12 Energy

Prior knowledge
Your students might have come across the term ‘energy’ before, but to some it might be a new
concept. They might know that sound, light or heat are examples of sources of energy. Some
students might know that energy is required for actions or movement to happen.

Learning objectives
These learning objectives are reproduced from the Cambridge Lower Secondary Science curriculum framework (0893)
from 2020. This Cambridge International copyright material is reproduced under licence and remains the intellectual
property of Cambridge Assessment International Education.

Teacher’s
Objective Student’s Workbook Guide Online
Learning objective code Book pages pages pages resources
Biology, Chemistry, Physics or Earth and space
Describe changes in energy 7Pf.01 Pages Q1, page 66 Pages The stored
that are a result of an event or 128–133 138–140 energy in
Q6, page 69
process. an elastic
band
(Teacher’s
notes
Chapter 12)
Know that energy tends to 7Pf.02 Page 138 Q5, page 68 Page 141 Weird
dissipate and in doing so it machines
Q9, page 71
becomes less useful. (Worksheet
Q10, page 71 12.2)
Describe gravity as a force of 7Pf.03 Page 129 Pages Gravity
attraction between any two 138–139 (Teacher’s
objects and describe how the notes
size of the force is related to the Chapter 12)
masses of the objects.
Mass and
weight
(Teacher’s
notes
Chapter 12)
Measuring
mass and
weight
(Teacher’s
notes
Chapter 12)
➜

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 12 Energy

Teacher’s
Objective Student’s Workbook Guide Online
Learning objective code Book pages pages pages resources
Thinking and working scientifically
Describe the strengths and 7TWSm.01 Modelling Page 138
limitations of a model. increasing
temperature
(page 132)
Challenge
yourself –
strengths
and
limitations
(page 132)
Make predictions of likely 7TWSp.03 Which Pages
outcomes for a scientific makes the 140–141
enquiry based on scientific loudest
knowledge and understanding. sound?
(page 134)
Plan a range of investigations 7TWSp.04 Which Q6, page 69 Pages
of different types, while makes the 140–141
Q7, page 70
considering variables loudest
appropriately, and recognise sound?
that not all investigations can be (page 134)
fair tests.
Sort, group and classify 7TWSc.01 Challenge Page 141
phenomena, objects, materials yourself
and organisms through testing, – energy
observation, using secondary transfers
information, and making and (page 139)
using keys.
Describe trends and patterns in 7TWSa.02 Q2, page 66
results, including identifying any
anomalous results.
Science in context
Describe how science is applied 7SIC.02 Using heat Page 140
across societies and industries, from the
and in research. Sun (page
133)
Discuss how the uses of science 7SIC.05 A change Page 141
can have a global environmental in the idea
impact. about
energy
(page 137)

Summary
The chapter begins by looking at the different ways we use the word ‘energy’ and then moves on to
examine the different forms of energy and energy transfers. We then go on to consider the concept
of wasted energy and the consequences of this.

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The information about changes in energy in this chapter could be included in work in the Cambridge
Lower Secondary Global Perspectives topic, Fuel and energy.

Chapter notes
There are six supplementary activities and two enrichment activities online to support this chapter. It
is suggested that you select a number of them to enforce the concept of energy and also consult the
thinking and working scientifically table of objectives in the online Boost resources.

Terminology
Dissipated energy, dissipation, elastic materials, electromagnetic energy, electromagnetic waves,
energy, gravity, gravitational potential energy, internal energy, kinetic energy, law of conservation of
energy, movement energy, potential energy, radiation, respiration, strain energy.

Lesson ideas

Student’s Book Supplementary and enrichment activities Homework

Lesson idea pages and activities online activities
1 Gravity Page 129 Gravity (Teacher’s notes Chapter 12) –
Mass and weight (Teacher’s notes
Chapter 12)
Measuring mass and weight
(Teacher’s notes Chapter 12)
2 Varieties of energy Pages 128–133 The stored energy in an elastic band 12.1
and stored energy (Teacher’s notes Chapter 12)
Modelling increasing 12.2
temperature Making a tin can tractor (Worksheet 12.1)
3 Energy changes 1 Pages 134–136 Weird machines (Worksheet 12.2) 12.3
Which makes the
loudest sound?
4 Energy changes 2 Pages 136–138 How much energy do you use? 12.4
(Teacher’s notes Chapter 12)
How much energy would you use to climb a
mountain? (Teacher’s notes Chapter 12)

