Energy SFW An Introduction (September 2008)

Skills for Work:
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
Scottish Further Education Unit 2008
Scottish Further Education Unit (SFEU)

Argyll Court
Castle Business Park
Stirling
FK9 4TY
website: www.sfeu.ac.uk
e-mail: sfeu@sfeu.ac.uk
SFEU is a Registered Scottish Charity No. SC021876 and a

Company Limited by Guarantee No. SC143514 VAT No. 617148346
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.
Enquiries relating to this support pack or issues relating to copyright should be

addressed to:
Marketing Officer - Communications

The Scottish Further Education Unit
Argyll Court
Castle Business Park
Stirling
FK9 4TY
Website: www.sfeu.ac.uk
Further information regarding this Unit including Unit Specifications, National

Assessment Bank materials, Centre Approval and certification can be obtained
from:
The Scottish Qualifications Authority

Optima Building
58 Robertson Street
Glasgow
G2 8DQ
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
Tel: 0191 280 0400

e-mail: info@elandershindson.co.uk
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
How to Use this Pack 10
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
Tutor Support Section 24

Introduction 25
Learning and Teaching with Under 16s 26
General Guidance on Unit Delivery 30
Unit Induction 31
Signposting of Employability Skills 32
Generating Evidence and Assessment Opportunities for Employability Skills 34
Resources 43
Solutions to Student Activities 46
Student Support Section 50

Tutor Note on Student Activities 51
Welcome to Energy 52
Introduction to Energy 53
Types of Energy 54
Energy Generation Systems 60
Oil Fired Power Stations 62
Gas Fired Power Stations 64
Nuclear Power Stations 66
Coal Fired Power Stations 68
Hydro Power Stations 70
Renewable Energy Systems 77

Domestic Wind Turbines 77

Industrial Wind Turbines 79
Ground Source Heat Pump 81
Solar Hot Water 84
Solar PhotoVoltaic (PV) Panels 86
Energy Generation System Components 93
Building Insulation 104
Cavity Wall Insulation 106
Energy Conversion Exercises 107
Site Visits 115
Glossary of Terms 116

How to Use this Pack

None of the material in this pack is mandatory. Rather, it is intended as a guide
and an aid to delivery of the Unit and aims to provide centres with a flexible set of
materials and activities which can be selected, adapted and used in whatever way
suits individual circumstances. It may also be a useful supplement to tried and
tested materials that you have developed yourself. The pack is available on the
SFEU website in Word format to enable you to customise it to suit your own
needs.
The pack is organised into several sections:
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.
The Student Support Section contains guidance and instruction on a range of

activities to cover the investigative and evaluation requirements of the outcomes
of the unit.
The instructional material contains guidance and instruction on energy generation

systems; conventional and renewable energy; system components, energy
conservation and energy conversion activities and site visit information.
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
Activities are identified with the symbol:

Reference Section

What are Skills for Work Courses all about?
Skills for Work Courses are designed to help candidates to develop:

skills and knowledge in a broad vocational area
Core Skills
an understanding of the workplace
positive attitudes to learning
skills and attitudes for employability.
A key feature of these Courses is the emphasis on experiential learning. This

means learning through practical experience and learning by reflecting on
experience.
Learning through practical experience

Teaching/learning programmes should include some or all of the following:
learning in real or simulated workplace settings
learning through role play activities in vocational contexts
carrying out case study work
planning and carrying out practical tasks and assignments.
Learning through reflecting at all stages of the experience
Teaching/learning programmes should include some or all of the following:

preparing and planning for the experience
taking stock throughout the experience - reviewing and adapting as necessary
reflecting after the activity has been completed - evaluating, self-assessing and
identifying learning points.
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.

A Curriculum for Excellence (Scottish Executive 2004) identifies aspirations for

every young person. These are that they should become:
successful learners
confident individuals
responsible citizens
effective contributors.
The learning environments, the focus on experiential learning and the

opportunities to develop employability and Core Skills in these Courses contribute
to meeting these aspirations.

The Course in Energy (Intermediate 2)

Course Rationale
This Course is intended to equip candidates with the necessary knowledge and
skills which will enhance their prospects for employment in the wide range of
opportunities within energy sectors. The Course will allow candidates to develop a
range of employability skills which are of particular relevance to energy industries.
Core Skills of Information Technology and Problem Solving will also be developed
throughout the Course where opportunities arise. The Course will offer a variety of
approaches to learning and teaching and will include a strong element of
experiential learning. It is intended that some of the Course will be delivered and
assessed in a different learning environment to that of the school through a
partnership arrangement with a college, training provider, or employer.
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 general aims of the Course are to:

widen participation in vocationally-related learning for 1416 year olds
allow candidates to experience vocationally-related learning
provide candidates with a broad introduction to the energy sector
allow candidates the opportunity to develop skills relevant to the micro-
generation energy sector
develop the candidates engineering skills
encourage candidates to evaluate the impact of energy generation on the
environment
encourage candidates to foster a good work ethic, including timekeeping, a
positive attitude and other relevant employability skills
provide opportunities to develop a range of Core Skills in a realistic context
encourage candidates to take charge of their own learning and development
provide a range of teaching, learning, and assessment styles to motivate
candidates to achieve their full potential
facilitate progression to further education and/or training

In particular, the specific aims of the Course are to:

encourage candidates to consider a career in the energy sector
develop an awareness of the role of conventional and renewable energy
systems in the UK
develop an awareness of what opportunities there may be within the sector in
terms of the types and range of career options
provide candidates with knowledge and skills which are directly relevant to
employment within the energy sector, eg. solar hot water and wind turbines
provide opportunities for the personal development of skills and attitudes which
will improve the candidates employment potential within the energy sector
develop the candidates awareness of their individual strengths and
weaknesses in relation to the requirements of the sector, and to reflect on how
this affects their employability potential
raise awareness of the impact of the energy sector on the environment
raise awareness of the responsibilities of the energy industry with regard to the
environment
Rationale for Course content
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 development of most renewable energy systems is a recent innovation where

energy is generated from renewable energy sources, eg. wind, solar, geothermal,
bio-fuels, tidal, and wave. These systems have the advantage of generating
power with virtually zero carbon emissions. The bio-fuels and geothermal systems
can release power on demand, but most of the others depend of sources of
energy outwith the control of human beings, and consequently, do not have a
constant power output. For example, solar is not effective at night or when it is
particularly cold and cloudy; wind is not effective at low wind speeds or very high
wind speeds, and while tides are regular, they occur only a few times per week
and wind is required to generate waves in our oceans or seas.

