Unit 9: Investigating energy sources (LEVEL 2)

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1 Unit 9: Investigating energy sources (LEVEL 2) Learning outcomes By completing this unit candidates will develop knowledge and understanding of fossil fuels, their limited life-span and their effect on the environment. Candidates will also have the opportunity to investigate alternative sources of energy production and to evaluate their efficiency. Candidates will produce evidence to meet the unit assessment objectives in order to show that they understand: the nature of fossil fuels the issue of non-sustainability in relation to fossil fuels alternative sources of energy the advantages and disadvantages of renewable energy sources. Assessment objectives 1 Carry out investigations into devices producing renewable energy 2 Carry out practical investigations to compare the energy produced by renewable and non renewable fuels Knowledge, understanding and skills Use practical investigations to compare the useful energy produced by a minimum of FOUR renewable energy devices. These could include: solar cell solar collector fuel cell wind turbine water turbine The investigations should be reported using scientific concepts, such as: forces kinetic energy potential energy electrical energy work power heat capacity Use practical investigations to compare the energy produced by a minimum of: TWO renewable fuels (eg vegetable oil, agricultural alcohol, biogas) TWO non-renewable fuels (eg paraffin, coal gas, coal) Candidates will need to understand: the meaning of non-renewable and renewable resources the similarities and differences between fossil fuels and biofuels that most fuels are hydrocarbons fuels contain chemical energy stored in their molecules combustion is an oxidation reaction flash point and why some fuels need a wick OCR Level 2 Nationals in Science 1

2 Assessment objectives 3 Carry out practical investigations into the production of electricity 4 Evaluate the use of large-scale renewable energy technologies in the UK 5 Compare the relative sustainability and efficiency of different types of power stations in the UK 6 Describe the impact that energy production has on the environment Knowledge, understanding and skills Basic experimental investigations into: electro-magnetic induction Fleming s right hand rule Lenz s law a.c. generator d.c. generator transformer Use secondary information to evaluate a minimum of FOUR renewable energy technologies from: hydro-electrical wind power wave power tidal power agricultural waste industrial and municipal waste energy crops solar wood Evaluate in terms of: efficiency sustainability cost pollution environmental impact electrical generation Types of power production: fossil fuels nuclear fuel energy crops Sustainability could be considered in terms of: limitations of amount of resources time for renewal of resources carbon dioxide balance Efficiency could be considered in terms of: amount of energy produced cost of energy production efficiency balance between energy resources input to energy output Using published data carry out an environmental impact assessment, considering: acid rain carbon dioxide emission pollution visual intrusion noise pollution Use ICT sources or tools to either gather or present data 2 OCR Level 2 Nationals in Science

3 Assessment This unit is centre-assessed and externally moderated. In order to achieve this unit candidates must produce a portfolio of evidence showing that they can meet all of the assessment objectives. Portfolios of work must be produced independently. They will need to be made available, together with witness statements and any other supporting documentation, to the OCR Visiting Moderator when required. Centres must confirm to OCR that the evidence produced by candidates is authentic. An OCR Authentication Form is provided in the Centre Handbook and includes a declaration for assessors and candidates to sign. It is a requirement of the QCA Common Criteria for all Qualifications that proof of authentication is received. Guidance on assessment and evidence requirements Tutors should at all times make sure that candidates comply with any safety considerations that have been published by any regulatory body (refer to COSHH regulations, CLEAPPS handbook and CLEAPPS: hazard and student safety sheets). There may also be relevant safety regulations issued by the DfES or local LEAs, as well as those in place at the institution that the course is being carried out in, that need to be considered. Carry out investigations into devices producing renewable energy (AO1) In order to complete this assessment objective candidates are required to carry out investigations to compare the energy produced by different devices that use renewable energy technology. There is an expectation that candidates will evaluate a minimum of four devices. They will need to investigate the optimum conditions needed for each of the devices to produce energy and then make an overall comparison of the devices. Although candidates do not investigate nonrenewable energy in this assessment objective, they will have the opportunity to do so in following objectives. Candidates will be expected to record quantitative data and to comment on the reliability and accuracy of their findings. Candidates may decide to produce one form of energy for each of the four devices, such as electricity, when making the overall comparison. Higher level candidates will be expected to demonstrate the necessary mathematical skills in the manipulation of quantitative data. Evidence could be the laboratory notes of the investigations and a comparison table of the chosen devices. Carry out practical investigations to compare the energy produced by renewable and non-renewable fuels (AO2) Candidates will need to: carry out experiments to measure the heat of combustion of a minimum of two renewable fuels and two non-renewable fuels carry out qualitative observations (such as: ease of ignition, flash point, speed of combustion, residue) to compare the chosen fuels to discuss the advantages and disadvantages of the renewable fuels to the non-renewable fuels. OCR Level 2 Nationals in Science 3

