Professional Documents
Culture Documents
Energy
Intermediate 2
An Introduction
Support Material
September 2008
Energy: An Introduction (Intermediate 2)
Acknowledgements
SFEU is grateful to the subject specialists in Scotlands Colleges and other
agencies and industry bodies who have been involved in the writing of this and
other support materials in the Skills for Work series. SFEU is also grateful for the
contribution of the Scottish Qualifications Authority in the compilation of these
materials, specifically for its permission to reproduce extracts from Course and
Unit Specifications and the Skills for Work Rationale.
We are also grateful to the following for permission to use photographs and
images:
Siemens UK
website: www.sfeu.ac.uk
e-mail: sfeu@sfeu.ac.uk
These support materials were produced with assistance from the European Social Fund.
Energy (Intermediate 2)
Energy: An Introduction
F3FN 11
Introduction
These notes are provided to support teachers and lecturers presenting the
Scottish Qualifications Authority Course F3FN 11, Energy: An Introduction
(Intermediate 2).
Copyright for this pack is held by the Scottish Further Education Unit (SFEU).
However, teachers and lecturers have permission to use the pack and reproduce
items from the pack provided that this is to support teaching and learning
processes and that no profit is made from such use. If reproduced in part, the
source should be acknowledged.
Website: www.sfeu.ac.uk
Website: www.sqa.org.uk
Class Sets
Class sets of this pack may be purchased direct from the printer. Costs are
dependent on the size of the pack and the number of copies. Please contact:
Elanders Hindson
Merlin Way
New York Business Park
North Tyneside
NE27 0QG
Disclaimer
Whilst every effort has been made to ensure the accuracy of this support pack,
teachers and lecturers should satisfy themselves that the information passed to
candidates is accurate and in accordance with the current SQA arrangements
documents. SFEU will accept no responsibility for any consequences deriving
either directly or indirectly from the use of this pack.
Contents
Reference Section 11
What are Skills for Work Courses all about? 12
The Course in Energy (Intermediate 2) 15
Unit Outcomes, PCs and Evidence Requirements 18
Employability Skills Profile 22
Careers Scotland Support 23
The Reference Section provides information on the rationale for, and ethos
behind, Skills for Work courses, the course rationale, the Unit Outcomes and
evidence requirements and the Employability Skills Profile for Energy
(Intermediate 2), showing where the specified employability skills and attitudes
can be evidenced and assessed throughout the Course and in this unit.
The Tutor Support Section contains a suggested approach to teaching the Unit,
advice on learning and teaching with under-16s, guidance on unit induction, unit
delivery and advice on integrating the development of employability skills
throughout the unit. Finally, this section suggests resources which may be useful
for tutors and students.
You may wish to place material from the student notes on your own Intranet by
downloading this pack from the Skills for Work section of the SFEU website
http://www.sfeu.ac.uk/skills_for_work
Reference Section
The Skills for Work Courses are also designed to provide candidates with
opportunities for developing Core Skills and enhancing skills and attitudes for
employability.
Core Skills
The five Core Skills are:
Communication
Numeracy
Information Technology
Problem Solving
Working with Others
Employability
The skills and attitudes for employability, including self-employment, are outlined
below:
generic skills/attitudes valued by employers
understanding of the workplace and the employees responsibilities, for
example timekeeping, appearance, customer care
self-evaluation skills
positive attitude to learning
flexible approaches to solving problems
adaptability and positive attitude to change
confidence to set goals, reflect and learn from experience.
specific vocational skills/knowledge
Course Specifications highlight the links to National Occupational
Standards in the vocational area and identify progression opportunities
Opportunities for developing these skills and attitudes are highlighted in each of
the Course and Unit Specifications. These opportunities include giving young
people direct access to workplace experiences or, through partnership
arrangements, providing different learning environments and experiences which
simulate aspects of the workplace. These experiences might include visits, visiting
speakers, role play and other practical activities.
There are many technologies used in the production of energy and this course
has been designed to contain both an electrical generation practical/skills element
using wind turbines and a heat generation practical/skills element using solar
panels. These elements were selected to ensure candidates received a range of
skills using different technologies that are involved in the generation of energy.
Other systems used to generate energy from both the traditional/conventional and
renewable systems will be discussed and evaluated during the Course.
The primary target group for this Course is school candidates in S3 and S4.
However, the Course is also suitable for S5/S6 candidates and adult candidates
who are seeking to enhance their employability and vocational skills in the energy
sector.
The production and use of energy is important in everyones life and is also an
important area of study and work. It is central to how we reduce our impact on the
environment when generating heat or electrical energy or power and to reducing
our CO2 emissions which are widely claimed to have an impact on climate change.
The generation of energy has traditionally been done through the use of fossil
fuels; oil, gas, and coal, with some renewable energy produced from hydro power.
Nuclear power was seen, and is still seen by some, as a method of generating
energy with zero carbon emissions, but the disposal of the radioactive spent fuel
is of major concern and this can counteract the advantages it has with zero
carbon emissions.
The main themes of the course are: conventional energy production, renewable
energy production, converting energy from one form to another, industrial or
domestic energy generation facilities, practical work with solar panels and wind
turbines (integrating team work into the assembly process), and investigating
careers within the energy sector.
Optional areas covered are the size of an individuals carbon footprint, oil and gas
extraction or conventional energy systems; their contribution to the total energy
generated in the UK and their environmental affects.