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.

Unit Outcomes, PCs and Evidence Requirements

National Unit Specification: statement of standards
Unit: Energy: An Introduction (Intermediate 2)
Acceptable performance in this Unit will be the satisfactory achievement of the

standards set out in this part of the Unit Specification. All sections of the statement
of standards are mandatory and cannot be altered without reference to the
Scottish Qualifications Authority.
Outcome 1
Investigate energy power systems in accordance with a given brief.
Performance Criteria
a) Gather relevant information from a variety of sources according to the given

brief.
b) Gather information on the subsystems used in conventional and renewable
electricity power generation systems.
c) Gather information on the efficiency of conventional and renewable electrical
power generation systems.
d) Organise information gathered to produce clear summary information of
subsystems and efficiency of conventional and renewable electricity power
generation systems.
e) Check that all steps have been completed in accordance with the given brief,
including completing the work to the agreed timescale.
Outcome 2
Investigate energy conservation and conversion processes in accordance with a

given brief.

brief.
b) Gather information on energy conservation techniques used in buildings.
c) Gather information on types of energy used in the production of heat and
electricity.
d) Gather information on methods of energy conversion processes used in
generating power.
e) Organise information gathered to produce summary information on energy
conservation, types of energy and energy conversion processes.
f) Check that all steps have been completed in accordance with the given brief,

Outcome 3
Investigate an installed energy system according to a given brief.

brief.
b) Gather information on the sub-systems used in the energy system.
c) Gather information on the impact of the energy system on the environment.
d) Organise information gathered to produce evaluations of its energy sub-
systems and the effect the system has on the environment.
e) Check that all steps have been completed in accordance with the given brief,
Outcome 4
Contribute to a group presentation on a specified energy system in accordance

with a given brief.
a) Contribute constructively to a group discussion to agree roles, tasks, and

timescales to meet the brief.
b) Carry out agreed role and tasks within the timescales set.
c) Contribute to the selection of relevant information on the functions of
components used in the specified energy system.
d) Contribute to the selection of relevant information on the impact which the
energy system has on the environment.
e) Contribute to the production of the final group presentation.
f) Carry out a quality check of the final presentation and feed back comments to
the group.
Evidence Requirements for this Unit
Evidence is required to demonstrate that candidates have achieved all Outcomes

and Performance Criteria.
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.

Performance and product evidence for Outcomes 1, 2, and 3
Candidates will carry out an individual investigation according to the instructions in

a given brief which covers all Outcomes and Performance Criteria. Findings will
be gathered in a folio which the assessor will discuss with the candidate to check
that all steps have been carried out as specified. The assessor will then complete
and retain checklists for each candidate as evidence that all steps have been
carried out as specified in the brief.
Energy generation systems should be investigated in terms of inputs, outputs,

sub-systems, components, efficiency, and environmental effects.
The investigation should include three from the five Conventional Energy
Generation Systems listed below:
coal power system

oil power system
gas power system
hydro power system
nuclear power system
The investigation should include two from the four Renewable Energy Generation
Systems listed below:
heat system - solar hot water system

heat system - ground source heat pump
electrical system - solar photovoltaic
electrical system - wind turbine
Energy conservation techniques should include loft, wall and floor insulation,
double glazing, and draft proofing.
The investigation should include four from eight practical demonstrations

energy conversion processes listed below:
solar energy to electrical energy - photovoltaic

electrical energy to light energy - bulb
electrical energy to rotational energy - motor
rotational energy to electrical energy - generator
potential energy to kinetic energy - hydro
solar energy to heat energy - solar hot water
wind energy to rotational energy to electrical energy - wind turbine
steam energy to rotational - turbine

Product evidence for Outcome 4
In response to a given brief, candidates will work in groups on an energy system

specified by the assessor and participate in a group presentation on that system.
The group will select an appropriate method of communication written, oral,
electronic, diagrammatic, pictorial are all acceptable. The group may also
choose the form of the presentation poster, leaflet, short PowerPoint
presentation, short group talk are all acceptable provided the Performance
Criteria are met. The criteria focus on the candidates team working skills and
individual contribution, rather than on the quality of the final group presentation.
The assessor will complete an observation checklist to confirm and record the
candidates achievement.
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.
NB Centres must refer to the full Unit Specification for detailed

information related to this Unit.

