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Jeremy Pollard Unit 3 Unit 4 Unit 7

Jeremy Pollard Unit 3 Unit 4 Unit 7. ASC 3 Energy & the Environment ASC 4 Applied Scientific Investigation ASC 7 Applied Energy. Team talk.

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Jeremy Pollard Unit 3 Unit 4 Unit 7

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  1. Jeremy Pollard Unit 3 Unit 4 Unit 7 ASC 3 Energy & the EnvironmentASC 4 Applied Scientific InvestigationASC 7 Applied Energy

  2. Team talk Brian Harris – WJEC Subject Officer brian.harris@wjec.co.ukBernie Norbury – Unit 8 & 9 b-norbury@wolgarston.staffs.sch.ukSarah Eagle – Unit 2 & 5 saraheryr@hotmail.comRick Littlejohn – Unit 1 & 6 riclittlejohn@yahoo.co.ukJeremy Pollard – Unit 3, 4 & 7 drjdpollard@hotmail.com

  3. The website WJEC websitehttp://www.wjec.co.uk/index.php?subject=101&level=21Tinopolishttp://www.appliedscience.org.uk/

  4. Tinopolis – Website www.appliedscience.org.uk

  5. Unit 3 – Energy & the Environment Requirements:(a) A report on a practical procedure to measure the calorific value of a carbon-based (fossil) fuel,(b) A report on the application of domestic energy and the community, including the formation, extraction and use of a fossil fuel in the context of a domestic hot water heating system report and the impact of two (2) energy related organisations involved with this process:• one organisation involved with energy production or distribution from carbon-based (fossil) fuels,AND• the second organisation involved with the application of domestic hot water systems.

  6. Unit 3 – Energy & the Environment (NEW IMPROVED) ChecklistEffect of using a copper calorimeterReport B Specification Content neededThe Zeroth LawPower Station Thermal PhysicsWorld Energy Statistical Analysis and herehttp://www.theglobaleducationproject.org/earth/energy-supply.phpThe Markscheme ExplainedPlease check out Examiners Reports and Exemplar Student Portfolios on Website‘Online’ Exemplar Portfolio Training

  7. Water Heat energy lost to heat up copper calorimeter Using Copper Calorimeters Heat energy from the burning fuel heats up the water AND the calorimeter Assume the temperature change of the water is the same as the temperature change of the copper calorimeter. Assuming no other heat loss (approx.) then: Energy = Energy + Energy From heating heating Fuel up water up copper calorimeter EFuel = (mw.cw.T) + (mc.cc.T) Implications: Calculation is more complex. Mass of calorimeter needs to be recorded.

  8. High T Low T Zeroth Law 1. Conduction 2. Convection 3. Radiation 4. (Evaporation) T1 HOT COLD Heat Transfer T1 T3 T3 Heat Transfer T2 If T1=T2 AND T3=T2 Then NO heat is transferred from 1 to 2 So… if T1>T2, HEAT will FLOW from HOT to COLD Conduction – vibration of particles (best in solids) Metals v. good conductors because they have ‘free electrons’ that quickly transfer ‘vibration’ CONVECTION CURRENT Convection - Warmer particles  Higher Temperature  Move faster  Get further apart  Increase volume  Less dense  Rise  Float over colder, more dense, sinking particles COLD Room IR Radiation HOT Radiator Radiation – Infra-red em waves emitted by hot objects. HOTTER = Higher energy = shorter wavelength Conduction through metal

  9. Super heated steam, turning Turbine Cooling steam Super heated steam Kinetic energy ET = 3/2kT = Ek Ek = ½ mv2 Water turning to steam (vapourising) Latent Heat of Vapourisation, lw Steam turning to water (condensing) Latent Heat of Vapourisation / Condensation, lw Water being heated (Energy in) Specific Heat Capacity cw Power Station Thermal Physics Cooling water (Energy out) Specific Heat Capacity cw Combustion Breaking/Making Bonds Hc

  10. Analysing energy statistics http://www.iea.org/publications/free_new_Desc.asp?PUBS_ID=1199 http://www.decc.gov.uk/en/content/cms/statistics/publications/dukes/dukes.aspx http://earthtrends.wri.org/datatables/index.php?theme=6

  11. Analysing energy statistics http://www.iea.org/publications/free_new_Desc.asp?PUBS_ID=1199 http://www.decc.gov.uk/en/content/cms/statistics/publications/dukes/dukes.aspx http://earthtrends.wri.org/datatables/index.php?theme=6 Trends /. Patterns ? Similarities / Differences ? Implications for Society? What do YOU think about these? World Energy Statistics 2009, (ABOVE) UK Energy Statistics 2009, (BELOW)

