England · Physics · Area

Energy

Energy stores and transfers · Measuring energy and power · Heating and efficiency · Energy resources

  • 4units
  • 12lectures planned

Scope and route

Filters show lectures with relevant core content. Mixed lectures retain clearly labelled Higher/separate extensions; those extensions are not required on other routes. Difficulty is a design rating, not a GCSE grade.

Shared
Physics and Trilogy, both tiers unless a Higher branch is named.
Separate Physics
Outside the Trilogy physics requirements.
Higher
Higher-only objectives, examples or assessments are labelled.
Ratings
Difficulty 1–4 and duration are proposed design choices; mastery means independently meeting exit criteria.

Energy

Area page →

EN-U1 · Energy stores and transfers

Unit page →

EN-01 · EN-U1 · Planned

Where energy is stored

  • ScopeShared
  • Difficulty1 / 4 · proposed
  • Time20–25 min · estimated
  • StatusPlanned

Learning objectives

Identify the stores that change in five situations; define a system and justify its boundary.

8463 §§4.1.1.1 / 8464 §§6.1.1.1

DfE single-science pp.34–35 / Combined pp.29–30. Evidence checked 30 September–1 October 2026. Skills: WS1.2,4.1.

Needs firstPreflight P0

Explanation

Choose a system before naming stores. A lifted load and Earth interact gravitationally; a moving cart has kinetic energy. A battery supplies energy from its chemical store. The same object can participate in several stores, and only changes matter in a transfer account.

Concepts, equations and units: Chemical, kinetic, thermal/internal, gravitational, elastic, magnetic, electrostatic and nuclear stores; energy E in J. No new equation.

Prediction, demonstration and game exercise

Predict, observe, explain

Predict which stores change when a weight rises, cart moves, spring stretches or battery powers a heater; reveal before/after diagrams.

Planned learner game exercise

Inspect weights, carts, springs and batteries; place store labels on the relevant object or interacting system.

Independent practice

Explain a kettle and upward-thrown ball with before/after store diagrams.

Original practice example · Shared

A battery powers a lamp. Name a store that decreases and two places energy ends up.

Show working and model answer

Working / reasoning

The battery chemical store decreases; energy transfers electrically to the lamp and then by radiation/heating to surroundings.

Answer

Battery chemical energy decreases; lamp and surroundings gain internal energy, with radiation transferring energy outward.

Exit check and success criteria

Correct four of five store assignments and state a defensible system boundary.

During practice, compare the prediction with evidence and give an error-specific prompt. The exit item uses a fresh context or fresh values, answered independently.

Misconceptions, practical links and mastery

Check these misconceptions

Electricity, light and sound are not energy stores; energy is not a material fluid.

Practical preparation

Optional low-risk demonstrations; not an RP.

Virtual preparation and revision only. Required hands-on activities and school records remain separate.

Proposed mastery

0: not yet evidenced. 1: supported. 2: independent exit criteria met. 3: successful changed-context transfer. Advance at 2; revisit with fresh retrieval. These are not GCSE grades.

Full lecture page →

EN-02 · EN-U1 · Planned

Transfer pathways

  • ScopeShared
  • Difficulty1 / 4 · proposed
  • Time20–25 min · estimated
  • StatusPlanned

Learning objectives

Distinguish storage from transfer; trace two complete transfers through a device.

8463 §§4.1.1.1,4.1.2.1 / 8464 §§6.1.1.1,6.1.2.1

DfE single-science pp.34–35 / Combined pp.29–30. Evidence checked 30 September–1 October 2026. Skills: WS1.2,3.6,4.1.

Needs firstEN-01

Explanation

Stores describe how energy is associated with a system before and after a change. Pathways describe how it crosses between systems. A motor does mechanical work on a load; a circuit does electrical work on a heater. Radiation transfers energy from an emitting source to an absorber.

Concepts, equations and units: Mechanical work, electrical work, heating and radiation pathways; J. Sound can transfer energy by waves.

Prediction, demonstration and game exercise

Predict, observe, explain

Show a lift, lamp and heater; add arrows only while transfer occurs; explain heating as transfer caused by temperature difference.

Planned learner game exercise

Connect labelled arrows between stores through a lift, lamp and heater; include surroundings.

Independent practice

Write two short causal explanations and identify where the battery chemical store decreases.

Original practice example · Shared

A battery drives a motor lifting a load. Trace the useful transfer.