Employability Skills Profile

In addition to the specific vocational skills developed and assessed in this Course,
employability skills are addressed as detailed in the table below. For the purposes
of the table, the Units are referred to as A, B, C and D as indicated.
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

Careers Scotland Support

for School/College Collaboration for Scotlands Colleges in
the Scottish Enterprise area
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:
Providing careers advice, guidance and employability support to pupils and

their parents pre, during and post vocational education experience, focusing
primarily but not exclusively on SfW pupils - demonstrating how these
educational choices have implications for future career options, and support
the achievement of future career goals and supporting effective transitions
Providing targeted support to pupils at risk of becoming unemployed who
would benefit from undertaking a vocational course
Partnership working to ensure vocational study is given parity of esteem with
other school and post school options, focusing on recruitment / selection and
retention of pupils on vocational courses
Capacity building through relevant shared CPD events and resource
development to increase understanding of the process of uptake of vocational
options and facilitate more effective support to pupils navigating these options
For further information on Careers Scotland (SE)s involvement in school/college

collaboration locally, please get in touch with your Careers Scotland Regional
contact:
South East (Edinburgh & Lothians; Forth Valley; Borders)

Stephen Benwell 01786 452043 stephen.benwell@careers-scotland.org.uk
North East (Tayside; Grampian; Fife)

Val Ormiston 01592-631155 valerie.ormiston@careers-scotland.org.uk
South West (Dumfries & Galloway; Ayrshire; Lanarkshire)

Jean Geddes 01698 742192 jean.geddes@careers-scotland.org.uk
West (Glasgow; Dunbartonshire; Renfrewshire)

Sandra Cheyne 0141 242 8338 sandra.cheyne@careers-scotland.org.uk

Tutor Support Section

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.
The aims of this support pack are:

to provide support materials for delivery of the Energy: An Introduction Unit
to provide specific materials to help in the understanding of:-
o traditional energy generation systems
o renewable energy systems
o the conservation of energy in buildings
o the conversion of energy from one form to another
to support the industrial or domestic site visit to an energy installation
to support team based presentations
to support the sector by encouraging people to understand why emissions from
fossil fuel based power stations are adversely affecting our environment.
Student tasks and activities are identified with the symbol:
Suggested sequence of teaching:

1. Traditional energy generation systems components and how they work
2. Renewable energy generation systems components and how they work
3. Energy conservation techniques and materials for buildings
4. Energy conversion exercises
5. Site visit to an energy generation installation
6. Team based presentation

Learning and Teaching with Under 16s

Scotlands Colleges have made significant progress in meeting the needs of
young learners. Our knowledge of the learning process has increased significantly
and provides a range of strategies and approaches which gives us a clear steer
on how lecturers can add to their skill repertoire. Lecturers can, and do, provide a
stable learning environment where young students develop a sense of self-
respect, learn from appropriate role models and see an opportunity to progress.
There are basic enabling skills for practical application which can further develop
the learning process for this group of students. So what are the characteristics of
effective learning and teaching which will help to engage young learners?
Ten ways to improve the learning process for under 16s

(This list is not exhaustive!)
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.
Tips - Question and answer; Quick Quiz; Quick diagnostic assessment on

computer; present key words from the course or unit and see how many they
recognise or know something about.
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

learned; use a range of question and answer techniques that allow

participation and dialogue, eg. provide hints and cues so that they can arrive at
answers themselves.
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 the beginning of each lesson, or session, review previous learning

and preview what is coming up; at the end of each lesson or session, review
what has taken place and what will be focussed on next time these can both
be done through question and answer, quizzes and mind mapping activities.
6. Language in the learning environment. Do not assume that the language

which is used in the learning environment is always understood by young
learners, some words may be familiar but do not have the same meaning
when used vocationally.
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.
7. Giving instructions in the learning environment. This is one of the most

difficult tasks a tutor has to do whatever the curriculum area. With young
learners this may have to be repeated several times.
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.
Essentially, learners are helped by being given a specific explanation of how

work can be improved. You can also use summative assessment formatively,
ie. as an opportunity to identify strengths, development needs and how to
improve.
Tips Ask students themselves to identify their own strengths and

development needs self evaluation; peer evaluation of work can be
successful once they have been taught how to do it; the tutor can produce a
piece of work and ask students to assess it anonymously; have a discussion
about the success criteria for the task and ensure the students are clear about

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 - Health and safety is non-negotiable and consequences of non-

compliance with the regulations should be made clear and adhered to at all
times; set out your expectations from day one and provide a consistent
message; have clear beginnings, middles and endings for each session; be a
positive role model for your students, ie. be there before they are and manage
the learners with respect; always deliver what you promise; build up good
relationships and get to know the learners, make the curriculum interesting and
stress the relevance of the learning; set up a positive behaviour management
system. By following these guidelines you will build up two-way respect,
which, while sometimes challenging to achieve, can be very powerful and work
to everyones benefit.
10. Care and welfare issues. School/college partnerships mean increasing

numbers of young learners in college. Tutors have to be aware of their
professional responsibilities and mindful of young peoples rights. However
tutors have rights too, in terms of feeling safe and secure in working with
young people and there are basic steps staff can take to minimise risks. It is
essential that colleges ensure that tutors have a working knowledge of the
Child Protection policies (local authority and college documentation) and follow
procedures and policies diligently. School/College Liaison Officers will be
familiar with these documents and can provide support and advice. There are
also training sessions on Child Protection available from SFEU (see the
following page).
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.

Skills for Work Workshops

To take this 10 point plan forward and to add to it, you can attend one of SFEUs
Get Skilled Up half day workshops for tutors delivering Skills for Work Courses,
when we explore further the learning process and look at a range of specific
teaching and learning techniques to use with the under 16 age group. To find out
when the next event is visit our website www.sfeu.ac.uk or contact the Learning
Process team at SFEU on 01786 892000.
Child Protection Workshops

These are run on a regular basis by staff at SFEU in Stirling and also in colleges.
For more information on these workshops please contact members of the Access
and Inclusion team at www.sfeu.ac.uk or contact the team at SFEU on 01786
892000.

General Guidance on Unit Delivery
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.
Associated knowledge and skills to be developed include:
Investigations using the Internet, books journals, interviews etc
Commonly used energy terminology
Practical lab skills when carrying out energy conversion exercises
Health and Safety guidelines while on site visits
Asking appropriate questions during the site visit
Recording information while on the site visit

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:
an outline of the Unit content what theyre going to be doing

how it fits in to the Energy (Intermediate 2) Course
your plans for teaching the Unit how theyll be learning the skills
assessment methods and schedule
where employability fits in start by asking them what they think!
you might also think about inviting a representative from a service provider to
speak to the class about the types of employment available in their
organisation, about employment and educational opportunities prospects in the
energy sector, and to reinforce the value that employers put on employability
skills.
the importance of regular attendance and good timekeeping to encourage the
students to get into good habits as if they were at work and in employment!

