on Earth? Give reasons for your answer. k When we use this kind of fuel, is it good or bad for the environment? Give at least two reasons for your answer. 3. Complete the table below.

Vehicle used for transport

Advantages

Disadvantages

What fuel does it use?

Will the fuel always be available on Earth?

Bicycle

Motor car (taxi)

Fishing boat

Aeroplane

Horse cart

4. Report about one form of transport to the rest of the class. 5. Sequence the pictures of vehicles from the one that uses the most energy to the one that uses the least energy. Write down the sequence. Most energy

to

least energy

37

Task card to photocopy

Activity 7

Why do fuels cost money? Learner writing task The price of fuel The price of fuels changes every now and then because . . . . . . . . . . .

..................................................... ..................................................... ..................................................... ..................................................... ..................................................... Fuels are much more expensive than crude oil. Why? Give at least two reasons. Reason 1

..................................................... ..................................................... ..................................................... ..................................................... ..................................................... ..................................................... Reason 2

..................................................... ..................................................... ..................................................... ..................................................... ..................................................... .....................................................

Oh no! I expensiv t’s more e than a week ag o!

38

39

40

41

42

Imithombo yamandla ehlaziyekayo nengahlaziyekiyo I oli, amalahle negesi yimithombo yamandla endalo efunyanwa kuqweqwe loMhlaba (Earth’s crust). Ngamanye amaxesha ibizwa ngokuba yi oli eyifosili, kuba ifumaneka kumanqwanqwa amatye asezantsi phantsi komhlaba kwaye yazenzekela ngokufa kwezityalo nezilwanyana kwiminyaka eliwaka-waka eyadlulayo. Akakho namnye owaziyo ukuba ingakanani na i oli,amalahle negesi evela kuqweqwe lomhlaba. Siyisebenzisa le oli iyifosili ngamandla kangangokuba iyaphela. Ngoko inkampani zemigodi zisoloko ngalo lonke ixesha zifuna ukufumana indawo ezintsha ezinale oli yendalo.Zide zikhangele nakwindawo ezinqabileyo, umzekelo: phantsi kolwandle. Abenzululwazi bacinga ukuba ngenye imini,kungekudala siyakuze sizifumanise siyisebenzise yonke le mithombo ye oli.Sithi i oli eyifosili ngumthombo wamandla ongenakuhlaziywa. Oku kuthetha ukuba xa ezi oli zisetyenziswe zonke asinakho ukufumana imithombo emitsha naphi na.(kuba indalo iyakuthatha iminyaka eliwaka-waka ukwenza enye.)Abenzululwazi bathekelela ukuba, ukuba siyaqhubekeka ukusebenzisa le mithombo ngamandla njengoko sisenza ngoku, onke amalahle ayakube ephelile ngonyaka wama-2085,ne oli iyakube iphelile ngonyaka wama-2030. Ikhona enye imithombo yamandla efumaneka kwindalo. Umzekelo, singasebenzisa ukukhanya kwelanga ukukhulisa izityalo kwaye nathi singafumana amandla xa sisitya ezi zityalo.Sityala izityalo ngalo lonke xesha, ukuze ukutya okondla imizimba yethu kungapheli. sityala imithi khon’ukuze singaphelelwa ziinkuni.Singabasa iinkuni ukwenza shushu emakhaya Sithi ukutya neenkuni ezivela kwizityalo yimi thombo yamandla ehlaziyekayo.Oku kungenxa yokuba singanakho ukufumana ezinye iinkuni nokutya ngokuthi sityale.Ukukhanya nobushushu obuvela elangeni,umoya namandla okubaleka kwamanzi yenye yemithombo yamandla ehlaziyekayo.

43

Ixabiseke kangakanani I-Oli ekrwada? Phantse onke amandla kwilizwe lonke avele kwifosili umz:amalahle. • Inxalenye yamalahle isetyenziswa ekuveliseni umbane osuka kwizikhululo zombane. • Yonke Ii-oli ekrwada isetyenziswa ekuveliseni amafutha ezithuthi,umz:ipetroli,idizili namafutha enqwelo-moya. Ambalwa kakhulu amazwe apha ehlabathini athi abe nemveliso yeoli.La ngamazwe afana ne Saudi Arabia,iIrani,neNigeria.Abizwa ngokuba ngamazwe avelisa i-oli nayithengisa kumazwe angaphandleOPEC (Oil Producing and Exporting Countries.) La ngamazwe anemigodi ye-oli aze ajongane nokombiwa, ukuhanjiswa, kwa nokuthengiswa kwayo kumazwe angena oli. Kumaxesha amaninzi ithengiselwa amanye amazwe iyi oli engacolwanga ukuze wona la mazwe azicolele ukuzenzela amafutha. Xa edibene la mazwe eOPEC athi agqibe ngamaxabiso entengiso e-oli ekrwada kwa nemayithengiswe .Ixabiso lisoloko lisaziwa ngokwexabiso lebhareli yeDola yaseMerika.Umzekelo;ixabiso le oli ekrwada lingama $25 ngebhareli, kodwa eli xabiso le oli ekrwada litshintsha mihla le,nje kancinci kwilizwe jikelele ngokuxhomekeka okokuba kuthengiswe kangakanani na kwaye ngawaphi na amzwe ayithengayo. Ilizwe ngalinye elithenga le oli, lithi lihlawulele ukucolwa kwayo yenziwe amafutha. Amanye amaxabiso ngala:

• Ixabiso lokuyijika le oli ibe zindidi zamafutha • Ixabiso lokuwathatha nokuwasa la mafutha kubantu •

abawasebenzisayo Ixabiso lokwakha izikhululo zeprtroli

Emva koko ilizwe ngalinye nalo longeza eyalo irhafu kwixabiso lamafutha alo.Onke la maxabiso adityaniswa kwixabiso lamafutha esiwathengayo. Emzantsi Afrika amanye amaphepha (umz: The Star,Cape Times, Mercury, nePretoria News) athi apapashe ixabiso le oli ekrwada rhoqo ngosuku. Athi kwakhona apapashe ixabiso lezimbiwa ezibalulekileyo ezinjenge Golide, iSilivere, neKopa.

44