Candidates will study the overall status of energy in Scotland, and in the UK, in
general. They will explore the conventional methods of production, including their
efficiency levels, various energy conversion principles, and how energy can be
conserved. They will also explore the more recent developments in energy
production using renewable energy techniques and will develop practical skills in
the areas of plumbing, electrical, and mechanical engineering. Careers within the
energy sector have been integrated with employability skills which are developed
through practical activities.
The three optional Units offer different routes for candidates. They can opt for an
individual investigation and evaluation of their own carbon footprint, investigate
the size of the market segment taken up with conventional production techniques
and their sustainability, and explore the use of the national grid as a means of
transmitting electricity throughout the UK, or have an in-depth study into the
formation and extraction of one type of fuel in its raw state which is particularly
relevant to Scotland, ie. offshore oil and gas.
Outcome 1
Performance Criteria
Outcome 2
Performance Criteria
Outcome 3
Performance Criteria
Outcome 4
Performance and product evidence is required for this Unit. The evidence should
be gathered at appropriate points throughout the Unit, in open-book conditions, in
response to a given brief.
The investigation should include three from the five Conventional Energy
Generation Systems listed below:
The investigation should include two from the four Renewable Energy Generation
Systems listed below:
Energy conservation techniques should include loft, wall and floor insulation,
double glazing, and draft proofing.
The National Assessment Bank (NAB) item for this Unit contains an appropriate
brief which covers the investigation and presentation requirements of the Unit and
an assessor observation checklist. Centres wishing to develop their own
assessments should refer to the NAB to ensure a comparable standard.
Mandatory Units
Energy: Introduction =A
Energy: Domestic Solar Hot Water Systems =B
Energy: Domestic Wind Turbine Systems =C
Energy: Employability and Careers =D
Optional Units
Energy and the Individual =E
Energy: Oil/Gas Extraction =F
Energy: Conventional Production Technologies and the Grid =G
Employability skill/attitude Evidence
maintaining good timekeeping and attendance A, B, C, D, E/F/G
maintaining a tidy work place B, C
seeking feedback and advice A, B, C, D, E/F/G
following instructions B, C
working co-operatively with others A, B, C
selecting and using tools correctly and for the purpose B, C
they were designed
using Personal Protective Equipment correctly and A, B, C
working safely
following basic drawings correctly B, C
checking quality of work A, B, C, D, E/F/G
working to agreed deadlines A, B, C, D, E/F/G
organising work effectively A, B, C, D, E/F/G
working confidently A, B, C, D, E/F/G
willingness to learn new skills or techniques B, C
working independently A, B, C, D, E/F/G
reflecting on own performance B, C
learning from past experiences B, C
awareness of a range of careers and job roles D
developing investigation skills A, D, E/F/G
developing presentation skills A, B, C, D, E/F/G
developing creativity skills A, B, C, D, E/F/G
Since August 2006 Careers Scotland (SE and HI areas) has been funded by the
Scottish Government to support College/School Collaboration and encourage and
promote vocational educational choices for pupils in schools.
Careers Scotland (now part of Skills Development Scotland) has an important role
to play in selection, recruitment and pre-entry career guidance, as well as ongoing
support and pre-exit career guidance, to ensure the pupils experience of SfW is
capitalised upon in any future career planning.
Careers Scotland activity takes place locally and nationally under 4 objectives:
Introduction
This Unit is one of four Units which make up the mandatory core of the Skills for
Work Energy course. Some of the activities suggested may overlap the content
of the other Units in the course. Pupils in S3/4 are likely to need some help to
understand some of the content and contexts of the Unit, eg. energy generation
systems and energy conversions where it is unlikely that they have much
experience or knowledge of these things. It is quite acceptable to simplify any of
the figures to help the process take place.
1. Activate prior knowledge and learning ascertain what the learner knows
already and teach accordingly. Young people do have life experience but it is
more limited than adult learners and they may not always be aware of how it
will assist them in their current learning.
2. Tune learners into the Big Picture the tutor knows the curriculum inside
out and why each lesson follows a sequence, however the young learner does
not have this information and is re-assured by being given the Big Picture.
Tips Mind map or concept map; use visuals, for example wall displays of
diagrams, photographs, flow charts; explain the learning outcomes in language
they will understand; We Are Learning Today (WALT) targets and What Im
Looking For (WILF) targets; give clear and visible success criteria for tasks.
3. Use Advance Organisers these are lists of the key concept words that are
part of the course or unit.
Tip Highlight on any text the concept words that you will be using; make a
visible list and put it on display concept words can be struck off or referred to
as they occur (NB this helps with spelling and independent learning as they do
not have to keep checking meaning); highlight essential learning and action
points.
4. Vary the teaching approaches. The two main approaches are instructing
and demonstrating, however try to provide opportunities to facilitate learning.
Tips Ask students what they know now that they did not know before, or
what they can do now they could not do before, at appropriate points in the
lesson or teaching block; ensure there are problem solving activities that can
be done individually or in groups; ask students to demonstrate what they have
5. Preview and review of learning. This helps to embed previous learning and
listening skills and provides another opportunity to elicit learner understanding.
Consolidates and reinforces learning.
Tips - At appropriate points ask students what words mean; explore the
various meanings of words to find out if they may have come across this
language in another context; by looking at the structure and meaning of words
there is an opportunity for dialogue about learning and to build vocabulary.