Signposting of Employability Skills

In addition to the specific vocational skills developed in this Unit, students will
have opportunities to develop and apply their knowledge and understanding of the
employability skills.
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
Seeking feedback Working to agreed Awareness of a

3 10 17
and advice* deadlines* range of careers
and job roles
Following Organising work Developing
4 11 18
instructions effectively * investigation skills*
Work cooperatively Working Developing
5 12 19
with others* confidently* presentation skills*
Selecting and using
Willingness to learn
tools correctly and Developing
6 13 new skills or 20
for the purpose they creativity skills*
techniques
were designed
Using Personal
Protective Working
14
7 Equipment correctly independently*
and working safely
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!

Further advice and approaches to integrating employability skills can be found in

the Energy Course Guidance support materials.

Generating Evidence and Assessment Opportunities for Employability Skills

Employability Delivery Advice Possible Activities/Contexts
Skills
Good timekeeping and attendance is relevant throughout the Course.

1 Turning up for classes on
Discuss the importance of good timekeeping within the energy sector and time
get students to assess their past timekeeping record. They should identify
what improvements, if any, are needed. This should take place at the start Returning from breaks on
of the Course and will set the expected standards. time
Maintaining Staff should make their expectations clear right from the start of the course Arriving on time to visits
good or Unit.
Sticking to planned work
timekeeping A good initial activity is to have the students write the class guidelines schedules regarding timing of
and themselves by identifying pros and cons of good and poor attendance and activities
attendance timekeeping the benefits in the workplace of one and the consequences of
the other. Staying in class for the
duration of the planned
These guidelines or ground rules can be posted in the workshops and
activity (no extended toilet
classes and referred to on a regular basis.
breaks)
Relate the ground rules to the world of work, eg. arrive on time, back from
breaks on time etc. The measure of a students success in this aspect is for
them to be honest in their appraisal of their performance and in making
progress. Distance travelled should be adopted, rather than a particular
minimum percentage of classes attended.
Attendance and timekeeping should be monitored throughout the Course.
Students should be given feedback on their performance both good and
bad in this regard. If you take note of patterns of performance it should be
easy to give the students accurate feedback.

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.
Discuss how organising and planning work leads to a greater chance of

meeting deadlines and meeting quality standards. Staff should emphasis Planning their investigations
11
a logical approach to organising work where any process is a Planning out how to give a
combination of smaller steps taken one at a time. presentation as a group
Organising work will occur in all Units in the Course.
Planning out how to give an
A student centred approach should be taken on this Course.
Organising individual presentation
This will help the students develop their organisational and planning
work effectively
skills.
Discuss the benefits that working confidently can give eg. being able to Group presentation
ask questions or give their point of view without the fear of feeling stupid, Individual presentations
12
being able to stand up in front of others and give a presentation, to work
Leading a group
without constantly needing reassurance.
Investigations
Working Working confidently is relevant to all the work that students will do but
will be evident in the Units where presentations are given. Discussions with staff and peers
confidently
Students will have the opportunity to work confidently as they investigate

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.

Creativity should be introduced as a skill which comes up with novel

solutions to a problem. Creativity in design is the most usual way to Group presentations
demonstrate this but other ways can be used to show creativity eg. a Individual presentations
new procedure to assemble a system, giving a presentation, methods
of reducing their carbon footprint, integrating energy systems etc. Planning work
Creativity will be recognised when students give presentations, ie. the Use of technology
Developing methods they use should increasingly involve the use of technology eg.
creativity skills from initially giving a simple talk, moving on to using PowerPoint, digital
pictures or/and video etc.
Staff should give students feedback on how to increase their level of
creativity.
Encourage novel ways of doing things.
Encourage a wide range and imaginative ways of presentation.
Encourage the integration of presentation methods.

Resources
It is essential that computers with Internet access are
available for teaching this unit.
Online resources and websites
Energy issues
UK Energy (personal site)

http://www.habitat21.co.uk/ENERGY.HTML
Energy Savings Trust

http://www.energysavingtrust.org.uk/
Scottish Government: Environment

http://www.scotland.gov.uk/Topics/Environment
Scottish Government: Energy Policy: Overview

http://www.scotland.gov.uk/Publications/2008/09/08110631/10
Kyoto Protocol: BBC News article (Feb 2005)

http://news.bbc.co.uk/1/hi/sci/tech/4267245.stm
UK Energy in Brief July 2008

http://www.berr.gov.uk/files/file46983.pdf
UK Energy Statistics
http://www.berr.gov.uk/energy/statistics/source/electricity/page18527.html
Careers Scotland: The Path is Green

http://www.careers-scotland.org.uk/GreenJobs/Home_tpg.asp
Fossil fuels
Fossil Fuel Energy Systems (by Andy Darvill)

http://home.clara.net/darvill/altenerg/fossil.htm
Gas Turbines (Thinkquest library)

http://library.thinkquest.org/C006011/english/sites/gasturbine.php3?v=2
Steam Turbines (Thinkquest library)

http://library.thinkquest.org/C006011/english/sites/dampfturbine.php3?v=2
Nuclear fuel
World Nuclear Association

http://www.world-nuclear.org/

Renewable energy
Danish Wind Industry - Guided Tour on wind energy

http://www.windpower.org/en/core.htm
Wind turbines: Concepts and definitions (American site)

http://www.otherpower.com/otherpower_wind_tips.html
Renewable Energy forum for Scotlands renewable energy industry

http://www.scottishrenewables.com/
British Wind Energy Association Carbon Reductions