Show working and model answer

Working / reasoning

Chemical store of battery → electrical work to motor → mechanical work → gravitational store of load–Earth system.

Answer

The useful endpoint is an increased gravitational energy store; surroundings also gain dissipated energy.

Exit check and success criteria

Two accurate transfer chains with both endpoints and a valid pathway.

During practice, compare the prediction with evidence and give an error-specific prompt. The exit item uses a fresh context or fresh values, answered independently.

Misconceptions, practical links and mastery

Check these misconceptions

A lamp does not store light energy; energy transfer is not charge transfer.

Practical preparation

Optional battery lamp/heater observation; safe school equipment.

Virtual preparation and revision only. Required hands-on activities and school records remain separate.

Proposed mastery

0: not yet evidenced. 1: supported. 2: independent exit criteria met. 3: successful changed-context transfer. Advance at 2; revisit with fresh retrieval. These are not GCSE grades.

Full lecture page →

EN-03 · EN-U1 · Planned

Conservation and dissipation

  • ScopeShared
  • Difficulty2 / 4 · proposed
  • Time25–30 min · estimated
  • StatusPlanned

Learning objectives

Account for total energy in a closed system; explain dissipation and lubrication.

8463 §§4.1.2.1 / 8464 §§6.1.2.1

DfE single-science pp.34–35 / Combined pp.29–30. Evidence checked 30 September–1 October 2026. Skills: WS1.2,3.2,3.6; MS1c.

Needs firstEN-02

Explanation

A complete closed-system account includes the track and surrounding air, not just the cart. Friction reduces the cart’s mechanical energy while increasing internal energy elsewhere. Dissipation spreads energy into less useful stores; it does not violate conservation.

Concepts, equations and units: Energy balance in J; E_before = E_after for the specified closed system; dissipated energy remains stored less usefully.

Prediction, demonstration and game exercise

Predict, observe, explain

Predict a frictionless/frictional ramp comparison; reveal cart plus track plus surroundings accounting.

Planned learner game exercise

Run carts on selectable surfaces; complete a 100 J ledger for kinetic, thermal and other transfers.

Independent practice

Repair an incomplete Sankey-style diagram; explain the effect of lubrication.

Original practice example · Shared

A cart starts with 100 J of GPE and ends with 65 J of KE. Account for the difference in a closed cart–track–surroundings system.

Show working and model answer

Working / reasoning

100 − 65 = 35 J. Include internal energy and any other outgoing pathway destinations inside the chosen system.

Answer

35 J is redistributed into other stores, chiefly internal energy in this model; total remains 100 J.

Exit check and success criteria

Ledger totals balance and explanation names the surroundings rather than destroying energy.

During practice, compare the prediction with evidence and give an error-specific prompt. The exit item uses a fresh context or fresh values, answered independently.

Misconceptions, practical links and mastery

Check these misconceptions

Wasted energy disappears; a stopped cart has no energy; conservation guarantees useful recovery.

Practical preparation

Optional ramp comparison; not an RP.

Virtual preparation and revision only. Required hands-on activities and school records remain separate.

Proposed mastery

0: not yet evidenced. 1: supported. 2: independent exit criteria met. 3: successful changed-context transfer. Advance at 2; revisit with fresh retrieval. These are not GCSE grades.

Full lecture page →

EN-U2 · Measuring energy and power

Unit page →

EN-04 · EN-U2 · Planned

Gravitational potential energy

  • ScopeShared
  • Difficulty2 / 4 · proposed
  • Time25–30 min · estimated
  • StatusPlanned

Learning objectives

Calculate changes in GPE; predict proportional effects of mass and vertical height.

8463 §§4.1.1.2 / 8464 §§6.1.1.2

DfE single-science pp.34–35 / Combined pp.29–30. Evidence checked 30 September–1 October 2026. Skills: WS4.3–4.6; MS1c,3b,3c,4c.

Needs firstEN-03; P0 mass/units

Explanation

GPE change depends on vertical height change and the local gravitational field. Two paths to the same height give the same gravitational energy change, although friction may require additional input work on the longer path.

Concepts, equations and units: ΔE_p = mgΔh; E in J, m in kg, g in N/kg, vertical h in m; g supplied.

Prediction, demonstration and game exercise

Predict, observe, explain

Lift equal and unequal masses on two routes ending at the same height; compare the energy changes.

Planned learner game exercise

Set load mass and lift height to deliver a target GPE gain; choose a reference level.

Independent practice

Solve three conversions/rearrangements; graph E_p against h at fixed m and g.