Activity notes and answers

Student’s Book activities
Thinking about energy (SB page 128)
Discuss Figure 12.1 and the ways in which the term ‘energy’ is commonly used (see the Let’s talk
activity below).
Let’s talk (SB page 128)
Listen for responses where your students refer to specific incidents in their lives which might be
related to those in Figure 12.1. For example, a person may be described as having ‘lots of energy’
or being ‘energetic’. There may be energy-saving measures at school, such as switching off all lights
which are not being used. Some students may mention ‘high-energy’ and ‘low-energy’ foods.

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 12 Energy

Stores of energy (SB page 129)

Introduce the terms ‘potential’ and ‘movement’ (or ‘kinetic’) energy.
l Potential energy: Describe gravity as a force of attraction. Using Figure 12.2 (SB page 130) to
show what happens when gravitational energy is reduced.
Discuss Questions 1 and 2 (SB page 129) – a book on a table and dropping a stone down a well.
l Strain energy: Describe what strain energy is, using the examples of springs and aerosols.
Refer students to Figure 12.3 (SB page 130) when answering Question 3, and discuss when and
where elastic potential energy is in some everyday objects.
l Chemical energy: Food, fuels and electricity are all forms of chemical energy. When this
chemical energy is released, it helps you to survive. Burning fuel releases energy which can heat
homes and generate electricity. Look at Figure 12.4 (SB page 131) and discuss the energy stores
shown – bananas (food), a car battery (chemical energy store), a fuel plant (fuels to propel
vehicles) and wood (releases heat and light energy when burnt).
l Kinetic energy: The Greek word for motion is where the word ‘kinetic’ comes from. Use the
description of kicking a football to describe its effects. Also refer to Figure 12.5 (SB page 131) and
talk about how a demolition ball works in terms of energy.
Question 4 (SB page 132) asks students to consider things around them that have stores of
kinetic energy.
l Sound energy: Make sure students recognise that sound energy is produced through vibrations;
for example, a guitar string being plucked.
l Electrical energy: Electricity is a type of energy that exists in the form of an electrical current,
which can produce heat and light.
Question 5 (SB page 132) asks students to identify electrical energy in their homes.
l Internal energy: This is thermal energy caused by the movement of particles within a substance.
Use the examples of solids, liquids and gases to illustrate this type of energy.
Let’s talk (SB page 132)
My body has gravitational potential energy due to its position (sitting down) above the centre of the
Earth. Some of my muscles have strain energy because they hold my body upright as I am seated.
My blood has kinetic energy due to it moving through my blood vessels. Sound energy is reaching my
ears from sound sources around me (for example, the hum of a computer, traffic noise outside, or
voices). Light energy is reaching my eyes from sources such as lamps or as reflected light from the Sun.
Chemical energy is stored in my body as fat, ready for changing into other forms of energy. My body
possesses thermal energy due to chemical processes, such as respiration, which are keeping me alive.
Modelling increasing temperature (SB page 132)
Process: Ask your students to follow the steps to model particle behaviour in a gas as you increase
its temperature. Go through steps 1–4. As always with modelling, encourage your students to think
about the limitations of this model, whether a better model could be used or if this model could
be strengthened.
Conclusion: The particles move faster in a gas.
Challenge yourself (SB page 132)
Ask students what the strengths and limitations of the model are.
In step 3:
l Strength: It shows the arrangement of particles in a liquid.
l Limitation: The model is only a two-dimensional representation.