UK wind energy database
http://www.bwea.com/ukwed/index.asp
Drumderg Wind Farm: Perth and Kinross Council: Alyth

http://www.pkc.gov.uk/Planning+and+the+environment/Renewable+energy/Wind+
farms+(planning+and+building)/Wind+energy+proposals/Drumderg+wind+farm/
Braes of Doune Wind Farm: BBC News item Feb 2007

http://news.bbc.co.uk/1/hi/sci/tech/6344215.stm
How Wind Turbines Work: BBC News

http://news.bbc.co.uk/1/hi/sci/tech/6344215.stm#graphic
British Wind Energy Association

http://www.bwea.com/index.html
Domestic renewable energy
Micro-generation (Dept Business Enterprise & Regulatory Reform BERR UK govt)

http://www.berr.gov.uk/energy/sources/sustainable/microgeneration/index.html
Solar Hot Water Systems (West Wales Eco Centre)

http://www.ecocentre.org.uk/solar-hot-water.html
Solar PV Systems (Build IT Solar American site)

http://www.builditsolar.com/Projects/PV/pv.htm
Energy Efficiency Partnership for Homes home energy check

Glossary of Energy Efficiency Terms
http://www.eeph.org.uk/resource/glossary/

Books
Alternative energy resources: the quest for sustainable

energy
Kruger, Paul
Hoboken, New Jersey; John Wiley, c2006.
Energy: a beginner's guide

Smil, Vaclav
Oxford, England: Oneworld, c2006
Renewable energy resources

Twidell, John,
Abingdon, Oxon, UK: Taylor & Francis, 2006
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
T206 Energy for a sustainable future : Block 2 : Renewable energy

Milton Keynes, England : Open University Press, 2004
Energy, society, and environment: technology for a sustainable future

Elliott, David,
London, England : Routledge, 2003.
The energy saving house.

Salomon, Thierry
Machynlleth: the centre for alternative technology, 2003
Wind energy basics: a guide to small and micro wind systems

Gipe, Paul
White River Junction, Vt.: Chelsea Green Pub. Co, c1999.
The solar economy: renewable energy for a sustainable global future

Scheer, Hermann,
London, England Earthscan, 2003.
Principles of solar engineering

Washington, D.C.: Milady SalonOvations Pub. ; London, England : Taylor &
Francis Ltd., 1999.
Equipment kits
Energy kits: http://www.click4eco.co.uk/
Solar kits: http://www.maplin.co.uk/

Solutions to Student Activities
Activity 1 Solution
Group findings should include:

Difficulty in getting about, travelling more than walking distance, travelling
abroad etc
Having to find alternative methods to stay warm, eg. wood stoves, warmer
clothing etc
No TV, music, films, washing machines, fridges etc
Difficulty getting to football matches or shopping in the cities etc
Industry would grind to a halt, offices would not have computers etc
No power for operating theatres, heat for the wards etc
The environment would improve. The reduction in carbon dioxide from power
stations and cars would reduce the amount of greenhouse gases in the
atmosphere and stop global warming.
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%

7. The Scottish Governments renewable energy 30%

target for 2011 is? 40%
50%
8. The approximate amount of CO2 emissions for 10g
1kWh from electricity generated in Scotland is 100g
x. (ie. using a 1000W vacuum cleaner for 1 400g
hour)
9. Current level of CO2 has increased by x% from 20%
1750. 30%
40%
10. Turning down the thermostat by 1C could save 2%
x% of heating bills 5%
10%
11. UK has approx x% Europes wind resource 20%
40%
60%
12. Kyoto UK committed to reduce CO2 levels by 20%
x% by 2010 40%
60%
13 One wind turbine can produce enough 100
electricity to power up to x homes. 200
300
14. The damage our pollution today is causing will 2010
not become apparent till about the year x. 2025
2030
15. CO2 contributes about x% to the greenhouse 30%
effect. 40%
60%
Activity 3 Solution
Answers given in the notes
Activity 4 Solution
Answers given in the notes

Activity 5 Solution
Description Answer Identifier Sub-System

Takes heat from a fossil I A Electrical
fuel and converts water to generator
steam
Cools steam down and D B Compressor
converts it back into
water
Uses fission to heat to F C Solar
the water in the primary Photovoltaic
loop
Inputs steam and outputs K D Condenser
rotational energy
Uses rotational energy as A E Ground
the input and outputs source heat
electricity pump
Transfers low temp water E F Nuclear

to a refrigerant gas, reactor
compresses the
refrigerant gas to heat it
up more and transfers
this heat for underfloor
heating
Converts sunlight into C G Solar hot
electricity water
Converts slow rotation H H Gearbox
into fast rotation
Converts solar energy to G I Boiler
heat water
Squeezes gas to a higher B J Steam
pressure and temperature generator
Converts water at high J K Steam turbine
pressure and temperature
from the primary loop into
steam
Uses an aerodynamic M L Water turbine
shape to provide rotation
Converts water at high L M Turbine
velocity to rotational blades
energy

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?

Student Support Section

Tutor Note on Student Activities
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.
It is not intended that the Student Support Section is issued to students as

complete pack.
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
Hydro power station

Types of Energy
The chart below shows the main types of energy used in Scotland:
Renewables
Nuclear
Hydro
Oil
Gas
.Coal
Chart showing percentages of each of type of energy:
Scottish Energy
Renewables
8%
Hydro Nuclear
11% 25%
Oil
4%
Gas
21%
Coal .
31%
The traditional or conventional energy systems include:
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.
There is a very strong drive in Scotland backed by the Scottish Government to

design, manufacture, install and maintain energy systems which use energy from
renewable sources. Types of renewable system include solar systems to heat
water, solar systems to generate electricity, heat pumps which use the heat in the
ground, air or waste processed to give us heat or wind turbines which give us
electricity.
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.
Solar panels Wind farm

Energy Generation in Scotland
Efficiency of Energy Systems

System Efficiency %
Coal 35%
Gas 40%
Nuclear 35%
Oil 33%
Hydro 75%
Wind 35%
Solar hot water 30%
(Evacuated tube 40%)
Solar photovoltaic 17%
Ground source heat pump 400%
Note: These figures may vary depending on the technologies involved and the
source of information. Manufacturers data can sometimes be over optimistic!