Original practice example · Shared

A 2 kg load rises 3 m. Use g = 10 N/kg. Find its GPE gain.

Show working and model answer

Working / reasoning

ΔE_p = mgΔh = 2 × 10 × 3.

Answer

60 J.

Exit check and success criteria

At least two of three calculations correct with units and use vertical height.

During practice, compare the prediction with evidence and give an error-specific prompt. The exit item uses a fresh context or fresh values, answered independently.

Misconceptions, practical links and mastery

Check these misconceptions

GPE belongs only to the object; ramp length replaces vertical height; g is mass.

Practical preparation

Optional ramp/lifting energy investigation, AT1.

Virtual preparation and revision only. Required hands-on activities and school records remain separate.

Proposed mastery

0: not yet evidenced. 1: supported. 2: independent exit criteria met. 3: successful changed-context transfer. Advance at 2; revisit with fresh retrieval. These are not GCSE grades.

Full lecture page →

EN-05 · EN-U2 · Planned

Kinetic energy

  • ScopeShared
  • Difficulty2 / 4 · proposed
  • Time25–30 min · estimated
  • StatusPlanned

Learning objectives

Calculate KE and infer square-law speed effects; explain energy changes in acceleration and impact.

8463 §§4.1.1.2 / 8464 §§6.1.1.2

DfE single-science pp.34–35 / Combined pp.29–30. Evidence checked 30 September–1 October 2026. Skills: WS1.2,3.5; MS3b,3c,4a.

Needs firstEN-04; P0 squares

Explanation

Kinetic energy grows linearly with mass but with the square of speed. If speed doubles while mass stays fixed, KE becomes four times greater. In braking, this energy transfers into the internal energy of brakes and surroundings.

Concepts, equations and units: E_k = ½mv²; J, kg, m/s.

Prediction, demonstration and game exercise

Predict, observe, explain

Compare carts at v and 2v with equal mass; measure model speed and reveal energies.

Planned learner game exercise

Tune mass and speed to a target energy; stop the cart in an absorber and account for the transfer.

Independent practice

Three KE questions, one solving for speed; compare E_k–v and E_k–v² plots.

Original practice example · Shared

A 4 kg cart travels at 3 m/s. Find its KE, then its KE at 6 m/s.

Show working and model answer

Working / reasoning

½ × 4 × 3² = 18 J; ½ × 4 × 6² = 72 J.

Answer

18 J and 72 J; doubling speed gives fourfold KE.

Exit check and success criteria

Two numerical answers correct and doubling speed identified as fourfold KE.

During practice, compare the prediction with evidence and give an error-specific prompt. The exit item uses a fresh context or fresh values, answered independently.

Misconceptions, practical links and mastery

Check these misconceptions

Doubling speed doubles KE; an impact destroys energy.

Practical preparation

Optional cart/light-gate data, AT1,3.

Virtual preparation and revision only. Required hands-on activities and school records remain separate.

Proposed mastery

0: not yet evidenced. 1: supported. 2: independent exit criteria met. 3: successful changed-context transfer. Advance at 2; revisit with fresh retrieval. These are not GCSE grades.

Full lecture page →

EN-06 · EN-U2 · Planned

Elastic energy

  • ScopeShared
  • Difficulty2 / 4 · proposed
  • Time25–30 min · estimated
  • StatusPlanned

Learning objectives

Calculate elastic energy within the proportional range; distinguish extension from total spring length.

8463 §§4.1.1.2,4.5.3 / 8464 §§6.1.1.2,6.5.3

DfE single-science pp.34–35 / Combined pp.29–30. Evidence checked 30 September–1 October 2026. Skills: WS1.2,4.5; MS3c.

Needs firstEN-05; P0 squares

Explanation

Extension is the change from the spring’s unloaded length. The elastic-energy equation used here assumes the proportional range, so a spring cannot be treated as an unlimited energy store obeying the same rule at every stretch.

Concepts, equations and units: E_e = ½ke²; J; k in N/m, e in m. Equation conditional on proportional behaviour.

Prediction, demonstration and game exercise

Predict, observe, explain

Stretch/compress springs with different stiffness; mark original length and linear limit.

Planned learner game exercise

Choose k and extension to store a safe target energy; reject model settings beyond the stated validity range.

Independent practice

Calculate three energies and predict the effect of doubling extension; connect to force data later in FM-05.