Tips Ask a student to repeat back what you have asked them to do before
beginning a task; ask them to explain the task to one of their peers; use the
KISS principle Keep It Short and Simple so that they can absorb and process
the information.
8. Effective feedback. Feedback is very important for the learner to assess their
progress and to see how and what they can improve. Provide opportunities to
engage in dialogue about the learning function of assessment provide details
of the learners strengths and development needs either in written or spoken
form. With younger learners identifying one or two areas for development is
sufficient along with acknowledgement of what has been done well.
them; allow learners to set criteria for success and then measure their
achievements against these.
9. Managing the learning behaviour. Under 16s are coming into Scotlands
Colleges and training establishments from largely structured and routine-driven
environments in schools and early feedback from those undertaking Skills for
Work courses indicates that they very much enjoy the different learning
environment that colleges and other training providers offer. Remember
though that these are still young learners. They will still expect tutors to
provide structure and routine, and will perform best in a calm, orderly learning
environment. Young students will respond to firm, fair, and consistent
management. Such routines have to be established quickly and constantly
reinforced.
Tips - Avoid one-to-one situations with young students in a closed area; do not
do or say anything that could be misinterpreted; if the opportunity arises, do
some observation in schools to see and discuss how teachers use the
guidelines for their own protection as well as the young persons.
Most young people are a delight to work with and they will positively enjoy the
experience of learning in college. However, there will inevitably be some who are
disengaged, disaffected and who have not yet had an opportunity to experience
success. Skills for Work is a unique educational initiative that young people can
be motivated to buy into you as the tutor are key to the success of these
programmes.
This Unit involves a blend of teaching, investigation, practical exercises and a site
visit which will give students the foundation knowledge on the types of energy
systems in use today, both traditional and renewable energy systems.
This Unit has been designed with a systems approach to learning. Firstly, each
system is introduced and students are given an overall view of the system and
how it works, without detailing any science principles. Next, the components (or
sub-systems) of each system are introduced, giving students a bit more
knowledge on how the system works and how the components interact with each
other. The final step is to introduce the science principles through practical
experiments which demonstrate how energy can be transformed from one form to
another.
It is important to emphasise the systems that use fossil fuels and the systems
that use a renewable energy source.
Energy should not be wasted and therefore energy conservation methods will be
introduced which will allow students to see, touch and feel different types of
insulation used in buildings. These insulation materials are used to reduce the
amount of energy escaping into the atmosphere and could be shown to students
in the college/school or during the site visit.
The conversion of energy from one form to another will involve practical
experiments where students will participate in the carrying out of the exercise.
The site visit will play a key part in the understanding of energy systems, where
they will see real energy systems and be able to talk to people involved in the
running of the system.
There should be adequate time for students to learn how energy systems work,
how energy can be conserved and how it is converted from one form to another.
Unit Induction
An induction session in week 1 will prepare students well for the unit and help to
clarify aims and expectations, what the unit is all about and any uncertainties they
may have about the unit and how it will be delivered. Induction may include the
following:
Throughout the pack there are numbered flags like the one shown
here, showing which specific employability skill can be highlighted 1, 5, 6, 7
and/or assessment evidence recorded when students are busy with
the various activities in the Unit.
Maintaining good
Following basic Reflecting on own
1 timekeeping and 8 15
drawings correctly performance
attendance *
Maintaining a tidy Checking quality of Learning from past
2 9 16
workplace work* experiences
The employability skills marked with an asterisk* are directly assessed in this Unit.
However opportunities to learn and develop all of these skills are distributed
throughout the course. Some of the skills can be delivered and assessed
discretely but there are also many opportunities for this to take place during group
activities.
It is strongly advised that course teams meet together to discuss and agree a co-
ordinated approach to the teaching and developing of the employability skills
throughout the Course and to ensure that the team has a common interpretation
of the skills and attitudes. You will find or create countless opportunities to help
students develop their employability skills. The following pages show some ways
of going about it to get you thinking!
Discuss the benefits of getting feedback from staff and asking for advice.
This can increase the students level of confidence in what they are doing Ask questions
3 and can reinforce their views of the direction they are taking. Success can
Check work progress with
be greatly increased by using knowledge and experience gained from
staff
others.
Seek tutor feedback
Seeking Young students can be wary of seeking advice for fear of highlighting their
Confirm instructions when
feedback and own lack of understanding or of being singled out for ridicule perhaps
unsure
advice based on past experience.
Staff should emphasise that in the workplace it is essential that they seek
advice if they are not sure about something as the consequences of not
doing so could be quite serious eg. misusing tools, poor techniques can
result in injury.
Students should be praised for seeking advice and making progress and
reassured that staff welcome their questions and it also helps them to
demonstrate another employability skill: positive attitude to learning.
Discuss the benefits of following instructions, from regulations that are Health and Safety
mandatory to class or work processes that have been devised by procedures
4 experienced staff. Include the pitfalls of doing their own thing. Checking quality
Relevant to all Units in the course but in particular to the practical based Planning and preparation
Units.
Following It can be difficult to keep the attention of under-16s. When you want them
instructions to cultivate the skill of following instructions its important to transmit the
instructions clearly and concisely.
Trying to get students to think of the reason behind an instruction can help
them to remember it.
Get them to repeat the instruction or explain it in their own words to make
sure theyve understood and know whats required.