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In step 4:
l Strength: It shows separation of particles in the gaseous state.
l Limitation: The model is only a two-dimensional representation.
The model could be improved by, for example, shaking the beads to represent gas particles in a
closed vessel such as a transparent plastic bottle – this would show movement in three dimensions.
Science extra: Electromagnetic energy (SB page 133)
Read through this information with your students, sharing the amazing fact that this form of energy
travels through space at the speed of light! Introduce the terms ‘electromagnetic waves’ and
‘radiation’ as they appear in the text. Use the glossary to look at definitions of these words if necessary.
Refer to Figure 12.6 to describe what one wavelength actually is – the distance between two
successive crests or troughs in a wave.
Other forms of electromagnetic radiation besides light and radio waves include microwaves, infrared
radiation, optical radiation, ultraviolet radiation, x-rays and gamma rays.
Light energy (SB page 133)
This is the optical energy named previously. It is the only form of electromagnetic radiation that is
visible to the human eye. It travels in waves.
Science in context (SB page 133)
Using heat from the Sun
Solar furnaces: These are structures which concentrate solar power to produce high temperatures.
For example, in industry, heat collected in a solar furnace is powerful enough to melt steel. It uses
arrays of plane mirrors to gather sunlight and this is then reflected onto a much larger, curved
mirror to produce the high temperatures required. Solar furnaces are also used to test materials
for the construction of spacecraft and in the creation of nanomaterials. Nanomaterials are used
in nanotechnology to produce, for example, scratch-proof eye-glasses, crack-resistant paints,
anti‑graffiti coatings for walls, stain-repellent fabrics and even self-cleaning windows!
Solar cookers: This is a device which uses direct sunlight as its source of heat and is used in portable
cookers or to pasteurise food and drink.
Energy transfers (SB page 134)
Discuss the many ways in which we use energy daily. Explain the idea that in each use of energy,
from one form to another, this is called an energy transfer. Use the examples of switching on an
electric light and playing a guitar to illustrate this point.
Use this information to help students answer Question 6.
Which makes the loudest sound? (SB page 134)
Hypothesis: As a tray is held higher and higher, it gains more gravitational energy, so when it falls,
more energy is transferred to a store of sound energy, which is transferred to the surroundings. Is this
hypothesis testable? Yes, it is a scientific explanation which can be tested. It is specific as it relates
one specific feature (the height of the tray) to the loudness of the sound, and does not use the word
‘better’, which is a matter of opinion.
Prediction: Look for predictions similar to the above, that is, the higher the tray is when dropped, the
greater the sound energy released and the louder the sound that is made.
Plan and investigation: In the students’ plans, look for ideas about:
l Equipment: In addition to the tray and the hard floor, a metre ruler and a sound-measuring
device, such as an app on a mobile phone, will be needed.

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l Method: The tray needs to be held, for example, 10 cm above the ground, then the app switched
on, the tray dropped and the sound level recorded.
l This needs to be repeated at 10 cm intervals up to 1 m.
Analysis and evaluation:
l Analysis: Ask your students what their results show.
l Possible conclusion: There should be an increase in sound level as the height of the tray
is increased.
l Possible evaluation: If the difference in sound level is only small, the tray could be dropped from a
greater height, such as 1.5 metres or more.
One point to emphasise is that energy in itself does not change, it only changes to different forms
of energy. We call these transformations energy transfers. Each transfer loses some energy to the
surrounding air.
Question 7 (SB page 135) asks students to consider the energy changes taking place inside a watch.
Energy transfer diagrams (SB page 135)
Demonstrate how to create energy transfer diagrams by working through the examples given.
Figure 12.8 can be referred to when thinking about example A (releasing a catapult) and Figure 12.9
(SB page 136) can be referred to when thinking about example C (blowing up a balloon).
Questions 8–10 can be addressed here.
Energy and ourselves (SB page 136)
This section talks about the fat content of foods and the information on food labels. Introduce ideas
about joules (J) and kilojoules (kJ) with reference to Figure 12.10. Discuss how energy is released
through respiration in humans.
Question 11 asks students to draw an energy diagram for respiration, Question 12 asks students to
think about how seedling shoots grow and Question 13 (SB page 137) relates to energy transfers
within our bodies.
Science in context (SB page 137)
A change in the idea about energy
This section discusses changes in historic thinking about energy, including American scientist,
Benjamin Thomson’s changed thinking.
Wasted energy or energy we can’t use (SB page 138)
Here you need to introduce the concept of dissipation of energy using the examples given in the
text. Refer to Figure 12.12 in the discussion.
Question 14 asks students to consider wasted energy in the energy transfer diagrams they created
earlier in the chapter.
When there is not enough energy (SB page 138)
Discuss the examples given – that is, when mobile phones or computers run out of charge.
Question 15 discusses why a car engine might not start.
Summary (SB page 138)
Go through the three statements provided.
Cross-curricular link (SB page 139)
Questions 6 and 7 link to measuring skills in Cambridge Lower Secondary Mathematics.

