Forces and energy > 3.1 Gravity, weight and mass * understand that the force of gravity acts between objects * learn about what affects the strength of the force of gravity ‘onan object practise using the correct terms ‘weight’ and ‘mass’. Work individually to answer these questions. 1 Describe how gravity affects an object such as a textbook. Copy and complete this sentence by choosing the correct word from the list. length mass volume weight The newton, N, is a unit of Copy and complete this sentence. The kilogram, kg, is a unit of Rey ier Dre RRL) ea aca ee eS RGravity When you drop an object, it falls to the ground. ‘What pulls the object down? The Earth you live on isa large object with a mass of about Objects with large mass, such as the Earth, cause strong forces of gravity. All objects, even pens and pencils, cause forces of gravity, Objects with small mass, such as pens and pencils, cause very weak forces of gravity. That means we do not notice other objects being attracted to ‘them. The force of gravity caused by an object acts towards the centre of the object. You can imagine the Earth as a giant ball in space. ‘The force of gravity at positions around the Earth acts towards the centre, That means when you drop an object, the object falls in a line that points towards the centre of the Earth, ‘The strength of gravity decreases as you go further from a large object such as Earth. For example, if you travelled away from Earth in a spacecraft, the force of gravity from the Earth acting on you would get aie the centre of the Earth | . ‘The force of gravity caused by the Earth actetoward Questions 1 Draw a circle to make a diagram of the Earth, Put arrows around your diagram to show the direction of the force of gravity. 2 Use your diagram from question 1 to explain why people who go to the South Pole do not fall off the Earth. Discuss your answer with a partner. eo 3. The diagram shows the Earth. It is not to seale, A ball is dropped from four different places, A, B, Cand D. Draw arrows to show the direction in which each ball will fall. The first one has been done for you. ee hee eed Sree yaar3.1 Gravity, weight and mass 4 The Moon has a mass of about . Some people think there is no gravity on the Moon. Are they correct? Use the information in this question to explain why. Weight The force of gravity on an object is called its weight. Itis difficult to lift a heavy object because gravity is pulling it towards the centre ~ of the Earth, By lifting, you are pulling against gravity. ight is a force and it is measured in The weight of an apple is about IN. That means gravity from the Earth is pulling on the apple with a force the force of gravity is making it diffcult tohold these weights, of IN. You need to apply a force of IN You cansee the effect f the force bending the bar to hold the apple. SSS The weightlifter in the picture is holding about ! The contact force When a book with a weight of 5 N is ee resting on a desk, gravity is still pulling it scanner down with a force of . So why is the book not moving down through the desk? ‘The answer is because the desk is pushing back up on the book with an equal force of . This force from the desk is called the contact force. The contact force acts up from any surface to support an object. The contact force is always equal to the weight of the object when the surface is not moving. Sometimes the weight of the object is larger than the contact force, If this ‘Your weight pulls you down, but an equal contact force pushes happens, the surface will break, or the you up. ‘object will sink into the surface. en : as3. Forces and energy > The weight ofthis car is greater than the contact force from the sand, Can you think of any other examples where the weight of an objec larger than the contact force? Discuss your answers in pairs. Questions 5 The diagram shows a box on a desk. Copy this diagram, box desk — On your diagram: a add an arrow to show the weight of the box. Label this, arrow W. b add an arrow to show the contact force from the desk. Label this arrow C 6 A large rock rests on the ground. The weight of the rock is 8000N. Write down the size of the contact force from the ground. n>3.1 Gravity, weight and mass 7 Anclephant is standing on four feet. The weight of the elephant is 40000N Calculate the contact force from the ground on each of the elephant’s feet. 8 A car travels into soft mud. The contact force needed to support each wheel is 24000'N a At first, the contact force from the mud on each wheel is 2000N. Explain why the wheels will start to sink. b The contact force from the mud inereases with depth, Explain what will happen to stop the wheels sinking. Weight and mass Weight is the force of gravity on an object. It is measured in newtons, N. Mass is the quantity of matter in an object. It is measured in kilograms, kg. People often confuse mass with weight. They often say things such as: “The weight of my bag is 10kg.’ This sentence is not correct because it makes a statement about weight, but gives a mass. The correct sentence is: ‘The mass of my bag is 10kg.” On Earth, the force of gravity is 10N on every Ikg of mass. Writing this as an equation: weight (N = mass (kg) x 10 (N/kg) or, using letters: mx 10 You can use a formula triangle for this equation, To use a formula triangle, cover the part of the equation that you want tofind. Then, do the calculation that is shown in the uncovered part. For example, if you want to find the mass, you cover . ‘ w The uncovered partis then 7 Divide the weight by 10 to get the mass, Remember that m must be in kg.3. Forces and energy > The foree of gravity that pulls on I kg tells you the strength of gravity On Earth, this is 1ON ts on 1kg, you say this as ‘10 newtons per kilogram’, or LON/kg. For example, if a person has a mass of 45kg, their w on Earth is 45 x 10 = 450N You can use the equation to calculate mass if you know the weight. For example, a computer games console has a weight of 28N. The mass of ght the console console is 7 The strength of gravity is not 10 N/kg in alll parts of the Solar System. The diagram shows the strength of gravity in some other parts of the Solar System. The weight of an object changes when the strength of gravity changes. If you want to caleulate your weight somewhere other than Earth, you can use the same equation but you must change the number 10 to the value of the strength of gravity wherever you are calculating it The mass of an object does not change. Questions 9 The strength of gravity is 10 N/kg on Earth, a Calculate the weight of an adult who has a mass of 75kg. b Caleu te the mass of a car that has a weight of 8S00N.3.1 Gravity, weight and mass 10 Use the information in the diagram of the planets on the previous page to answer these questions. a Give the location where your weight would be greatest. b Name the planet where you would have the same weight as on Earth. ¢ Calculate the weight of a 25kg mass on Mars. d Explain how your mass on Earth would compare with your mass on Mercury. 