If an individual student is struggling with an aspect of their work they may
appreciate personal assistance and quiet one-to-one instruction. This
would be an opportunity for you to note their positive response to any
instructions you give them at that time.
Discuss the advantages and disadvantages of working in a team, eg. Ice breaker activities during
advantages could include sharing of workload, support from each other, induction
5 generating more ideas; the disadvantages could be a consensus needed Group presentation
on all points and the uneven workloads that can occur on team members.
Investigations
Team working is a mandatory part of the practical based Units but could
Social interaction
occur in other Units during the course.
Students working in
Working co- Working co-operatively with others (sometimes referred to as Working
operatively with harmony
With Others) is mainly about communication and taking others into
others consideration. Sharing of experiences
Get the class into the habit of working as a team where appropriate eg. Different school groups mix
when tidying up during and at the end of practical sessions. Peer support
Get them to speak to each other and to you about the sharing of
workspace, tools, equipment and materials.
Watch out for specific instances of the students working co-operatively
together including demonstrating a specific awareness of health and
safety issues. You should note this evidence.
Identify the roles undertaken by team members and discuss how these
roles were allocated.
Health and Safety is important to employers and is a key part of the learning Induction procedure
and teaching of each of the practical based Units.
7 Behaviour in workshop
Discuss the role of Health and Safety in the workplace and the use of Routinely wearing PPE
Personal Protective Equipment (PPE) to reduce the chance of injury. The
Using Personal Wearing correct PPE
requirements and the role of students and staff should be made clear.
Protective Cleanliness
Equipment From the first workshop session to the last there should be ample
correctly and opportunity to collect evidence of health and safety issues. Clear walkways
working safely Discussion on what PPE might be required for specific tasks and the Manual handling
importance of PPE in the protection of everyone.
First aid procedures
Fire procedures
Tool and equipment safety
Personal hygiene
Identification of hazards by
students.
First aid and fire awareness.
Quality checking as work
Discuss how the checking of their tasks can lead to a higher quality of progresses
9 work and hence meet the standards required.
Quality at the end of
Students should be made aware of acceptable standards in terms of the practical and non-practical
quality of practical, investigative and presentation work. work
Checking
quality of work
Discuss the need to keep to deadlines and the effects that can result if
Plan work schedule to meet
10 they are not maintained. Demonstrate the importance in the real world of
deadlines
keeping to deadlines eg. industry employs project managers whose main
role is to keep work on schedule. Check progress against
schedule and deadlines
Working to Students made aware of the benefits of keeping to deadlines and of the
agreed possible outcomes of work going beyond deadlines. Derive time remaining until
deadlines deadlines
Staff discuss with students their progress and ability to meet the
deadlines.
Students constantly check their work progress against given deadlines.
tasks.
Students will have the opportunity to work confidently as they perform
practical tasks.
Students will have the opportunity to work confidently as they plan and
give presentations.
Staff should praise students at every opportunity to help keep their
confidence high.
Discuss the advantages and disadvantages of working individually, eg. Discussions with tutor
14 advantages could include taking full responsibility, having complete Checking quality
ownership and not depending on others; to disadvantages such as not
Self evaluation
being able to share problems with others and having little social
interaction. Range of materials for
investigations
Working Students can be helped when you discuss their performance with them.
independently Individual presentations
Such discussions can help them get into the habit of evaluating their
performance as a natural part of their work routine.
Question students verbally about their performance as the work is
proceeding in the workshop.
Retain brief notes on these conversations about progress as evidence
for employability.
Discuss how self reflection can lead to improvements in the work they After investigations
are doing and in their lifestyles in general. Students usually find After presentations
15
reflection difficult and the use of appropriate questions can aid this
process.
Reflecting on Reflecting on issues, personal thoughts, quality of work etc. is relevant
throughout the Course.
own Students often find reflecting and evaluating quite difficult. Reasonable
performance time needs to be allocated to teaching these skills and provide plenty of
opportunities for development.
Getting the students to complete a reflective diary (not assessed) will
help them to develop this skill on a regular basis.
Discuss how past experiences can be a useful way of learning. These Investigations
16 experiences dont need to be successful - poor experiences or failure Presentations
can still be useful learning situations.
Students should be aware that learning can come both from past
experiences that were successful and fulfilling and from those that were
Learning from unsuccessful or demoralising.
past
Tutors should try and bring out the positive when things go wrong.
experiences
Discuss the careers available within the energy sector and the routes, Discussions on careers
skills and qualifications needed for these careers.
Investigations
Students should be aware of the range of careers available within the
Site visits
energy sector.
External speakers
Students should be aware of the qualifications needed for careers in the
Awareness of a energy sector. Careers advisors
range of
careers and job Students should be aware of the employability skills required for a range Individual presentations
roles of careers in the energy sector.
Discuss the role of investigating to find out information. Students are Investigations
very used to using the Internet to find things out but they dont always Interviews with family, friends
see it as carrying out investigations. Discuss the various methods of etc.
finding out information, a wide range should be encouraged eg. Internet,
Books, journals, Internet,
interviews, papers, TV, books, experiments etc.
papers, leaflets
Students will develop investigations skills throughout the Course and
Developing Small experiments
investigation should be given directions to help find relevant information.
Extracting useful information
skills Use a full range of resources for investigations.
Encourage students to interview family, friends etc.
Validate Internet sites is it a reliable website?
