This course links most of the content from Unit 1 Physics into a progressive and practical course in the outdoors. Students will undertake practical and out-of-classroom activities based on: P1.1 The Transfer of Energy P1.2 Energy and Efficiency P1.5 The use of Wave for Communication They will have the opportunity to develop their investigative and practical skills by: Using observations, evidence and fundamental ideas to ask scientific questions Designing and carrying out an investigation, including risk assessments Making measurements, selecting data and collecting secondary data Presenting, analysing and interpreting data to form conclusions Evaluating methodology, evidence, data and societal aspects of scientific evidence Please visit http://www.field-studies-council.org/outdoorclassroom for alternative courses covering GCSE AQA Science Fieldwork
COURSE LENGTH 3 Days (2 nights with 6 teaching sessions) Monday / Wednesday Tuesday / Thursday Wednesday / Friday Friday Saturday Sunday Arrive for lunch. Afternoon and evening sessions Morning, afternoon and evening sessions Morning session. Depart after Lunch OR Arrive for evening meal. Evening session Morning, afternoon and evening sessions Morning and afternoon sessions. COURSE TIMETABLE DAY MORNING AFTERNOON EVENING Arrival (approx. 12-1pm) 1 Welcome and outline of the course Tour of Centre Settle into rooms Allocate kit (i.e. waterproofs) Energy Efficiency / Building Audits 2 Electricity and Renewable Energy 3 Electromagnetic Waves Depart after lunch Please note: to ensure safe and quality learning experiences for students the timetable may alter depending on weather conditions and local factors at.
COURSE CONTENT Energy Efficiency / Building Audits How efficient is your home? This module will require students to test a variety of different materials and record primary data in regards to energy transfer. This will involve planning and carrying out an investigation by constructing a 'model house' and using sensors to measure the temperature with and without various types of insulators. The students will also use the 'model house' to test surfaces of different natures in relation to the absorbance of infra-red radiation and use the centre as an auditable building. During the module the students will use efficiency equations and diagrams of energy transfer to understand what is happening with the investigation. Potential ways to conserve energy and reduce energy consumption will be explored and limitations of the study will be discussed. Electricity and Renewable Energy This module will take students through a journey considering the energy needs of today and tomorrow and how these are going to be met sustainably. The day will involve a full investigation incorporating visits to different locations to determine the optimum position for a renewable energy site. Students will measure a number of different variables at each location and consider the impacts of building a renewable energy site at their chosen location. Students will have the opportunity to construct and interpret Sankey diagrams for various renewable energy sources. There will also be a guided tour of a renewable energy resource either at the centre or at a local site. The day may involve planning, methodology, data collection, data presentation, interpreting secondary data, concluding, evaluating and role play. There will also be an opportunity for students to assess their own environmental impact during their stay at the centre. Electromagnetic Waves The electromagnetic spectrum is one of the fundamentals of the universe and visible light is incredibly important to humans and a vast array of natural organisms. In this session, students will investigate the behaviour and uses of parts of the electromagnetic spectrum within nature. Students will discover the wide range of colours that can be found in their surroundings and this will be used as a starting point for an exploration of why objects appear in the colours that they do. Students will also see how parts of the spectrum invisible to us are used in nature. Having learned how objects are perceived as certain colours, students will use a simple spectrometer to investigate a range of light sources in, and maybe out of, this world to reveal their true nature and discover what the electromagnetic spectrum can tell us about them.