411. When you stand on scales you see your mass in kg. Explain whether itis your mass or your weight that makes the scales work. Discuss your answer with a partner. 12 In 1969, a spacecraft carrying people went from the Earth to the Moon, The people explored part of the Moon. The spacecraft then brought the people back to Earth, Explain why a larger force is needed for a spacecraft to go from Earth to the Moon than to come back from the Moon to the Earth. Use the information in the diagram, Assume the mass of the spacecraft is the same on both journeys. Mass or weight? (Ona large piece of paper, draw a table with two columns: one for mass and one for weight, Each of the statements below should start with either the word ‘mass’ or the word ‘weight’. Work in pairs to decide which column to put each of the statements i When you have decided, write the statement in the appropriate column. The statements are: of an object is affected by the strength of gravity on a planet. is measured in newtons, N. is measured in kilograms, kg. is not affected by gravity. of an object decreases as the object moves further away from Earth. .. is the quantity of matter in an object.1+. €an be measured in grams, g. su Is the force needed to lift an object. is equal to the contact force on a level surface that is not moving. is the property of a planet that makes it have gravity. ae ee aes Linking weight and mass clamp stand, In this investigation, you will ind the weights of some masses and draw a graph of your results. Set up the equipment as shown in the masses diagram. onhanger 1. Start by hanging the force meter from the clamp stand, Leave enough space to hang the masses, remembering Fidiealeiyiahccl viens that the spring will extend. oo ——— oe Hook the mass hanger to the force meter. Record all your results using the kg unit for mass. Remember that is . Using the force meter, carefully measure the weight. Remember that this result is in newtons, N. Increase the mass by adding one mass at a time. (That is the same as adding each time.) Use the force meter to measure and record the weight after every increase.3.1 Gravity, weight and mass 5 Record the weights in a table. Remember to put the units in the column headings and not in the table itself. 6 Measure the weights as accurately as possible. Being accurate means being close to the true value. 7 Your results should go from up to. 8 Drawa line graph of your results. Put mass in kg on the horizontal axis and weight in Non the vertical axis, Questions 11 When you have finished your graph, copy and complete these sentences. As the mass gets bigger, the weight gets .... When the mass doubles, the weight . 2 Is the weight of 1.0kg exactly 10N as in the equation W= m x 10? If not, what is the weight of 1.0kg? 3. The strength of gravity at the Earth's surface varies slightly between 9.7639 and 9.8337 N/kg Explain why you can use the value of instead of these more accurate values. Self-assessment 1 For each of these statements about your experiment, decide how well you z think you did. * I worked safely, taking care not to drop any masses or knock the clamp stand over. * took the reading from the force meter as accurately as possible. * I continued to record actual results, even when | thought | could see a pattern developing. * I wrote down or drew my results clearly, so that someone else could understand them. Imade my graph accurate and clear. 2 Write down one thing that you did really well. 3. Write down: * one thing that you could do better next time * how you will try to improve next time.I can describe why objects such as planets have gravity. | can describe how the force of gravity acts around the Earth, I can describe weight as the force of gravity on an object. | can describe mass as the jantity of matter in an object Ican understand the difference b ween ight and mass. | can use the mass of an object and the strength of gravity to calculate weight> 3.2 Formation of the Solar Systemax In this topic you will learn about how scientists think the Solar System was formed * think about objects in space growing larger and increasing in mass * understand that as these objects increase in mass, their gravity increases ‘+ understand that as their gravity increases, they can attract, even more mass. Choose one correct answer to each question, An object cau object have? sa stro force of gravity. What must the large size small size Which of these objects has the largest mass in the Solar System? Earth Sun Which of these object he centre of the Solar Systerr Earth Mercury q3. Forces and energy > Where did the Solar System come from? When the Solar System formed, there were no people to observe how it ‘was made, Observe means to watch something happening. So how do we know what happened? Scientists can try to solve a problem like this in two different ways, + They can look for evidence, in the form of facts from observations or experiments to support their theory, and then try to explain what they have found. + They can think of a testable theory, called an hypothesis, and then look for evidence to support the hypothesis. Facts about the Solar System Look at the diagram of the Solar System. “The Solar System. Here are some facts about the Solar System: + All the planets in the Solar System follow a path or orbit around the Sun in the same direction, + The Sun and all the planets (except Venus and Uranus) spin on their axes (singular: axis) in the same direction, * Most of the moons of the planets orbit their planets in the same direction as the planets rotate around