Original practice example · Shared

A spring has k = 200 N/m and extension 0.10 m within its proportional range. Find stored energy.

Show working and model answer

Working / reasoning

E_e = ½ke² = ½ × 200 × 0.10².

Answer

1.0 J.

Exit check and success criteria

Two calculations correct, extension measured correctly and validity condition stated.

During practice, compare the prediction with evidence and give an error-specific prompt. The exit item uses a fresh context or fresh values, answered independently.

Misconceptions, practical links and mastery

Check these misconceptions

Use total length; all springs obey the formula for every extension.

Practical preparation

Preparation bridge to RP-P6/RP-C18 in FM-05; not completion here.

Virtual preparation and revision only. Required hands-on activities and school records remain separate.

Proposed mastery

0: not yet evidenced. 1: supported. 2: independent exit criteria met. 3: successful changed-context transfer. Advance at 2; revisit with fresh retrieval. These are not GCSE grades.

Full lecture page →

EN-07 · EN-U2 · Planned

Work and power

  • ScopeShared
  • Difficulty2 / 4 · proposed
  • Time30–35 min · estimated
  • StatusPlanned

Learning objectives

Calculate mechanical work and power; compare machines doing equal work in different times.

8463 §§4.1.1.4,4.5.2 / 8464 §§6.1.1.4,6.5.2

DfE single-science pp.34–35 / Combined pp.29–30. Evidence checked 30 September–1 October 2026. Skills: WS4.2–4.6; MS3b,3c.

Needs firstEN-04–06

Explanation

Work is energy transferred when a force causes displacement along its line of action. Power compares the rate of transfer. Two motors can do equal work while having different powers if their operating times differ.

Concepts, equations and units: W_work = Fs along force direction; P=E/t=W_work/t; J, N, m, s, W; 1 W=1 J/s.

Prediction, demonstration and game exercise

Predict, observe, explain

Two machines lift the same load; predict which is more powerful before timing them.

Planned learner game exercise

Configure a lifting machine to meet energy and time targets; maintain a ledger including friction.

Independent practice

Three work/power questions, including a rearrangement; explain why holding a stationary load does no mechanical work on it.

Original practice example · Shared

A motor lifts against 50 N through 2 m in 4 s. Find work and useful power.

Show working and model answer

Working / reasoning

W_work = Fs = 50 × 2 = 100 J; P = W_work/t = 100/4.

Answer

100 J and 25 W.

Exit check and success criteria

Two calculations with units and a correct equal-work/different-time comparison.

During practice, compare the prediction with evidence and give an error-specific prompt. The exit item uses a fresh context or fresh values, answered independently.

Misconceptions, practical links and mastery

Check these misconceptions

Power means total energy; weight W and work W have the same meaning; effort without displacement is work on the load.

Practical preparation

Optional load-lifting measurements, AT1,2,5.

Virtual preparation and revision only. Required hands-on activities and school records remain separate.

Proposed mastery

0: not yet evidenced. 1: supported. 2: independent exit criteria met. 3: successful changed-context transfer. Advance at 2; revisit with fresh retrieval. These are not GCSE grades.

Full lecture page →

EN-U3 · Heating and efficiency

Unit page →

EN-08 · EN-U3 · Planned

Specific heat capacity

  • ScopeShared
  • Difficulty3 / 4 · proposed
  • Time35–40 min · estimated
  • StatusPlanned

Learning objectives

Calculate thermal energy changes; design and evaluate a method for estimating c.

8463 §§4.1.1.3,4.3.2.2 / 8464 §§6.1.1.3,6.3.2.2

DfE single-science pp.34–35 / Combined pp.29–30. Evidence checked 30 September–1 October 2026. Skills: WS2.1–2.7,3.1–3.8; MS2a,2b,3b,3c.

Needs firstEN-07

Explanation

Specific heat capacity compares the energy needed for equal mass and temperature change. A heater’s total supplied energy may partly warm the apparatus or escape to the surroundings. Treating all input as sample heating can bias an estimate of c upward.

Concepts, equations and units: ΔE=mcΔθ; J, kg, c in J/(kg °C), Δθ in °C; E_input=Pt for heater input, with possible losses.

Prediction, demonstration and game exercise

Predict, observe, explain

Heat equal masses with equal model input; show temperature traces, sensor resolution and heat loss.

Planned learner game exercise

Select heater, balance, thermometer and timer; collect repeated datasets and estimate c.

Independent practice

Calculate c; plot temperature rise against supplied energy; identify a systematic overestimate from heat loss.