  12. How long will it last?

  13. Unit 4 – Applied Scientific Investigation Set TasksExamplesPlanningControlled conditions in practiceManagement – all candidates do different tasks; trays; folders (in central tray?); 2 hour experimental slots (access out of lesson times); do as a block 4/5 hours per week for 10/12 weeks; high technician support during Doing PhaseCOMPLEX CALCULATIONSMarkschemeWriting framePlanning Phase (followed by Plan write-up – controlled exam conditions) USE EXAMINATION PAPERDoing Phase  Analysing PhaseWriting-up Phase (controlled exams conditions) USE EXAMINATION PAPER Summer Submission only

  14. Investigation Title SMART Aim(s): Scope: Purpose: Context: Applicability to context: SP: Apparatus: Accuracy & Repeatability?

  15. Complex Calculations Straightforward calculations Generally these have one or two steps, for example: • percentages; • mean; • mode; • median • range; • calculations involving 1:1 ratios (volumetric analysis); • simple substitution into straightforward equations without rearrangement, e.g. P = VI to find P ; • gradients of straight-line graphs. Complex calculations Generally these have two or more steps, for example: • percentage changes; • calculations involving ratios more complex than 1:1 ratios, e.g. 1:2, 2:5; • any statistical analysis, e.g. chi-squared or t-test, calculation of standard deviation; • substitution into equations with rearrangement or use of powers or standard form • use of equations involving exponentials or logarithms • gradients of curves (tangents) • use of gradients and intercepts to find the equation of a line in the form y=mx+c.

  16. Unit 7 – Applied Energy (a) A report on a feasibility study of the possible use of the different forms of renewable energy in a domestic, commercial or educational setting AND a practical procedure to generate electricity using a renewable energy source. (b) A report on the effects of Global Warming and a feasibility study of the different ways to reduce energy consumption in a domestic, commercial or educational setting AND a practical project to reduce energy consumption.Assessment Criteria

  17. Unit 7 – Applied Energy Download from: http://www.withouthotair.com/ Publisher: OUP Oxford; 2 edition (11 Mar 2004) ISBN-10: 0199261784 ISBN-13: 978-0199261789 £28.79 (Amazon)

  18. Report A: Renewable energy • Relationship to Sun / Moon (inc. Diagram) • Generation principles (Energy flow) • Examples – Local(?), National / International – Details - Photos / Maps / Diagrams • Basic economics of renewable: • Initial capital costs • Ongoing costs • Efficiency • Price (cost of energy) • Payback times • Existing and potential contribution to • national and international electrical energy • generation • Local environmental and social impacts • APPROX 3 or 4 sides A4 each (inc. graphics) • Hydro-electric • Wind • Active solar • Tidal • Geo-thermal • Wave • Biofuel

  19. Report A: Renewable energy • carry out an audit of a domestic, commercial or educational setting to determine the feasibility of using the different forms of renewable energy to generate electricity at the setting (+ Map / Diagrams / Data e.g. sunshine / wind info) • plan an experiment to generate some electricity from a renewable energy source, including a RISK ASSESSMENT • carry out a safe experiment to generate some electricity from a renewable energy source • measure and record relevant and precise data to enable you to analyse and calculate the electrical power and efficiency of an experiment to generate some electricity from a renewable energy source • evaluate the effectiveness of your experiment to generate electricity from a renewable energy source (Method / Data / Improvements) • produce a written report about your experiment to generate electricity from a renewable energy source (inc. Graphs / Diagrams / Charts)

  20. Report B: Global Warming • Alternative Theories: • Standard human activity-linked carbon-dioxide Greenhouse Effect Model • Solar Activity • Long-term planetary movements (Milankovitch cycles) • Volcanism • Denial!

  21. Report B: Global Warming • Greenhouse Effect Model: • (Own) Labelled diagram (not copy/paste) • Own words text explanation • Link to human activity • Consequences • Data • ‘Hockey stick’ graph • Geological time graph • CO2 levels v global warming data • Political initiatives to reduce GW (example) • Technological initiatives to reduce GW (example)

  22. http://www.rec.hu/sieuweb/ Clare Langdon Senior Project Officer  Tel: 01209 614973 Email: clare@cep.org.uk Website: www.cep.org.uk Community Energy Plus Promoting Energy Efficiency and Renewable Energy; Fighting Fuel Poverty

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