the Sun, + The direction of spin of the Sun and the planets (except Venus and Uranus) is the same as the direction in which the planets orbit the Sun.Where did the Solar System come from? + All the planets orbit the Sun in the same plane. Objects that are in the same plane could all be placed on the same flat surface, just like all the objects on a desk. That means the Solar System looks flat. Scientists can use these facts as evidence. Watching the birth of stars Scientists can see distant stars forming in other parts of space. These stars are being formed from clouds of dust and gas, A cloud of dust and gas in space is called a nebula, The picture shows one of these clouds of dust and gas. You can see the young stars in the cloud Some young stars can also be seen with a flat dise of dust around them. ‘entists think our Solar System was formed this way Using models Scientists cannot observe a star or Solar Sy tem forming in an experiment. Instead they use computers to create models. A model is a way of representing something that is difficult to observe directly. The scientists put many of the known laws of physies into a computer program, Then the computer uses this information to prediet what will happen, starting with a cloud of dust and gas. ‘The result is a prediction that a star will form, surrounded by planets. How do stars and planets form out of dust and gas? ‘The picture shows what scientists think our Solar System looked like as it was forming. You saw in Section 3.1 that any object can act as a source of All the particles of dust and ga: weak gravity. in the pictures have their own3. Forces and energy > The particles of dust and gas pull on each other with very weak forces due to their own gravity. As they stick together, their total mass increases, As their mass increases, so does the strength of their gravity. That means they attract more dust and gas with stronger force. This starts to form a small ball, Gradually, this ball gets bigger. If the ball gets beyond a certain size, it will get hot enough to become a star. Otherwise it will become a planet. Most of the facts about the Solar System with this hypothesis The fact that Venus spins on its axis in the opposite way to all the other planets seems to contradict this hypothesis. Contradict is the opposite of support ~ it means to go against something This is how cur Salar System may have lnaked! 4 billion years Sciemtists think the planet Jupiter almost reached the size to be a star, It takes millions of years to form a star or a planet, Questions 1 Use words from the list to copy and complete this sentence. different directions the same opposite directions random All the planets in the Solar System orbit the S 2. All the planets in the Solar System orbit the Sun in the same plane, Explain what ‘the same plane’ means, 3 Which of these is the name given to a cloud of dust and gas in space! planet star nebula moon 4 Name the force that can pull particles in space, f dust and gas togetherWhere did the Solar System come from? Solar System story board Work in groups. Use a large piece of paper to make a storyboard to tell people about how the Solar System formed, A storyboard is a series of drawings that tell a story. There can be writing with the drawings. In your storyboard you should show: + a nebula and what it contains * how a star such as the Sun forms * how planets form around the Sun. Include in your storyboard reasons why: * all planets orbit the Sun in the same direction * most of the planets spin on their axes in the same direction. Self-assessment 1 For each of these statements about your experiment, decide how well you think you did. * I contributed ideas to the group. * I worked in a team, cooperating with others. * I thought the storyboard communicated ideas clearly. 2 Write down the most interesting thing you learned about the formation of the Solar System. 3 Write down one thing that still puzzles you about the formation of the Solar System. Using models In this task you will be thinking about how scientists use models and how they use an hypothesis. Scientists use computers to madel how the Solar System was formed (One reason for using a model is that it takes millions of years to form a star and planets from a cloud of dust and gas. A model can speed this up.Questions 1 Suggest one other reason for using a model in this way. 2. Models are not real, so may not be accurate. Which term describes this? an error a mistake alimitation a strength 3 Look at the facts about the Solar System given earlier in this section, Scientists use facts like these to support their hypothesis of how the Solar System formed. An hypothesis is a theory or idea that is testable. Give two facts about the Solar System that seem to contradict this hypothesis. b Explain why these facts seem to contradict the hypothesis. 4 Which two of these statements describe the hypothesis of how the Solar System formed? * Ithas been proven to be correct. Most, but not all, of the evidence supports it. The model that is used has limitations. It can be fully tested by experiments. =3.3 Movement in space > 3.3 Movement in space 1. Write the names of the planets in order, starting with the one air resistance that is closest to the Sun. cirdar 2 Name the object that orbits the Earth and not the Sun. speed vacuum3 Forces and e1 The Sun In Section 3.1 you saw that objects with more mass have more gravity. ‘The Sun is the object with the largest mass in the Solar System. The mass of the Sun is times greater than the mass of the Earth. In faet, the mass of the Sun is more than the mass of all the other planets added together! ‘The strength of gravity on Earth is . On the Sun itis The Sun's gravity ‘The Sun's gravity is 27 times stronger than the Earth’s gravity. ‘This photograph ofthe Sun was taken fom a spacecl using 2 specil camera, You should never look directly a the It holds all the planets in their orbits. The Sun's $49 or ty/to photograph it yourself, gravity gets weaker as the distance from the Sun increases, The planet Neptune is 30 times further from the Sun than Earth is, The mass of Neptune is about 17 times the mass of Earth. So although the Sun's gravity gets weaker, itis strong enough to hold Neptune in orbit. direction of orbit direction of force $4 Planet from