Global Warming and Energy Generation Systems
There is sufficient evidence to conclude that the

average temperature around the world is
increasing (global warming) and that this
increase is due to human behaviour, ie. we are
burning more and more fossil fuels (oil, gas or
coal) which emit more and more carbon dioxide
into the atmosphere, which in turn stops some
of the earths heat passing into space to keep it
at the normal temperature.
The UK and Scottish Governments are committed to reducing the amount of

carbon dioxide we emit into the atmosphere to stop this global warming.
Part of the governments solution is to use more energy generating systems that
use a renewable energy source (wind, sunshine or sunlight).
Polar ice cap and icebergs melt at alarming rate

Activity 2 14, 15
Complete the following questionnaire on energy related issues.
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%
2. The Scottish Government is committed to x%

renewable energy by 2020. 25%
50%
75%
3. The minimum temperature at which energy can

be extracted is? 0F
0C
0 Kelvin (-273C)
4. Normal temperature required for radiators is?

30C
50C
70C
5. Normal temperature required for underfloor

heating is? 70C
50C
30C
6. Scotland exports x% electricity to England and

Northern Ireland. 10%
20%
50%
7. The Scottish Governments renewable energy

target for 2011 is? 30%
40%
50%

8. The approximate amount of CO2 emissions for

1kWh from electricity generated in Scotland is 10g
X. 100g
(ie. using a 1000W vacuum cleaner for 1 hour) 400g
9. Current level of CO2 has increased by x% from

1750. 20%
30%
40%
10. Turning down the thermostat by 1oC could

save x% of heating bills. 2%
5%
10%
11. UK has approx x% Europes wind resource.

20%
40%
60%
12. Kyoto Protocol UK committed to reduce

CO2 levels by x% by 2010. 20%
40%
60%
13 One large wind turbine can produce enough

electricity to power up to x homes. 100
200
300
14. The damage our pollution today is causing will

not become apparent till about the year x. 2010
2025
2030
15. CO2 contributes about x% to the greenhouse

effect. 30%
40%
60%

Energy Generation Systems

The following section gives an overview of the different Energy Generation
Systems used in the UK. Each system is explained through schematic diagrams,
block diagrams and notes about basic operation. Specialist components are
described in the section following the main renewable energy systems.
Conventional Power Systems

Oil power stations
Coal power stations
Gas power stations
Nuclear power stations
Hydro power stations (also renewable energy system)
Renewable Energy Systems

Domestic wind turbines
Industrial wind turbines
Solar hot water systems
Solar photovoltaic (PV) systems
Ground source heat pumps
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.
A Schematic Diagram of a Battery

Powered Motor
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

Oil Fired Power Stations

Diagram of an Oil Fired Power Station
Carbon Dioxide Oil Power
Electrical
Steam Generator
Turbine
Steam Pipe
Steam
Water
Water return pipe
Condenser
Oil
Boiler
Power station operated by oil

Block Diagram
Oil Fuel Boiler Steam Electrical

Turbine Generator
Electricity
Heat Steam Rotation
Exhaust
Steam
Water
Condenser
Basic Operation of Oil Fired Power Station
Low grade oil is burned in the boiler.

The heat from this burning is used to heat the water in the boilers pipes.
This heat generates steam which then flows through the steam pipe to the
steam turbine.
The steam then flows through the steam pipe to the steam turbine blades.
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.

Gas Fired Power Stations
Diagram of a Gas Fired Power Station
Gas Power
Carbon Dioxide
Exhaust
Electrical
Gas Generator
fuel
Air
Gas
Turbine
Block Diagram
Air Gas Fuel Gas Electrical

Turbine Generator
Electricity
Pressure Expanding Rotation
Burning
Gas

Basic Operation of a Gas Power Station
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 Stations
Diagram of a Nuclear Power Station
Nuclear Power
Electrical
Generator
Steam Steam
Control
Rods Turbine
Secondary
Primary Loop Loop
Feed
Pump Steam Condenser
Nuclear Generator
Reactor (Boiler)
An American Nuclear Power Station
Dounreay nuclear power station, Thurso - decommissioning

Block Diagram of a Nuclear Power Station
Steam
Nuclear Generator Steam Electrical
Reactor (Boiler) Turbine Generator
Electricity
Steam
Heat Rotation
Exhaust
Steam
Water
Condenser
Basic Operation of a Nuclear Power Station
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.

Coal Fired Power Stations
Diagram of a Coal Fired Power Station
Carbon Dioxide Coal Power
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
Coal Fuel Boiler Steam Electrical

Turbine Generator
Electricity
Heat Steam Rotation
Exhaust
Steam
Water
Condenser
Basic Operation of a Coal Power Station
Powdered coal is burned in the boiler.

The heat from this burning is used to heat the water in the boilers pipes.
This heat generates steam which then flows through the steam pipes to the
steam turbine blades.
Cooling Towers at Widnes Power Station, Cheshire

Hydro Power Stations
Diagram of a Hydro Electric Power Station
Hydro Power
Electrical
Generator
Dam
Reservoir
Water
pipe Turbine Shaft
Water
Turbine
Water exits to river or loch
Pitlochry Hydro Power Station

Block Diagram
Reservoir Water Pipe Water Electrical

Water Turbine Generator
Electricity
Potential Kinetic Rotational
Energy Energy Energy
Basic Operation of a Hydro Power Station
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.