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Challenge yourself (SB page 139)

Energy transfer diagrams will vary according to what each student sees.

Supplementary activities online

Gravity
Gravity (SB page 129)
Mass and weight
Gravity (SB page 129)
Measuring mass and weight
Gravity (SB page 129)
The stored energy in an elastic band
Strain energy (SB page 130)
Making a tin can tractor
Strain energy (SB page 130); Worksheet 12.1
How much energy do you use?
Energy and ourselves (SB page 136)

Enrichment activities online

Weird machines
Energy transfers (SB page 134); Worksheet 12.2
How much energy would you use to climb a mountain?
Energy and ourselves (SB page 136)

Student’s Book answers

Do you remember? (SB page 128) 2 It would fall to the bottom of the well
l Energy can be stored in food or in fuel. because the objects are attracted towards
It may be seen to be causing action in a the Earth’s magnetic core.
moving object. Light and sound are other 3 a It is stored when the elastic band in the
forms of energy. launcher is stretched and released when
l We need energy to stay alive. We get this the elastic band is released.
energy from our food and use it to make b It is stored in the elastic cords/springs
all our bodily organs work, including our beneath the sunlounger when they are
muscles. stretched by someone lying down and
l A vehicle needs energy to make it move. they are released when the person
This can be in the form of a fuel such as gets up.
diesel or stored electrical energy in a c It is stored in the board when it is bent
battery. (Many other possible responses under the weight of the diver and
could be made.) released when the diver springs into
the air.
Stores of energy (SB page 129) 4 This will depend on the physical view from
the window and where in the world your
1 As soon as the thing supporting it is
students are. Possibilities include birds
removed, such as the table, it falls to the
flying, trees moving in the wind, aeroplanes
ground or floor and the potential energy is
released.

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flying in the sky, vehicles moving on the 11 stored chemical → body → kinetic energy →
road, people and animals walking. thermal energy.
5 Again, this will depend on the student’s 12 It would use up all its stored chemical
home and where in the world they live. energy for growth of the root and shoot
General uses include lights, television, before its leaves reached the light. The
radio, computer, tablet, games console, seedling would not be able to make food
washing machine, fridge, food mixer, and so would die.
doorbell, etc. 13 stored chemical → body → kinetic energy →
thermal energy.
Energy transfers (SB page 134)
6 a A store of potential energy in the clock- Wasted energy or energy we can’t
work spring is transferred to kinetic use (SB page 138)
(movement) stores when the toy begins 14 All three energy transfers waste thermal
to move. (heat) energy.
b Energy from chemical stores in the food
which the child has eaten is transferred When there is not enough energy
to kinetic (movement) stores when they
kick the football.
(SB page 138)
c Energy from chemical stores in the gas 15 There is not enough energy in the battery
(which is being used as a fuel source) to make the engine work.
is transferred to thermal (heat) stores to
heat up the water boiling in the kettle. End of chapter questions (SB
d Energy from chemical stores in the page 138)
person’s muscles is transferred to 1 Any three from: potential energy, chemical
kinetic (movement) stores, and this is energy, electrostatic, elastic potential energy.
then transferred to potential energy 2 Potential energy.
stores as the person walks upstairs. 3 Electromagnetic.
7 Energy in a chemical store in the watch 4 Energy spreads out into different forms, not
battery is being transferred to electrical all of which are useful.
stores, which is then transferred to kinetic 5 Because dissipated energy goes into forms
(movement) stores in an analogue watch of energy other than the desired form.
(with hands) or to light electrical stores in a 6 a They marked the side of the nail when it
digital watch. was in the hole and then measured the
8 a kinetic energy → clock-work car → strain length from the mark to the tip when it
energy was pulled out.
b train energy → clock-work car → kinetic b
energy 3.0
Depth of indent/cm

c electrical → battery-powered car →

kinetic energy 2.0
9 Carbon dioxide, air and water.
10 The student could blow the balloon up a 1.0
little, let it go and measure how far it went.
Or: 0.0
If the student’s fingers partially grip the 0 25 50 75
Height of nail above clay/cm
100

neck of the deflating balloon, they could

record the strength and duration of the c Extend the axes, then judge where the
sound. This could then be repeated after line may go and mark it with a dotted
blowing up the balloon a little more to show line. The result will depend on the
that the balloon travels further and makes a choice of height and the accuracy of the
louder sound for longer. extrapolation.