the Suns gravity O- Orbits of planets ‘The orbits of the planets, including Barth, are almost circular. Circular means in the shape of acirele. To keep any abject moving in a circle, there needs to bea force causing it to turn, ‘The diagram shows how the force of gravity acts ona planet to keep it in orbit. ‘The force of gravity from the Sun that acts on a planet always acts towards the Sun. IF this force did not act in this way, the planet would travel off ina straight line Thefoce of gay tom the Sin keeps planet into space! aesgemeranee % >3.3 Movement in space Mercury, which is the closest planet to the Sun, has the strongest pull from the Sun’s gravity This causes Mercury to orbit with the highest speed of all the planets. The average speed of Mercury around the Sun is 170000 km/h! The average speed of the Earth around the Sun is about 100000 km/h. Speed in space On Earth, all objects that move have forces acting on them to slow them down. Air resistance is one of those forces. Itis caused by a moving object having to push against the particles in the air Air resistance acts in the opposite direction to movement. The faster an object moves, the greater the air resistance on the object. Look at the picture of the aeroplane wing, ‘The aeroplane can slow down faster with extra air resistance. The shape of the wing can be changed to produce extra air resistance. This aeroplane has landed and is using extra itslow down, sistance taelp In space there is no air. There are very, very few particles in space. A space where there are no particles isa vacuum, Look at the spacecraft in the picture. This spacecraft, called the Juno probe, would have a lot of air resistance if it were moving on Earth In space, where there is a vacuum and no air resistance, the Juno probe reached a speed of as it passed Jupiter. It became the fastest object that people had ever made, This speed would not be possible for the Juno probe on Earth because of air resistance. ‘This spacecraft reached a speed of in July 2016. Earth and the other planets are also moving ina vacuum. This means there is no air resistance to slow them down, The only force acting on the planets is from gravity.3. Forces and energy > Questions 1. State the direction in whieh the force of gravity from the Sun pulls on a planet. 2 Other objects, such as comets and asteroids, also orbit the Sut Suggest what keeps these other objects in orbit around the Sun. 3 The Sun has the strongest gravity in the Solar System. Suggest which object in the Solar System has the second strongest gravity. Discuss your answer in pairs. 4 State the word used to describe a space that has no particles in it. 5 Voyager 1 is a space probe launched in 1977. Voyager 1 is now outside the Solar System and is travelling at . Explain why Voyager 1 could not travel at this speed on Earth, 6 Which of these forces acts on the Earth as it orbits the Sun? gravity only airresistance only —_gravity and air gravity, air resistance resistance and friction 7 The orbits of the planets are not exact circles. The distance from the Sun of each planet varies slightly as it goes around in its orbit. This change in distance makes the speed of the planet change slightly. Suggest how the speed of a planet changes with distance from the = Sun during its orbit. Planet speeds The table shows the average speed of each planet's orbit around the Sun. The speeds are given in kilometres per second (km/s) as they are so fast. Name of planet ‘Speed of orbit in km/s Mercury 48 Venus 35 Earth 30 Mars 24 Jupiter 13 Saturn 103.3 Movement in space Name of planet Speed of orbit in km/s Uranus. 7 Neptune 5 Use the information in the table to draw a bar graph. Put the names of the planets, in order from Mercury, across the horizontal axis. Space them evenly so your bars are not touching. Questions 1 Copy and complete the sentence. As the distance from the Sun increases, the speed of orbit of the planets .... 2 Explain the advantages of presenting this information in a graph rather than it 3. Explain the reason for the trend in your graph. 4 Explain why a bar graph is used for this information rather than a line graph. a table. Self-assessment 1 For each of these statements about your activity, decide whether you did it very well, fairly well or not at all. + Idrew a bar graph with the correct information. * My bars were evenly spaced and not touching. © All my lines were drawn with a pencil and ruler. + All my bars were the correct height. * understood the advantages of drawing a graph to display information. 2 Write down one thing that you did really well. 3 Choose one thing that you think you could do better next time and explain how you will try to improve it. Discovering planets In this task you will find out about how scientists discovered the planet Neptune. The planet Uranus was discovered in the year 1781. It was thought to be the most distant planet from the Sun. In 1821, a French scientist called Alexis Bouvard made calculations about the orbit of Uranus. He worked out where Uranus would be at different times. LS » >1 Which one word best describes these calculations? The actual orbit of Uranus was different to the calculations. ions conclusions measurements observations pred 2. The planet was seen to move further away from the Sun at regular times. These results were recorded. Which word best describes these results? observations predictions conclusions _—_secondary information 3. Scientists thought that another source of gravity wes pulling Uranus further from the Sun. Which word best describes this statement? observation conclusion measurement _ secondary information f 4 Scientists then made predictions about another planet further away than Uranus. They used the results from the orbit of Uranus to predict where this other planet would be. Then, in 1846, scientists found another planet, which they called Neptune. Neptune was very close to where they predicted it would be. 5 Use words from the list to copy and complete these sentences. Uranus moving further away from the Sun ___ the original prediction about its orbit. Scientists found Neptune using careful testable a fair test contradicted results conclusions supported —_— observations measurements3.4 Tides Soden) * find out what tides are * learn about tidal forces and where they come from * discover how tidal forces affect the oceans and the land Cesta eee) Pome Work in groups to answer these questions. coastal 1 Which object has the strongest gravity in the Solar System? depth earthquake earth tide force of attraction harbour tidal force tidal range tide 2 What large object orbits the Earth? 