Cross match information from two or more sources
Log details of their investigations
Students often find giving presentations a daunting task. They should Short talks
progress from a group presentation onto individual presentations. Staff
should demonstrate how presentations should be planned and practised. Tutor support and discussions
Students may feel comfortable using mobile phone technology to video a Group presentation
presentation, load it onto a computer and run it on the screen.
Individual presentations
Developing Presentations are relevant to all Units in the Course.
Planning
presentation Staff should demonstrate how to give a presentation.
skills
Give students opportunities to give very short talks throughout the
Course to help develop these skills.
Give encouragement to help them overcome fears.
Use a range of media to help overcome fears eg. PowerPoint or video.
Resources
It is essential that computers with Internet access are
available for teaching this unit.
Energy issues
UK Energy Statistics
http://www.berr.gov.uk/energy/statistics/source/electricity/page18527.html
Fossil fuels
Nuclear fuel
Renewable energy
Books
Energy matters
Cambridge, England: Independence, 2005.
T206 Energy for a sustainable future : Block 1 : Energy systems and sustainability
Milton Keynes, England : Open University Press, 2004
Equipment kits
Activity 1 Solution
Activity 2 Solution
Question Answer
1. Heating accounts for almost X% of the UKs 10%
total Carbon emissions? 25%
50%
2. The Scottish Government is committed to X% 25%
renewable energy by 2030. 50%
75%
3. The minimum temperature at which energy 00F
can be extracted is? 00C
0 Kelvin (-273C)
4. Normal temperature required for radiators is? 300C
500C
700C
5. Normal temperature required for underfloor 700C
heating is? 500C
300C
6. Scotland exports x% electricity to England and 10%
Northern Ireland. 20%
50%
Activity 3 Solution
Answers given in the notes
Activity 4 Solution
Answers given in the notes
Activity 5 Solution
Activity 6 Solution
Individual Answers
Activity 7 Solution
Possible answers:
Input System (sub-system) Output
Petrol Car engine Rotation
Small force Lever Lifts heavy load
Natural gas Domestic Boiler Hot water
Water Pressure washer High pressure water
Hot water Radiator Room heating
Electricity Heating element Hot metal (heating
element)
Cold water Heating element Hot water
Chemical reaction Battery Electricity
Electricity Electrolyser Hydrogen and Oxygen
Gas Cooker Heat
Activity 8 Solution
Possible questions:
How long has it been since the system was installed?
How long did it take to install it?
Was it installed by a qualified installer or company?
How much maintenance does it require?
Who carries out the maintenance?
Is it cost effective?
How long does it take to pay for itself?
How much energy does it produce?
What do the individual system components do?
Are there any drawbacks with the system?
What effect does it have on their Carbon footprint?
Is it a reliable system?
This section includes both student notes and activities. These materials are
offered to centres as a flexible set of materials and activities which can be
selected, altered and used in whatever way suits individual centres and their
particular situation. For example, in the case of the student activities you might
want to talk through the instructions with the learners and then give the
instructions out on paper as reminders. You are encouraged to adapt and use the
materials creatively in ways which will best engage your students.
The activities in this pack are used to develop skills in evaluating information;
getting students to think about energy and how we use it; reinforcing learning and
some activities are used to test their knowledge on energy.
The online research and activities will provide students with a more blended
approach to teaching and learning. School students will be familiar with this
approach. For students returning to study, you may need to spend time supporting
them in the use of electronic resources.
Presentations
Notes and guidance on giving team presentations are given in the Skills for Work
Energy Course Guide
Welcome to Energy
Energy is an increasingly important issue in society. How energy is produced is
having an increasing impact on our environment and economy. In this unit you will
learn about how energy is produced and used; various energy systems will be
explored, energy conversions will be examined and methods of conserving energy
looked at.
You will investigate traditional non-renewable energy systems and also renewable
systems.
You will learn how conventional energy is produced and how renewable energy
can be produced utilising sustainable natural processes in the environment.
Methods of conserving energy and the need to conserve scarce resources will be
explored.
For each energy system you will learn how to identify the important components in
terms of subsystems, analysing their inputs and outputs. You will develop your
understanding of energy systems by investigation. The unit assessment will also
be in the form of an investigation report and group presentation covering
generating systems and energy conservation methods.
Introduction to Energy
Energy has one of the most important effects in the world in which we live. It gives
us heat, light, motor vehicle transportation, hot showers to wash in, flights to our
holiday destinations, music from electronic and digital gadgets such as MP3
players, films on DVD players etc etc.
Our lives would change drastically if suddenly there was no electricity or gas.
4,5,11
Activity 1
Work in groups to discuss how your lives would change if there was no electricity,
gas, petrol or diesel.
Each group should discuss the following issues and feedback their findings:-
transportation
heat
home life
social life
jobs
health hospital operations
the environment
Types of Energy
The chart below shows the main types of energy used in Scotland:
Renewables
Nuclear
Hydro
Oil
Gas
.Coal
Scottish Energy
Renewables
8%
Hydro Nuclear
11% 25%
Oil
4%
Gas
21%
Coal .
31%
coal
oil
gas
nuclear
hydro power stations.
Oil, gas and coal power stations use fossil fuels and therefore emit high
quantities of Carbon Dioxide into the atmosphere.
Nuclear power stations do not emit Carbon Dioxide (CO2) into the atmosphere but
have the drawback of the disposal of the radioactive materials when the power
plant is being decommissioned or dismantled after its working life.