Activity 3
Complete the schematic and block diagrams for each of the following systems.
A______________ Oil Power
B________ C________
Steam Pipe _______ _______
Steam
F______
Water
Water return pipe
E___________
D____
Block
Diagram
Electricity
Heat Steam Rotation
Exhaust
Steam
Water

Activity 3 continued
Gas Power
A____________
Exhaust
B________
________
D_______
________
E____
C______
______
Block Diagram
Air Gas Fuel Gas Electrical

Turbine Generator
A________ B________ C_______ D________
________
________

Nuclear Power
E________
_________
Steam F_____
A_____
______ _____
Secondary
Primary Loop Loop
Feed
Pump C________ D_______
B_______ _________
(Boiler)
Block Diagram
Electricity
Heat Steam Rotation
Exhaust
Steam
Water

A______________
Coal Power
C________ D________
________ ________
B___________
Steam
Water E_______
F___________
Water return pipe
Coal
Block Diagram
Coal Fuel Boiler Steam Electrical

Turbine Generator
D________
A___ B_____ C______
E________
________
F_____
Condenser

Hydro Power
C________
_______
B_____
A_______
D___
_____ E___________
F____
_______
G______________________
Block Diagram
________ _________ _________ _________
Electricity
Potential Kinetic Rotational
Energy Energy Energy


Now well look at some renewable energy systems that have potential for current
and future power generation.

Domestic wind turbines
Industrial wind turbines
Solar hot water systems
Solar photovoltaic (PV) systems
Ground source heat pumps
Domestic Wind Turbines
Turbine
Blades
Wind
Tail Vane
Electrical
Generator
When the wind passes

Support through the turbine blades
Pole they are forced to rotate and
turn the generator, producing
electricity

Proven turbine, Perthshire
Block Diagram
Wind Blades Electrical

Generator
Electricity
Fluid Rotation
Energy
Basic Operation of a Domestic Wind Turbine
Wind flows through the turbine blades.

These blades have aerodynamic properties which allows them to work at fairly
low wind speeds.
The blades are fixed to the hub and shaft which are also forced to rotate.
The shafts rotational kinetic energy is transferred to the electrical generator
which produces electricity.

Industrial Wind Turbines
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
Wind Blades Gearbox Electrical

Generator
Electricity
Fluid Slow Fast
Energy Rotation Rotation

Basic Operation of an Industrial Wind Turbine
Wind flows through the turbine blades.

These blades have aerodynamic properties which allows them to work at fairly
low wind speeds.
The blades are fixed to the hub and shaft which are also forced to rotate.
The shafts rotational kinetic energy is transferred to the gearbox which
increases the speed of its output shaft.
The rotational kinetic energy in the gearboxs output shaft is transferred to the
electrical generator which produces electricity.
Drumderg Wind Farm, near Alyth, Perthshire

Ground Source Heat Pump
Use it for
underfloor heating
or hot water
Take heat from Increase the

under the heat energy
ground using a heat
(alternatives pump
could be air,
water or waste)
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
Slinky Ground Course System

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
Basic Operation of a Ground Source Heat Pump
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.

Solar Hot Water
Sun
The heat from the

sun heats up the Tap
liquid in the solar Pump
panel which is being
pumped through the
hot water tank. Solar Panel
This heat is
transferred to the Hot Water
water in the hot water Mains Tank
tank ready for use. Water
Supply
Installing solar panels Domestic hot water tank

Block Diagram
Solar Heat
Sun Collector Pump Exchanger
Panel (hot water
tank) Hot Water
Heat Hot Moving
Fluid Hot Fluid
Cooled Fluid Returned to Solar Panel
Basic Operation of a Solar Hot Water System
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.

Solar PhotoVoltaic (PV) Panels
Sun
PhotoVoltaic
Panel
A photovoltaic cell uses light to generate electricity. It

utilises semiconductor transistor technology which is
standard in most electronic devices eg computer, mobile
phone, CD player etc.
Solar PV panels and wind turbine

Block Diagram
Sun PV Panel
Electricity
Light
Basic Operation of a Solar Photovoltaic Panel
Photovoltaic panels are made up of many semiconductor cells which

generate electricity when they are subjected to light.
The electricity is DC and suitable for low voltage lighting or low voltage motors.
The electricity can be stored in batteries for use at other times when there is
no light.

15,16
Activity 4
Complete the schematic and block diagrams for each of the following systems.
Domestic Wind Turbine

A______
_______
Wind
C_______
B_______
________
Support
Pole
Block Diagram
Electricity
Fluid Rotation
Energy

Industrial Wind Turbine

A_______
________
Wind
B______ C_________
Hub
Column
Wind Blades Gearbox Electrical

Generator
A_____ B______ C______ D________
______ ______ ______

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

Solar - Hot Water
Sun
Tap
D_____
A_______
B_____ ________
______
______
Block Diagram
Solar Heat
Sun Collector Pump Exchanger
Panel (hot water
tank)
A___ B________ C________ D________
________ ________
E____________________________

Solar PV (PhotoVoltaic)
Sun
PhotoVoltaic
Solar Panel
Block Diagram
A________ B________

Energy Generation System Components
Heat Exchanger
Heating Coil
Cold Hot
water IN water
OUT
Hot fluid is pumped

though the heating
coil
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
Photos courtesy of: www.siemens.co.uk

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.

Photo courtesy of: www.siemens.co.uk
Sectional view of a Gas Turbine

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
Armature (wire windings)
Permanent Magnet
When the shaft is rotated, it spins the armature

or wire windings across the permanent
magnets.
When the wire windings pass over the magnets

an electrical voltage is generated. In this case it
is used to power a light bulb.