3° What force keeps the object that orbits the earth in its orbit?What are tides? In some parts of the world, the depth of the ocean changes by several metres during the day. The depth is the distance from the surface of the water to the bottom of the ocean. ‘The picture shows the same place at two different times. The pictures were taken six hours apart. ‘This change in depth of the water is called a tide. Tides change the depth of the oceans. High tide (left) and low tide (right are six hours apart, The difference in depth of the water between high and low tides is the tidal range ‘The largest tidal range in the world is 16.3m in the Bay of Fundy in Canada. Some of the smallest tidal ranges in the world are Jess than in the Caribbean and Mediterranean seas. Tides also cause the land to change in height through the day! This is called earth tide, The tidal range due to earth tide is about 30cm High tides are about 12 hours apart. Low tides are also about 12 hours apart, The time between high and low tide is six hours. What causes tides? The Moon orbits the Earth. The Moon stays in orbit because of the force of gravity from the Earth but the Moon also has gravity, and this gravity pulls on the Earth, SL 2 >What are tides? As the oceans are made from water, the gravity from the Moon can pull the water more easily than the land. ‘The pull from the Moon's gravity is called a tidal foree. The diagram shows how this happens, Look at the drawing of the Earth and Moon. The Earth is viewed from above the North Pole. ‘The side of the Earth closer to the Moon will have high tide. ‘The Earth takes 24 hours to spin on its axis, This means that 12 hours later, the side that was closest to the Moon is now furthest away. direction of €arth soiing on ims bignie bighie 6 bulofgvty fromthe oon i low tide ‘The blue line around the Earth represents the ocean depth. The difference indepth is caused by the pull of gravity from the Moon. The drawing is not tolscae. You can see from the drawing that the side furthest away also has @ high tide. This is why the time between h tides is 12 hours. The Sun also produces a tidal force on Earth, but this is weaker as the Sun is further away than the Moon. When the Sun and the Moon are in line with Earth, this produces a larger tidal force, ‘The next drawing shows how this happens, ‘greater tidal range when Earth, Moon and Sun are inline, pull of gravity from the Sun and the Moon Larger tidal forces affect the Earth when the Earth, Sun and Moon are in line. The drawing is not to scale.3. Forces and energy > Effects of tides Some harbours can only be used at certain times of the day. If the water in the harbour is not deep enough, boats cannot move safely. Harbours are places where boats and ships can load and unload passengers and cargo. In weather with strong winds, coastal areas are more likely to have flooding at times of high tides. Coastal areas are parts of the land that are close to the oceans. The flow of water in and out of some coastal areas can be dangerous for small boats. In some places, tides affect food chains, including the human food chain. For example, at low tide birds can eat some types of shellfish when. they are not covered with water. Some types of fish move to find food according to tides in coastal areas. ‘Voleano eruptions have been linked with earth tides. By studying Earth tides, scientists may be able to predict when a volcano will become dangerous. Earthquakes may also be linked with carth tides. Movement of water with tides can be used to generate electricity. Questions 1 Which of these causes the force of gravity for tides on Earth? the Sun only the Moon only the Sun and Moon _ the Sun, Moon and other stars 2. Whats the name given to the pull of gravity that causes tides? high tide low tide tidal range tidal force 3° State the time between: @ one high tide and the next high tide b one low tide and the next low tide ¢ ahigh tide and the next low tide. 4 Explain why some harbours cannot be used at low tide. 5 Explain why the largest tidal ranges happen when there is either a full moon or a new moon. 6 The average depth of water in a place near the coast of the Pacific ocean is The largest tidal range in that place is . Caleulate the maximum depth of water at that place. SL “>What are tides? Activity Investigating tides Work in groups. You will need: card or paper, some circles to draw around, scissors Cut out a small, a medium and a large circle. Label these ‘Moon’, ‘Earth’ and ‘Sun’ in order of increasing size. Next, cut out two thin crescents that will fit around your Earth, as shown here. O Now, cut out two thicker crescents that will also fit around your Earth, as shown here. CD Call these two crescents ‘set 2’. Call these two crescents ‘set 1’ The crescents represent the ocean depth around the Earth. Part 1: Why tides happen For part 1, you do not need the shape that represents the Sun. Set it to one side for now. Put the Earth and Moon on a desk about away from each other. This is not to scale, Now put the crescents that represent the ocean depth, set 1, on either side of the Earth: The deepest parts should be in line with the Moon.3. Forces and energy > Question 1 Why are the deepest parts of the oceans in line with the Moon? Part 2: Times of the tides Mark a point at the coast on your Earth. The activity will work best if you choose a point close to the edge of the circle, which is the equator. Now, slowly turn your Earth. You should turn it in the opposite direction to the movement of the hands on a clock. You should only turn the Earth, not the ocean depth shapes as well. Questions 2 How many high tides does your chosen point get in one full rotation? 3 Howmany low tides does your chosen point get in one full rotation? 4 The Earth takes 24 hours to rotate once like this. Try to use the model to explain why; a high tides are 12 hours apart b low tides are 12 hours apart. 