4 Higher level candidates would be expected to discuss the reliability of their experiments and accuracy of their results. Evidence could be a table of comparison of the fuels with a discussion of the advantages and disadvantages of the fuels. Carry out practical investigations into the production of electricity (AO3) Most energy that is used by consumers is in the form of electricity. Even the internal combustion engines of cars could be replaced by electric engines. This assessment objective gives candidates the opportunity to explore electro-magnetic induction and to acquire an understanding of basic Physics. This knowledge is then related to the commercial generation of electricity in later assessment objectives. Candidates should have the opportunity to experiment with motors in generating electricity. They should also demonstrate an awareness of the role of transformers in making generated electricity useable. Higher level students would be expected to use the necessary mathematics in the understanding of transformers. Evidence could be in the form of a labelled diagram explaining the parts of a generator and a paper or electronic presentation showing the transfer of electrical energy from the power station via the national grid. Candidates could also include the laboratory notes from their investigations into the production of electricity by electro-magnetic induction, in their evidence. Where they do this, they should make reference to Flemming s right-hand rule and Lenz s law. Evaluate the use of large-scale renewable energy technologies in the UK (AO4) The Government has set targets specifying the amount of electricity that is to be generated by using non-fossil fuel resources. Candidates are required to research the feasibility of a minimum of four renewable energy technologies that could be used to generate electricity in the UK. Technologies should be compared in terms of: efficiency sustainability cost pollution environmental impact. Higher level candidates would be expected to use a quantitative approach when considering the amount of electricity that could be generated by a specific technology. Evidence could be notes for a presentation evaluating four renewable energy technologies and a feasibility report on one specific technology. Compare the relative sustainability and efficiency of different types of power stations in the UK (AO5) This assessment objective links to Assessment Objective 3. At present there is a debate within the UK concerning the need to replace fossil fuel- burning power stations. This has prompted the development of more efficient fossil fuel-burning power 4 OCR Level 2 Nationals in Science

5 stations and power stations burning energy crops (from willow to elephant grass). To complete this assessment objective, candidates should assess the advantages and disadvantages of different types of power stations. This comparison should be undertaken in terms of: efficiency sustainability cost pollution environmental impact the amount of electricity they can produce. Evidence could be presented as a poster which displays the working components of a nuclear and fuel-burning power station and their relative advantages and disadvantages. Describe the impact that energy production has on the environment (AO6) With the increase in the global population and industrialisation there is an increasing need for energy. Candidates should understand the effects of this increasing demand on the environment. They may come to recognise that the effect on the environment is so great that it may produce long-term environmental effects. Candidates must use ICT sources or tools to either gather or present their data. Evidence could be notes used by candidates in a presentation on the environmental impact of energy production supported by a witness statement and candidate slides and prompt cards. The presentation could be in electronic format or ICT sources could be used for background research. Signposting to Key Skills The unit contains opportunities for developing the Key Skill, and possibly for generating portfolio evidence, if teaching and learning is focused on that aim. Assessing staff will need to check each candidate s evidence against the specifications to ensure all evidence requirements have been met. Additional evidence may also be required. Key Skill reference Key Skill reference Key Skill reference C2.1 N2.1 ICT2.1 C2.2a N2.2a ICT2.2 C2.2b N2.2b ICT2.3 C2.3 N2.2c N2.2d N2.3 OCR Level 2 Nationals in Science 5