Hydro power plants use a renewable type of energy as the water they use is
replaced in the reservoir when it rains.
These systems can be large enough for industrial applications or small enough for
domestic purposes. Domestic systems are often called micro-generation systems
Other systems like hydrogen, wave and tidal power have yet to be fully developed
before their full potential can be exploited.
Note: These figures may vary depending on the technologies involved and the
source of information. Manufacturers data can sometimes be over optimistic!
Activity 2 14, 15
When completed, your teacher or lecturer will discuss the answers to these
questions with the class. This will give you the opportunity to ask questions about
specific topics or issues.
Question Answer
1. Heating accounts for almost x% of the UKs
total Carbon emissions? 10%
25%
50%
Specialist Components
Heat exchanger
Condenser
Steam turbine
Gas turbine
Boiler
Compressor
Electrical generator
Water turbine
Nuclear reactor
Schematic Diagram
A schematic diagram has a layout similar to the real system being studied, but a
certain amount of artistic licence is allowed to help bring more clarity. A great deal
of detail is usually missed out to make it easier and quicker to draw without losing
what the designer is wanting to communicate or convey.
For example, the London Underground map is something that millions of people
have used over the years since it was designed. It is easily understood and most
people use it with great ease. The map is not drawn to scale and the stations are
positioned in straight lines for clarity.
Block Diagram
A block diagram is an ideal way to explain what happens within a system overall
without having to explain the working principles of each of the components. This is
sometimes called a black box approach.
General System
System
Input Output
Electrical Motor
System
Electric Motor
Electricity Rotation
Electrical
Steam Generator
Turbine
Steam Pipe
Steam
Water
Condenser
Oil
Boiler
Block Diagram
Exhaust
Steam
Water
Condenser
Gas Power
Carbon Dioxide
Exhaust
Electrical
Gas Generator
fuel
Air
Gas
Turbine
Block Diagram
Intake air is squeezed in the compressor which increases its pressure and
temperature.
This pressurised, heated air is forced into the combustion chamber.
Gas is also injected into the combustion chamber.
The mixture of the hot air and the gas results in combustion (burning).
The hot jet gases from the burning fuel are forced onto the turbine blades.
This forces the turbine to rotate giving it kinetic energy.
This kinetic energy is transferred to the electrical generator which then
produces electricity.
Nuclear Power
Electrical
Generator
Steam Steam
Control
Rods Turbine
Secondary
Primary Loop Loop
Feed
Pump Steam Condenser
Nuclear Generator
Reactor (Boiler)
Steam
Nuclear Generator Steam Electrical
Reactor (Boiler) Turbine Generator
Electricity
Steam
Heat Rotation
Exhaust
Steam
Water
Condenser
Nuclear fission in the nuclear reactor causes a chain reaction where atoms are
split, giving off heat as well as radiation.
The heat from this chain reaction greatly raises the temperature and pressure
of the water flowing through the nuclear reactor.
This high temperature water is pumped around the primary loop, through the
nuclear reactor and the coil in the steam generator (boiler).
The coil in the steam generator allows the heat from the primary loop to be
transferred to the water in the secondary loop, raising its temperature and
producing steam.
The steam then flows through the steam pipe to the steam turbine blades.
This forces the turbine shaft to rotate giving it kinetic energy.
This kinetic energy is transferred from the turbine shaft to the electrical
generator which then produces electricity.
Electrical
Steam Generator
Turbine
Steam Pipe
Steam
Water Boiler
Condenser
Water return pipe
Coal
Longannet Coal Power Station, Fife Coal Power Station South Yorkshire
Block Diagram
Exhaust
Steam
Water
Condenser
Hydro Power
Electrical
Generator
Dam
Reservoir
Water
pipe Turbine Shaft
Water
Turbine
Block Diagram
A reservoir and dam are built in a position which gives it height, ie. it gives the
water the potential to flow under pressure and generate great power. (This
gives the water in the reservoir potential energy.)
Water from small rivers in the mountains and hills is collected and stored in a
reservoir, the water being held back by a dam.
The water exits from the dam under pressure through the water pipe (penstock
pipe) to the water turbine.
Water flows from the dam to the water turbine and the potential energy it had
in the reservoir is converted to motion energy (kinetic energy).
When the flowing water hits the water turbine blades it forces them to rotate.
This forces the turbine shaft to rotate giving it rotational kinetic energy.
This rotational kinetic energy is transferred from the turbine shaft to the
electrical generator which then produces electricity.
Activity 3
Complete the schematic and block diagrams for each of the following systems.