5 The Moon does not stay in one place like this. It orbits the Earth. The Moon orbits the Earth in the same direction as the Earth rotates on its axis ‘The Moon takes 27 days to orbit Earth once. @ Explain whether high tides will happen at the exact same time each day. o b Try to work out how much earlier or later high tides will be each day. Part 3: Why tidal range also depends on the Sun For part 3 you will need your shape that represents the Sun. You will need to change the ocean depth shapes to set 2. Put your Earth, Moon and Sun in a line like this (it is not to scale). oO oO forth Moon tn Questions 6 Can you explain why set 2 is now better than set 1 to show what happens with tides? 7 Name this phase of the Moon as it appears from Earth in this position.What are tides? 8 Now move the Moon to the other side of the Earth, but keep the Moon, Earth and Sun in line. Name this phase of the Moon. 9 a What can you conclude about the times when the highest tides happen, in terms of how the Moon appears? b_ The length of time taken by the Moon to orbit Earth is called a lunar month. How many of these highest tides will occur each lunar month? Self-assessment In your groups, discuss each of these questions. * What was my role in the group? * How did my role help me understand the tides? * How did other people in the group contribute to my understanding? Mae cca Discovering the causes of tides In this task, you will find out about how scientists used evidence to discover what causes tides. In 330 BCE, a sailor from Greece noticed that the depth of water in some parts of the ‘oceans changed regularly. He noticed that the depth increased to a maximum twice every day. He thought that this was because of the Moon. People did not know about gravity until much later. 1 Use words from the list to copy and complete the sentences. a conclusion an observation a prediction a measurement an explanation a model The sailor noticed thet the depth of water changed. This was The sailor thought that the change was caused by the Moon. This was The sailor did not know about gravity, so could not give «for the tides.Around the year 1600, a scientist from Germany suggested that there was a force of attraction between the Moon and water. He thought this force caused the tides People in 1600 did not know about gravity. This German scientist said that the force of attraction was magnetic. ‘We now know that the attractive force between the Moon and the water in the oceans is not magnetic. 2. Descrite what could be done to show that there is ne magnetic force between the Moon and water in oceans. People did not believe that the Moon or the Sun could have an effect on the oceans because gravity had not been described. The problem of what causes tides was finally solved by Newton in the year 1687, Newton had already described the effects of gravity. He then used his ideas about gravity to calculate the tidal forces, without the need for experiments. These calculations were accurate enough to show people that gravity from the Moon and the Sun caused the tides. : People then accepted that tidal forces were caused by gravity from the Moon and the Sun. 3. Which two statements explain why people accepted Newton's ideas about gravity? * Newton did experiments on the tides that were fair tests. * Newton provided evidence to support an hypothesis. * Newton made observations whereas previous scientists did not, * Newton made predictions that were shown to be accurate.With your partner, make a list of: some things that you need energy to do some of the types of fuel that you know.3. Forces and energy > What is energy? Energy is something that must be changed or transferred in order to do something. ‘There are many different ways that energy can be stored or transferred. For example, kinetic energy is the energy in movement. ‘The unit for measuring the amount of energy is called the joule (1). You need about: + to walk up the stairs between two floors in a building. + for every metre you run + to bring | litre of cold water to boiling point. Energy stores and transfers There are many different ways in which eners transferred around you all the time. These runners have kinetic energy as they are moving, The table describes some of these stores and transfers. is being stored or chemical fuels such as wood, oil and coal energy stored due to movement | store of an object chemical energy stored in food, batteries, | store3.5 Energy thermal heat energy stored in hot objects. store or transfer and transferred to colder objects elastic potential | energy stored when things are _| store stretched or squeezed to change their shape gravitational energy stored when an object —_| store potential is lifted away from a source of gravity electrical the flow of current in a circuit transfer transfers electrical energy sound energy transferred from transfer vibrating objects light visible energy from luminous | transfer objects (objects that give out their own light) that you can see Look at the descriptions of energy in the picture. chemical -the bus cartes fuel kinetic~the bus is moving electrical for lights, thermal - the engine ishot \ sound the engine makes noise ‘gravitational potential ~ the bus is going uphill elastic the tyres get squeezed This bus has many types of energy.3. Forces and energy > Storing energy Energy can be stored more easily in some ways than in others. For example, you can keep uncooked rice for a ong time. That is store of chemical enery Coal and crude oil are stores of chemical energy that formed millions of years ago. This shows that some energy stores can last for a very long time. A battery is another example of how chemical ‘energy can be stored. It is quite easy to store chemical energy. Gravitational potential energy is also easy to store. The picture shows a tank containing water. A pump has been used to lift up the water. The water stores gravitational potential energy. 