6 Mapping to National Occupational Standards Occupational Standards Unit number Title LATA 1.01 Complying with Statutory regulations and Safety requirements LATA 1.04 Take laboratory measurements LATA 1.05 Perform basic laboratory activities ECS 7.04 Identify hazards in the workplace Resources The following are suggestions of resources that could be useful when delivering the unit. They are neither prescriptive nor exhaustive, and candidates should be encouraged to gather information from a variety of sources. Books DfES (1996) CLEAPSS Laboratory Handbook (updated 2005) CLEAPSS Hazcards (updated 2005) Ryan, L. (1996) Johnson, K (1996) Safety in science education The Stationery Office Books See URL: for details See URL: for details Chemistry for you Nelson Thornes Physics for you Nelson Thornes Duke, M., Daniels, A., Lale, C. Dobson, K. (editor), Co-ordinated Science Sunley, C (editor) (1997) Colins Educational Johnson, C. (1987) Chemistry for GCSE Heinemann Educational Secondary Division Websites Centre for Alternative Technology. URL: Offers practical solutions to some of the most serious challenges facing the planet and the human race, such as climate change, pollution and the waste of precious resources. British Wind Energy Association. URL: The largest renewable energy body in the UK, representing more than 310 companies active in the sector. The National Energy Foundation. URL: The NEF works for the more efficient, innovative and safe use of energy and to increase public awareness of energy in all its aspects. World Renewable Energy Congress/Network. URL: WREN is one of the most effective organisations in supporting and enhancing the utilisation and implementation of renewable energy sources that are both environmentally safe and economically sustainable. 6 OCR Level 2 Nationals in Science

7 World Nuclear Association. URL: Information, articles and opinions on nuclear fuel. Environment Agency. URL: Includes information on conservation, air, water and land quality, and flooding. Sustainable development commission. URL: The Government s independent advisory body on sustainable development. OCR Level 2 Nationals in Science 7

8 Grading Assessment Objective Pass Merit Distinction AO1 Carry out investigations into devices producing renewable energy AO2 Carry out practical investigations to compare the energy produced by renewable and non renewable fuels AO3 Carry out practical investigations into the production of electricity Candidates demonstrate a basic competence when carrying out investigations into four devices that produce renewable energy and make a basic comparison between the devices and their ability to produce renewable energy. Candidates demonstrate a basic competence when carrying out investigations into two renewable and two non-renewable fuels. They make a basic comparison of the energy produced by the fuels. Candidates demonstrate a basic competence when carrying out an investigation into the production of electricity. Candidates demonstrate competence when carrying out investigations into four devices that produce renewable energy and make a sound comparison between the devices and their ability to produce renewable energy. Candidates demonstrate competence when carrying out investigations into two renewable and two non-renewable fuels. They make a sound comparison of the energy produced by the fuels based. Candidates demonstrate competence when carrying out an investigation into the production of electricity. Their evidence is clearly structured. Candidates demonstrate a high level of competence when carrying out investigations into four devices that produce renewable energy and make a thorough comparison between the devices and their ability to produce renewable energy. Their evidence is well structured. Candidates demonstrate a high level of competence when carrying out investigations into two renewable and two non-renewable fuels. They make a thorough comparison of the energy produced by the fuels. Their evidence is well structured. Candidates demonstrate a high level of competence when carrying out an investigation into the production of electricity. Their evidence is well structured. 8 OCR Level 2 Nationals in Science

9 Assessment Objective AO4 Evaluate the use of large-scale renewable energy technologies in the UK AO5 Compare the relative sustainability and efficiency of different types of power stations in the UK AO6 Describe the impact that energy production has on the environment Pass Merit Distinction Candidates produce a brief evaluation of four renewable energy technologies and link some of their statements to secondary sources of information. Candidates produce a brief comparison of the relative sustainability and efficiency of three different types of power stations in the UK based on a few examples of advantages and disadvantages. Candidates briefly describe the impact that energy production has on the environment giving a few examples. Candidates use ICT sources or tools to either gather or present their data. Candidates produce a detailed evaluation of four renewable energy technologies and link their statements to secondary sources of information. Candidates produce a detailed comparison of the relative sustainability and efficiency of three different types of power stations in the UK based on a wide range of examples of advantages and disadvantages. Candidates give a detailed description of the impact that energy production has on the environment giving a wide range of examples. Candidates use ICT sources or tools to either gather or present their data. Candidates produce a comprehensive evaluation of four renewable energy technologies and thoroughly link their statements to secondary sources of information. Their evidence is well structured. Candidates produce a thorough comparison of the relative sustainability and efficiency of three different types of power stations in the UK based on a wide range of relevant examples of advantages and disadvantages. Their evidence is well structured. Candidates give a thorough description of the impact that energy production has on the environment giving a full range of examples. Candidates use ICT sources or tools to either gather or present their data. OCR Level 2 Nationals in Science 9