B________ C________
Steam
F______
Water
E___________
D____
Block
Diagram
Electricity
Heat Steam Rotation
Exhaust
Steam
Water
Activity 3 continued
Gas Power
A____________
Exhaust
B________
________
D_______
________
E____
C______
______
Block Diagram
________
________
Activity 3 continued
Nuclear Power
E________
_________
Steam F_____
A_____
______ _____
Secondary
Primary Loop Loop
Feed
Pump C________ D_______
B_______ _________
(Boiler)
Block Diagram
Electricity
Exhaust
Steam
Water
Activity 3 continued
A______________
Coal Power
C________ D________
________ ________
B___________
Steam
Water E_______
F___________
Water return pipe
Coal
Block Diagram
E________
________
F_____
Condenser
Activity 3 continued
Hydro Power
C________
_______
B_____
A_______
D___
_____ E___________
F____
_______
G______________________
Block Diagram
Electricity
Potential Kinetic Rotational
Energy Energy Energy
Turbine
Blades
Wind
Tail Vane
Electrical
Generator
Block Diagram
Turbine
Blades
Wind
Gearbox Generator
Hub
An industrial wind turbine
normally has a gearbox to
increase the rotational
speed of the generator
Column
Block Diagram
Use it for
underfloor heating
or hot water
Heat Pump
Underfloor Heating
Bore
Hole
Ground System
Heat Exchanger
Cold Hot
water water
IN OUT
Compressor
Refrigerant further
heated by
Heat compression and
Pump then transferred to
System Refrigerant the domestic hot
Gas water or underfloor
heating system
through the heat
exchanger
Heat transferred
from the ground
to the refrigerant
Block Diagram
Refrigerant
Water in Heat Compressor Heat
Underground Exchanger Exchanger
Pipes Hot Water
Warm
Low Refrigerant Refrigerant
Value Gas (Increased
Heat Heat and
Pressure)
Used
Cold, Low Refrigerant
Pressure Gas
Refrigerant
Expansion
Valve
The ground has a plentiful supply of low level heat which can be used as a
heat source for the heat pump.
A pipe is sunk into a bore hole approximately 60 -100m deep. (It can also be
buried about a meter under ground in a long trench or in a series of coils
called a slinky system because of its similarity to the slinky toy.
Water with an antifreeze solution is pumped around this pipework and through
the refrigerant heat exchanger.
The temperature of the refrigerant gas is raised by the transfer of the heat from
the ground.
The refrigerant gas is then squeezed in a compressor. This has the effect of
raising the gass pressure and temperature.
The high temperature gas (approximately 40C) is forced through the heat
exchanger which raises the temperature of the water flowing through it.
This hot water can be used for domestic hot water or for underfloor heating.
Sun
Block Diagram
Solar Heat
Sun Collector Pump Exchanger
Panel (hot water
tank) Hot Water
Heat Hot Moving
Fluid Hot Fluid
The heat from the sun heats the fluid being pumped around the pipework in
the solar collector panel and heat exchanger.
When the hot fluid passes through the heat exchanger (hot water tank) it
transfers its heat to the domestic hot water supply.
This hot water is ideal for the hot water system ie. shower, bath, washing
machine etc.
Sun
PhotoVoltaic
Panel
Block Diagram
Sun PV Panel
Electricity
Light
15,16
Activity 4
Complete the schematic and block diagrams for each of the following systems.
_______
Wind
C_______
B_______
________
Support
Pole
Block Diagram
Electricity
Fluid Rotation
Energy
Activity 4 continued
________
Wind
B______ C_________
Hub
Column
Activity 4 continued
Heat Exchanger
B___ A___
_____ _____
_____ _____
C__________
Heat
Pump
System Refrigerant
Gas
Block Diagram
Hot Water
Warm
Low Refrigerant Refrigerant
Value Gas (Increased
Heat Heat and
Pressure)
Used
Cold, Low Refrigerant
Pressure Gas
Refrigerant
Activity 4 continued
Sun
Tap
D_____
A_______
B_____ ________
______
______
Block Diagram
Solar Heat
Sun Collector Pump Exchanger
Panel (hot water
tank)
A___ B________ C________ D________
________ ________
E____________________________
Activity 4 continued
Solar PV (PhotoVoltaic)
Sun
PhotoVoltaic
Solar Panel
Block Diagram
A________ B________
Heat Exchanger
Heating Coil
Cold Hot
water IN water
OUT
Heat is exchanged from the hot heating coil to the cold water as it is
passes through the heat exchanger.
Condenser
Steam INPUT
Cold Warm
water IN water
OUT
Water OUTPUT
As the steam comes into the condenser it passes through the cold
pipework and is condensed back to water.
Steam Turbine
Shaft
Fixed blades
direct the jets of
steam onto the
Rotational moving blades
direction of
moving blades The moving
Jets of blades are forced
Steam to move and
rotate the shaft
Fixed Moving
Blades Blades
Diagram showing one pair of blades (one fixed and one rotating)
Steam turbines:
rotating blades and shaft turbine casing holding fixed blades
Gas Turbine
Exhaust
Air
Gases
IN
Rotating
Shaft
Exhaust
Gases
Air Burning Turbine Blades:
Fuel Combustion
Compressor Fuel Example shows one fixed and one
INPUT Chamber
rotating
Operation
The intake air is squeezed in the compressor and forced into the combustion
chamber.
Gas is injected into the combustion chamber where it reacts with the hot
compressed air and the air/gas mixture is ignited.
The air/gas mixture is burned in the combustion chamber and the hot gases
are directed through the turbine blades forcing them and the shaft to rotate.
CO2
Boiler
Steam
OUTPUT
Steam
Water
Water is heated as it passes
through the heating tubes.
Heating Tubes The header tank allows the hot
water to evaporate as steam.
Water INPUT
Fuel
Compressor
As the piston is pushed up the air inside the cylinder is compressed and
its temperature raised.
Electrical Generator
Shaft
Permanent Magnet
Permanent Magnet
Fixed
Blades
(Rotating Blades)
Operation
Water flow forces the turbine blades to rotate. This rotation is then transferred
through the turbine generator shaft to the electrical generator which produces
electricity.