1 tennis ball hs a store of kinetic energy while is moving. Some energy stores only last for a short time, Thermal energy (heat) is one example. Hot objects will eventually cool down (they will lose their store of thermal energy). Kinetic energy is another example. Kinetic energy is more difficult than chemical or gravitational potential energy to store, ‘The tennis ball in the picture has a store of kinetic energy while the ball is moving, but the ball will eventually stop moving. The tank contains water that has ump, The water in the tank stores gravitational potential ener fed up bya3.5 Energy Questions 1 Look at the picture of the circuit. Copy and complete these sentences. Choose from the stores and transfers of energy you have learnt about. a —_________ energy is stored in the battery. b energy is transferred in the wires. 2 Name the energy store in each of these. There may be more than one for each, food a b gasoline (petrol) a falling rock a book that has been lifted up onto a shelf a 3 a Name two energy stores that will last for a long time. Name one energy store, apart from thermal energy, that will not last for a long time. 4 Describe an example that shows thermal energy cannot be stored for along time. 5 The human population in the world is growing, Many countries are developing rapidly. Explain how this is affecting the amount of energy being used in the world. Use some examples of different energy stores and transfers in your answer. Discuss your answer with a partner, Finding energy stores and transfers You will need some magazines with pictures that can be cut out. Work in pairs or small groups. Look for pictures that show different energy stores and transfers. Some pictures may show more than one. Cut out the pictures. Stick the pictures on a large sheet of paper to make a poster.Forces and energy > Your poster should show as many energy stores and transfers as possible. Make sure the energy stores and transfers in each picture are clearly labelled, Peer assessment Swap posters with another group. 1 Does the poster show all the energy stores and transfers? 2. Aveall the energy stores and transfers clearly labelled? 3 What did you like about the other group's poster? 4 Suggest one way that the other group might be able to improve their poster, Tues Teg I can recall the ways that energy is stored and transferred. I can describe each energy store and eneray transfer. | I can give examples of each energy store or transfer. __ Ican understand that some energy stores last longer than others.> 3.6 Changes in energy * learn about energy changing * discover that energy changes when something happens * learn how to give examples of changes in energy. Make a list of all the energy stores and transfers that you can remember, Give an example of each store or transfer on your list.3. Forces and energy > How does energy change? In Section 3.5, you learned that energy is something that must be changed or transferred in order to do something, Before energy can be changed or transferred, it is stored. When energy is stored, the energy is not doing anything. ‘The picture shows a cooking pot being heated ona fire, ‘The fuel for the fire is wood. Wood is a store of chemical energy. Burning the wood changes the chemical energy to thermal energy (heat). ‘The thermal energy then transferred to the pot and the food insi le The people in the picture are walking up stairs. ‘They are changing chemical energy from their food into kinetic energy for movement. The movement is taking the people higher, so kinetic energy is being changed to gravitational potential energy. This picture shows a power station. This power station is changing eneray. Walking up stairs needs energy to be changedHow does energy change? This power station is using the chemical energy stored in natural ga The gas is burned, which changes chemical energy to thermal energy. ‘The thermal energy is then changed to kinetic energy in large generators that spin around. ‘The kinetic energy is then changed to electrical energy The electrical energy is then transferred through wires into homes and buildings. Energy changes are not always helpful. Typhoons, hurricanes, earthquakes and tsunamis are some examples of how energy changes can be very dangerous, In all these examples, there is a process or event that changes or transfers the energy. For example, burning isa process. Strong wind can transfer energy in 8 damaging Way. Burning changes chemical energy stored in a fuel to thermal energy. You can represent the processes as arrows and draw diagrams to show changes in energy. Here are some other examples. A fire that burns wood changes chemical energy to thermal energy. chemical |-—————>} thermal A television converts electrical energy to sound and light. sound electrical When a book falls from a shelf, that is an event. When the book is on the shelf, the book has stored gravitational potential energy. This energy is changed to kinetic energy as the book falls. You can also represent events such as this in a diagram. gravitational potential kinetic3. Forces and energy > ‘The energy changes shown in these diagrams are useful energy changes. ‘That means the energy is changed in a way that we want. Some energy changes are not useful. You will learn more about energy that is not useful in Section 3.7. Questions 1 Copy and complete the sentence. When something happens, energy is or . 2 The useful energy change in a candle can be written as chemical to light Write down the useful energy change in each of these. a anelectric lamp b abus © aradio, 3. Draw diagrams to show the energy changes ‘a motorcycle that uses gasoline (petrol) for movement a b a wood-burning fire used for cooking a bird using movement to fly higher a ball rolling down a hill. Freezing water Work in groups. When you put water in the freezer, it turns into ice. Discuss and then answer these questions about this process in your group. 1 What happens to the temperature of the water in the freezer? 2 How can you tell the temperature has changed in this way, without using @ thermometer or touching the water? 3 Hows energy being transferred when the water freezes? 4 Where does this energy come from? 5 Where does it go?How does energy change? ‘Once you have agreed on your answers, ask your teacher to check them. Make a display to show the energy change when water freezes. Your display could be a leaflet, a poster or a presentation, Your display should give other people the correct information as clearly as possible, Laas Candle energy You will now do an experiment to investigate a change in energy. Work in pairs or small groups. Set up the equipment as shown in the diagram. 