SPECIFICATION LINKS Energy Efficiency / Building Audits P1.1 The transfer of energy by heating processes and the factors that affect the rate at which that energy is transferred P1.1.1 Infrared radiation a) All objects emit and absorb infrared radiation b) The hotter an object is the more infrared radiation it radiates in a given time c) Dark, matt surfaces are good absorbers and good emitters of infrared radiation d) Light, shiny surfaces are poor absorbers and poor emitters of infrared radiation e) Light, shiny surfaces are a good reflector of infrared radiation P1.1.3 Energy transfer by heating c) The rate at which an object transfers energy by heating depends on: Surface area and volume The material from which the object is made The nature of the surface with which the object is in contact P1.1.4 Heating and insulating buildings Plan and carry out an investigation into factors that affect the rate of cooling of a can of water, e.g. shape, volume, and colour of the can. a) U-values measure how effective a material is as an insulator b) The lower the U-value, the better the material is as an insulator P1.2 Energy and efficiency Compare the efficiency and cost effectiveness of methods used to reduce energy consumption Candidates should be able to use a Sankey diagram to calculate the efficiency of an appliance. Plan and carry out an investigation by constructing a model house, using sensors and data logger to measure temperatures with and without various types of insulation. Electricity and Renewable Energy P1.2 Energy and efficiency Interpret and draw a Sankey diagram P1.2.1 Energy transfers and efficiency a) Energy can be transferred usefully, stored, or dissipated, but cannot be created or destroyed b) When energy is transferred, only part of it may be usefully transferred; the rest is wasted c) Wasted energy is eventually transferred to the surroundings, which become warmer. The wasted energy becomes increasingly spread out and so becomes less useful P1.4 Methods we use to generate electricity Various energy sources can be used to generate the electricity we need. We must carefully consider the advantages and disadvantages of using each energy source before deciding which energy source(s) it would be best to use in any particular situation. Electricity is distributed via the National Grid. Candidates should use their skills, knowledge and understanding to: Evaluate different methods of generating electricity Evaluate ways of matching supply with demand, either by increasing supply or decreasing demand P1.4.1 Generating electricity a) In some power stations an energy source is used to heat water. The steam produced drives a turbine that is coupled to an electrical generator. Energy sources include: The fossil fuels (coal, oil and gas) which are burned to heat water or air Uranium and plutonium, when energy from nuclear fission is used to heat water Biofuels that can be burned to heat water b) Water and wind can be used to drive turbines directly c) Electricity can be produced directly from the Sun s radiation d) In some volcanic areas hot water and steam rise to the surface. The steam can be tapped and used to drive turbines. This is known as geothermal energy
e) Small-scale production of electricity may be useful in some areas and for some uses, eg hydroelectricity in remote areas and solar cells for roadside signs f) Using different energy resources has different effects on the environment. These effects include: The release of substances into the atmosphere The production of waste materials Noise and visual pollution The destruction of wildlife habitats Electromagnetic Waves P1.1 The transfer of energy by heating processes and the factors that affect the rate at which energy is transferred P1.1.1 Infrared radiation a) All objects emit and absorb infrared radiation b) The hotter an object is the more infrared radiation it radiates in a given time c) Dark, matt surfaces are good absorbers and good emitters of infrared radiation d) Light, shiny surfaces are ppr absorbers and poor emitters of light e) Light shiny surfaces are good reflectors of infrared radiation P1.5 The use of waves for communication and to provide evidence that the universe is expanding P1.5.1 General Properties of waves a) Waves transfer energy b) Waves may be either transverse or longitudinal c) EM waves are transverse, sound waves are longitudinal and mechanical waves may be either transverse or longitudinal d) All types of EM waves travel at the same speed though a vacuum e) EM waves form a continuous spectrum f) Longitudinal waves show areas of compression and rarefaction g) Waves can be reflected, refracted and diffracted h) Waves undergo a change of direction when they are refracted at an interface i) The terms frequency, wavelength and amplitude Also links to: P1.5.2 Reflection and P1.5.4 Red-shift
FSC CENTRES This course is offered at our residential listed below, set in some of the most stunning locations in the UK. FSC Centres that offer this course: BL Blencathra Tel: 017687 79601 NC Nettlecombe Tel: 01984 640320 OR Orielton Tel: 0845 330 7372 RC Rhyd-y-creuau Tel: 01690 710 494 TO BOOK THIS COURSE, SIMPLY: 1. Choose the time of the year you would like to attend 2. Pick the centre/ of interest 3. Check availability online or contact head office using the details at the bottom of the page or contact the centre of your choice *Please note to book this course the minimum size of your group must be 12 students and 1 member of staff Please visit http://www.field-studies-council.org/outdoorclassroom/ For alternative Key Stage 4 courses