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
Hot Water to heat

exchanger (Boiler)
Primary Loop
Pump
Cooler Water from heat

Uranium exchanger (Boiler)
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.
Description Answer Identifier Sub-System

Takes heat from a fossil I A Electrical
fuel and converts water to generator
steam
Cools steam down and B Compressor
converts it back into
water
Uses fission to heat the C Solar
water in the primary loop Photovoltaic
Inputs steam and outputs D Condenser
rotational energy
Uses rotational energy as E Ground
the input and output Source Heat
electricity Pump
Transfers low temp water F Nuclear
to a refrigerant gas; reactor
compresses the
refrigerant gas to heat it
up more and transfers
this heat for underfloor
heating
Converts sunlight into G Solar hot
electricity water
Converts slow rotation H Gearbox
into fast rotation
Converts solar energy to I Boiler
heat water
Squeezes gas to a higher J Steam
pressure and temperature generator
Converts water at high K Steam turbine
pressure and temperature
from the primary loop into
steam
Uses an aerodynamic L Water Turbine
shape to provide rotation
Converts water at high M Turbine
velocity to rotational blades
energy

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:
insulating the loft

insulating walls
insulating under the floor
installing draft proofing around doors
installing double glazing
cavity insulation
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
Typical Insulation in Buildings
Loft Insulation
(25% of losses)
Wall Insulation Double Glazing

(30% of losses) (20% of losses)
Drafts
(10% of losses)
Floor Insulation
(15% of losses)
Types of Insulation
Natural sheeps wool - loft, wall or underfloor
Glass fibre roll - loft, wall or underfloor

Tri Iso Multilayer Insulation Walls and Roofs
Double Glazing Windows and Doors
Adhesive Foam - Draft proofing around doors and windows

Cavity Wall 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 Conversion Exercises

We need to get an idea what energy is. An important fact about energy is that it
cannot be created or destroyed. It can only be transformed into another form. This
means that energy is not consumed when it is changed from one form to another,
and the total amount of energy is the same before the transformation as after the
transformation. Lets look at some energy conversion examples.
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.
The demonstrations below describe some examples of energy conversions.
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
Solar Hot Water Hot Water

Panel
Sun

Energy efficient light bulbs
Electrical energy to light energy Electricity is applied to a Compact

Fluorescent Lamp (CFL) so that it gives off light and some heat. These use only
75% of the energy required for a normal light bulb and also last 10 times longer.
Electricity to
Light
Lamp
Electricity Light
Electrical energy to rotational energy What is demonstrated here is the

application of electrical energy to an electric motor. As electricity is switched on
the electric motor and blade turn, giving it the ability to cut through materials such
as wood.
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.
Rotational Energy to Electrical Energy
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
Potential Energy to Kinetic Energy
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.
Solar Energy to Electrical Energy
Solar Panel Electric Motor and

Fan
Light Electricity Rotation

Wind energy to rotational energy to electrical energy A wind turbine is used

to demonstrate wind energy acting on the blades and forcing them to rotate. As
the blades are connected to an electrical generator this produces electricity.
Wind Energy to Electrical Energy
Turbine Electrical Generator

Blades
Wind Electricity
Rotation

Steam Energy to Rotational Energy A small electric fan is used as a single

blade turbine and a domestic steam cleaner is used as the source of steam. When
the steam is applied at a slight angle to the blade it forces it to rotate, similar to the
effect that a wind turbine blade has.
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.
Input System (sub-system) Output

Petrol Car engine Rotation

Site Visits
When going on a site visit whether to an industrial or domestic location you should
always obey the following rules:
Stay with the group and your leader/teacher

Act with respect to everybody
Obey all Health and Safety instructions
Do not touch equipment unless told to do so
Do not fool about
Wear any required personal protective equipment
Always ask questions in a polite manner
Ask if you can take pictures
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

Kinetic Energy energy which a body possesses by virtue of being

in motion (compared with potential energy)
Kyoto Protocol an agreement between governments around the
world that was created in 2005. It aims to limit or
reduce greenhouse gas emissions to prevent
climate change.
Nuclear Reactor a system which converts splitting of atoms into
heat
Renewable Energy energy from sources that happen naturally, over
and over again and do not run out.
Recycle to keep, process and reuse materials in order to
save energy and reduce waste
Solar Energy solar radiation from the sun is used in a thermal
process (solar hot water) or to generate electricity
(solar PV PhotoVoltaic)
Steam Turbine a system which converts steam pressure to rotary
motion
Wind Turbine a system which converts wind energy into rotational
energy and then into electrical energy

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The pack is organised into several sections:

The Student Support Section contains guidance and instruction on a range of

The instructional material contains guidance and instruction on energy generation

Activities are identified with the symbol:

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What are Skills for Work Courses all about?

Skills for Work Courses are designed to help candidates to develop:

A key feature of these Courses is the emphasis on experiential learning. This

Learning through practical experience

Learning through reflecting at all stages of the experience

Teaching/learning programmes should include some or all of the following:

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A Curriculum for Excellence (Scottish Executive 2004) identifies aspirations for

The learning environments, the focus on experiential learning and the

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The Course in Energy (Intermediate 2)

The general aims of the Course are to:

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In particular, the specific aims of the Course are to:

Rationale for Course content

The development of most renewable energy systems is a recent innovation where

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Unit Outcomes, PCs and Evidence Requirements

Unit: Energy: An Introduction (Intermediate 2)

Acceptable performance in this Unit will be the satisfactory achievement of the

Investigate energy power systems in accordance with a given brief.

a) Gather relevant information from a variety of sources according to the given

Investigate energy conservation and conversion processes in accordance with a

a) Gather relevant information from a variety of sources according to the given

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Investigate an installed energy system according to a given brief.

a) Gather relevant information from a variety of sources according to the given

Contribute to a group presentation on a specified energy system in accordance

a) Contribute constructively to a group discussion to agree roles, tasks, and

Evidence Requirements for this Unit

Evidence is required to demonstrate that candidates have achieved all Outcomes

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Performance and product evidence for Outcomes 1, 2, and 3

Candidates will carry out an individual investigation according to the instructions in