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7 a They could place a ruler across the c The diameter of the indent did not
widest part of the indent. increase with the height of the object as
b much as the depth of the indent did in
3.0
the experiment in Question 1.
Depth of indent/cm

d The sphere had a large surface area

2.0
compared to the nail. This meant the
sphere pushed with less pressure on the
1.0
clay than the point of the nail.
e No, because the maximum diameter of
0.0
0 25 50 75 100
the indentation is equal to the diameter
Height of sphere above clay/cm of the sphere and does not increase
with increasing height.

Workbook answers
Stores of energy 4 Any two from:
1 a Chemical energy. – Chemical energy can be seen as
b Potential energy. movement (kinetic) energy.
c Strain energy. – Chemical energy can be seen as light
2 a 30 energy.
– Chemical energy can be heard as sound
Distance travelled by ball/cm

25 energy.
5 Useful form of energy: Internal energy.
20
Less useful form of energy: Thermal energy.
15

10 Energy transfers
6 Place the metal tray on its end against a
5
wall, put the dried bean in the pouch of
0 the catapult (the place where the missile
0 1 2 3 4 5 6
Distance band pulled back/cm is stored), set up the catapult at a distance
from the tray. (The catapult can be a simple
b The further the band was pulled back, Y-frame catapult.)
the further the ball travelled. Pull back the elastic material in the catapult
c The greater the stored energy in the to increase the strain energy, then release
band, the further the ball travelled. the catapult.
Pulling back the band further increases The energy in the elastic material is
its stored energy. transferred to the bean, which uses kinetic
d i 3 cm. energy to move towards the metal tray and
ii The elastic band could have been hit it.
pulled back more than 3 cm before This causes the tray to vibrate and produce
it was released. The cotton wool sound energy.
ball was not secure in the elastic 7 Make sure the two samples have equal
band and fell out as the band was mass by weighing and cutting until they
released. both have the same weight.
e She could repeat them, taking more Measure out a certain volume of water
care over her measurements. with the measuring cylinder (for example,
f The elastic band broke (or snapped). 50 cm3) and pour it into the beaker.
3 It moves. Set up the beaker on the gauze and tripod.

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 12 Energy

Take the temperature of the water. c The chemical energy stored in each
Set fire to material A and let it burn away material is released when the material
completely. burns and increases the internal energy
Record the temperature of the water again. of the water in the beaker. This is
Subtract the first temperature from the measured by the thermometer. The
second. material that raises the temperature of
Repeat the steps above with material B. the water higher has the greater stored
Compare the rise in the temperature of the chemical energy.
water when A and B have each been burnt. 8 Because some energy always escapes/
a The independent variable is the variable transfers/is lost to the environment as heat.
the experimenter controls, so it is the
materials A and B. Wasted energy or energy we
b The dependent variable is the one that cannot use
is measured, so it is the amount of heat
9 The spreading out of energy into different
transferred to the beaker of water when
forms.
they are burnt.
10 It becomes less useful.

Homework activities
12.1 Your students could make an ‘energy detector report’ between school and home, or at
home. They could construct a table with the column headings ‘Energy event’, ‘Radio waves’,
‘Microwaves’, ‘Heat’, ‘Light’, ‘Sound’ and ‘Electrical’, with up to 20 rows. They should then fill in
the ‘Energy events’ column with things like ‘Using mobile phone’ – for this event, they would
then tick the columns headed ‘Microwave’, ‘Electrical’ and ‘Sound’ (or if they were sending a
message rather than speaking on the phone, they would tick ‘Light’ instead of ‘Sound’).
12.2 Ask your students to write down as many examples as possible of kinetic energy and stored
energy that they can see between school and home, or at home.
12.3 Ask your students to look around at home for items to make a ‘weird machine’. They could
make a drawing of the machine with the items in place and say what energy changes take
place when something passes through the machine or it starts to work. Alternatively, they could
construct the machine from modelling materials they find.
12.4 Provide bean or pea seeds, seed pots and a growing medium for each student. Ask them to
plant one seed near the top of a pot and one at the bottom. After a week, dig up the seeds and
compare their growth. Students could then try to find out the exact depth at which to plant a
seed in their pot so that it just reaches the surface before it uses up its store of energy.

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