Water turbine
Nuclear Reactor
Control Rods
Primary Loop
Pump
Operation
When a Uranium atom is split due to fission, it emits heat (and radiation) and other
particles (neutrons) which then go on to split other atoms. These atoms emit more
heat, radiation and other particles. This process continues producing more and
more heat as the atoms are split, generating enormous amounts of heat and
raising the temperature of the water in the primary loop.
The control rods are used to absorb the neutrons in the Uranium and thereby
control the heat being built up. As they are lowered more of the rod (made from
Boron) is inside the reactor core and is able to absorb more neutrons.
This Nuclear Fission diagram represents
a simplified view of the chain reaction in
nuclear reactor.
An atom produces two neutrons which
splits two other atoms. These two atoms
produce four neutrons which would go
on to split four other atoms. And so
on.
Each splitting of the atom produces the
heat needed to increase the
temperature of the water in the primary
loop.
Note:-
1kg of Uranium can produce energy
Nuclear Fission which is equivalent to 3000 tonnes of
coal.
15,16
Activity 5
For each description given below select the corresponding sub-system from the
right hand column and write down its corresponding identifier (letter) in the answer
box next to the description. The first one is done for you.
Insulation of Buildings
As the evidence of the effect of greenhouse gases on the environment grows few
would now dispute that global warming is occurring. When you compare the rise
in the use of fossil fuels with the rise in global temperature there is little doubt that
global warming is down to fossil fuels.
Insulation cuts down the amount of fuel that you need to heat a house. Typical
methods could be:
Not only do these methods reduce heating bills but they also reduce the amount
of Carbon emitted from burning fossil fuels.
Improving the thermal insulation of a building can therefore directly reduce the
amount of Carbon emitted and so help to alleviate the harmful effects of gases
contributing to climate change.
Building Insulation
Loft Insulation
(25% of losses)
Drafts
(10% of losses)
Floor Insulation
(15% of losses)
Types of Insulation
18
Activity 6
Identify the types of insulation you have at home. You may need help from your
parents or teacher to get this information.
Energy is the work done and is measured in Joules (J). If you move a 10N box a
distance of 5m then the energy required to do this is 10 x 5 = 50J.
Power is the amount of energy used every second, if the box is moved in 20
seconds the power used is 50/20 = 2.5W (Watts) or J/s.
Heat energy to electrical energy The solar panel below converts heat from the
sun into heat in the water flowing through it. This can then be used to heat the
domestic hot water.
Solar Heat to
Hot Water
Electricity to
Light
Lamp
Electricity Light
Electrical
Motor System
Electric Motor
Electricity Rotation
Rotational energy to electrical energy Two examples are shown here. One is
a car generator (alternator) which is rotated by the engine using a fan belt. The
other system is a generator kit. When the handle is turned it rotates the generator
and turns the light on.
Generator
Rotation Electricity
Potential energy to kinetic energy Water flows along the top canal and down
onto the water wheel. The potential energy of the water at the top is converted to
kinetic energy as it hits the water wheel paddles. The kinetic energy forces the
paddles down and the water wheel to rotate.
Water wheel with no water flowing Water flow forcing the water wheel to
rotate
Waterfall
Potential Rotational
Energy Kinetic Energy
Solar energy to electrical energy The first picture shows a lamp positioned
over a solar panel and the solar panel connected to an electric fan (which is
static). The second picture shows the light being switch on and the fan rotating,
demonstrating a solar to electricity conversion.
Steam Energy to
Rotational Energy
Steam Turbine
Steam Rotation
16
Activity 7
Write down 10 other energy conversion systems or sub-systems. Give the input,
sub-system and output of each. An example is given to start you off.
Site Visits
When going on a site visit whether to an industrial or domestic location you should
always obey the following rules:
If possible digital pictures can be taken and used as a record of the visit, and to
enhance your presentation (every picture says a thousand words).
5, 20
Activity 8
Work in groups and discuss possible questions that would be suitable to ask when
on a site visit to an energy system.
Glossary of Terms
You can add to this list as you come across new terms.
Term Meaning
Boiler a system which is used to convert energy from a
fuel (oil, coal, gas or uranium) into hot water and
ultimately steam
Carbon Dioxide CO2 a colourless odourless gas formed when fuels and
materials are burned
Carbon Footprint an estimate of the impact of one persons activities
on the environment, measured by the amount of
greenhouse gas released
Electrical Generator a system which converts rotational energy into
electrical energy
Emissions substances released into the air by machines or
natural processes
Energy the capacity for doing work, eg. mechanical,
electrical, chemical, thermal .
Energy Conservation retaining energy by using insulation to stop heat
escaping
Energy Conversion where energy is converted from one form to another
Fossil Fuels Carbon-based materials, such as oil, coal and
natural gas formed from the fossils of ancient plants
and animals.
Gas Turbine a system which converts heat energy from
combustion into rotational energy
Global Warming an increase in the average temperature of the
Earths atmosphere, leading to climate change
Greenhouse Effect the process by which gases in Earths atmosphere
trap solar radiation, absorbing it and bouncing it
back to Earth to heat the atmosphere, oceans and
its surface
Greenhouse Gases gases in the Earths atmosphere that contribute to
the greenhouse effect
Heat Pump A system which converts low level heat energy from
the ground or air and converts it into high level heat
energy by compressing it
Hydro Power a system that converts fast flowing water from a
reservoir into rotational energy using a water turbine