1 Measure the temperature of the cooking oil and write this down. 2. Light the candle and place it under the beaker. Start the stopwatch or record the time. 3. Stir the cooking oil at regular intervals. Use the stirring rod. Do not stir with the thermometer! 4 Measure the temperature of the cooking oil every minute. Record both the time and the temperature. 5. Stop heating when the temperature of the cooking oil has gone up by 10°C. 6 Carefully blow out the candle.7 Drawa table for your results. 8 Drawa line graph of your results. Put the temperature of the cooking oil on the vertical axis. Questions 1 Explain why you should not use a thermometer for stirring. 2 Explain where the energy came from to heat the cooking oil. 3. Describe what happened to the candle during the experiment. 4. In this experiment, not all of the thermal energy is transferred to the cooking oil. List two other things that get heated in this experiment. 5 Suggest changes to this experiment to transfer more of the thermal energy into the cooking oil. 6 Explain why a line graph is a better way to display the results from this experiment E than a bar chart. Self-assessment Discuss each of these statements with your partner or small group. * We worked safely at all times. * We recorded all the results at the right times. * We took readings from the thermometer as accurately as possible. ‘© We put the correct column headings with units in the table. * We drew the graph correctly and it shows the trend in the results. na ap Aeues> 3.7 Where does energy go? of it may Work with a partner. Discuss the energy that is changed or transferred in each of these processes. Burning wood for cooking. Walking up stairs. Cycling on a level road. In each case, state where the energy comes from and the useful = energy that is changed3 Forces roy Useful and wasted energy Every time you use enerey to make something happen, energy is transferred or changed. Some of the energy transferred or changed is useful, but some of it is wasted. Look at the picture of fuel being added to a motorcycle, The motorcycle engine uses the chemical energy stored in the fuel. ‘This chemical energy is changed to useful kinetie energy to move the motorcycle and rider. But chemical energy from the fuel is also changed into thermal energy and sound energy. In fact, only about | or 25% of the chemical energy in the fuel is used for movement. The other } or 75% of the energy is wasted energy. This wasted energy is dissipated and cannot be recovered, Dissipated energy is energy that spreads out where there no use for it. Petrol (gasoline) is store of chemical eneray You cannot gather thermal energy or sound and bring them The motoracle engine chenges ony seme of back into one place to be stored, changed or transferred, __thisinto kinetic energy The vest of the anergy iswasted, Look at the two types of lamp in the picture, € € ¢ ¥ DS ‘These tio lamps emit the same brightness of light but they waste very different quantities of energy.3.7 Where does energy go? Both lamps A and B in the picture change electrical energy to light energy. Lamp A only changes about 15% of the electrical energy into light. 85% of the electrical energy is wasted as thermal energy from this lamp. This is dissipated as thermal energy. Lamp B changes about 50% of the electrical energy into light. 50% of the electrical energy is dissipated as thermal energy from this lamp. Every time energy is changed or transferred, there is some thermal energy is wasted. This wasted thermal energy is dissipated. Even when you want to produce thermal energy, some of it is wasted. Look at the water being heated in this picture. In the picture, chemical energy from wood is being changed to thermal energy by the process of burning. ‘Thermal energy is being used to heat the water. ‘Thermal energy is also being used to heat the rocks, the metal container and the air around it. Some of the thermal energy is escaping in the steam Thermal anergy from the frei being usec to heat water. Kot all ofthe thermal energy can be made to go into the water spine All these represent wasted energy that is oft dssipates dissipated and cannot be recovered. ‘The fire is also changing energy into light. For everything that uses energy change or transfer, some of that energy will always be dissipated. Questions 1. Which of these terms describes energy that is dissipated? energy that spreads out and energy that becomes more becomes less useful useful energy that can be energy that is not useful but used later can be stored3. Forces and eneray > 2 Which of these can be dissipated? Choose all that are correct. chemical thermal light sound _ elastic 3 List all the energy changes in these processes. List the energy as either useful or wasted, a Using electricity in a lamp. 1 2 b Using petrol (gasoline) in a Ps ‘Temperature ‘Temperature car engine. ¢ — Using electricity in a motor. 4 As you move away from a hot Distance object, you feel less heat from it. The temperature will go down as you move further away. Which of these graphs shows how the temperature changes with increasing distance from a hot object? Distance 3 f 44 Temperature ‘Temperature sachtienaanhhanoi.com Ripple tanks Work in groups.3.7 Where does energy go? 1. Put water into the tray so the water is about 11cm deep 2 Lift the short edge of the tray a little above the desk. Then drop the tray. You should see a wave move across the water. The wave should start at the end that was dropped and move towards the opposite end. teen drop this end of the tray 3. Count how many times the wave moves backwards and forwards across the tray until you can no longer see it. 4 Change the depth of the water. Can you make the wave travel across the tray any more times by changing the depth of water? 5 Now try making the wave go across the tray by lifting and then dropping the long ‘edge. Does the wave travel across the tray any more times in this direction? Questions 1 State one variable that must remain the same when you change the direction of the wave. 2 Which way (along or across the tray) does the wave travel the longest total distance? 3 Name the energy that is stored by the wave as it moves. Use words from the list to copy and complete the sentence. staysthe same dissipates _ increases goes slower As the wave travels, the energy in the wave ..