Original practice example · Shared

A 0.50 kg sample gains 4000 J and warms by 20 °C without changing state. Find c.

Show working and model answer

Working / reasoning

c = ΔE/(mΔθ) = 4000/(0.50 × 20).

Answer

400 J/(kg °C).

Exit check and success criteria

Correct c with units plus one control variable and one justified method improvement.

During practice, compare the prediction with evidence and give an error-specific prompt. The exit item uses a fresh context or fresh values, answered independently.

Misconceptions, practical links and mastery

Check these misconceptions

Same temperature implies same internal energy; all electrical input heats the sample.

Practical preparation

RP-P1/RP-C14 preparation and analysis; AT1,5.

Virtual preparation and revision only. Required hands-on activities and school records remain separate.

Proposed mastery

0: not yet evidenced. 1: supported. 2: independent exit criteria met. 3: successful changed-context transfer. Advance at 2; revisit with fresh retrieval. These are not GCSE grades.

Full lecture page →

EN-09 · EN-U3 · Planned

Insulation and cooling

  • ScopeShared + Separate Physics practical
  • Difficulty3 / 4 · proposed
  • Time30–35 min · estimated
  • StatusPlanned

Learning objectives

Explain how conductivity and wall thickness affect cooling; compare insulators using controlled measurements.

8463 §§4.1.2.1;8.2.2 / 8464 §§6.1.2.1

DfE single-science pp.34–35 / Combined pp.29–30. Evidence checked 30 September–1 October 2026. Skills: WS2.2,2.6,2.7,3.5,3.7; MS4a,4c.

Needs firstEN-08

Explanation

Insulation slows transfer rather than making energy. To compare cooling fairly, start samples at the same temperature and control their size, exposed area, surrounding conditions and measurement interval. Lower conductivity or greater wall thickness reduces conduction in the model.

Concepts, equations and units: Conduction and convection qualitatively; temperature °C, time s; cooling rate from data, no conductivity formula required.

Prediction, demonstration and game exercise

Predict, observe, explain

Cool equal model buildings; change wall thickness or material one variable at a time.

Planned learner game exercise

Design a fair cooling comparison; select sensor positions, repeats and a fixed comparison interval.

Independent practice

Plot cooling curves; compare like initial temperatures; distinguish lower final temperature from higher cooling rate.

Original practice example · Shared

Two otherwise identical samples start at 80 °C. After 10 minutes, A is 60 °C and B is 70 °C. Which retained more thermal energy if their masses and c are equal?

Show working and model answer

Working / reasoning

A fell 20 °C; B fell 10 °C. Under the stated equal-mass/equal-c conditions, B transferred less energy outward.

Answer

B; the data support better retention in this controlled comparison, not zero heat loss.

Exit check and success criteria

Valid fair-test plan, labelled graph and conclusion citing two measurements.

During practice, compare the prediction with evidence and give an error-specific prompt. The exit item uses a fresh context or fresh values, answered independently.

Misconceptions, practical links and mastery

Check these misconceptions

Insulation creates heat or stops all transfers; thicker walls always eliminate losses.

Practical preparation

RP-P2 only: thermal-insulation investigation. Shared theory; no corresponding Trilogy RP. AT1,5.

Virtual preparation and revision only. Required hands-on activities and school records remain separate.

Proposed mastery

0: not yet evidenced. 1: supported. 2: independent exit criteria met. 3: successful changed-context transfer. Advance at 2; revisit with fresh retrieval. These are not GCSE grades.

Full lecture page →

EN-10 · EN-U3 · Planned

Efficiency

  • ScopeShared + Higher extension
  • Difficulty2 (H 3) / 4 · proposed
  • Time25–30 min · estimated
  • StatusPlanned

Learning objectives

Calculate efficiency as fraction or percentage; H: justify a change increasing intended useful transfer.

8463 §§4.1.2.2 / 8464 §§6.1.2.2

DfE single-science pp.34–35 / Combined pp.29–30. Evidence checked 30 September–1 October 2026. Skills: WS1.4,3.6; MS1c,3b,3c.

Needs firstEN-03,EN-07–09

Explanation

Efficiency compares the useful output for a stated purpose with total input. Thermal transfer may be useful for a room heater but unwanted for a lifting motor. Define the purpose and boundary before calculating the ratio.

Concepts, equations and units: η=E_useful/E_input=P_useful/P_input; dimensionless or %; system boundary and useful purpose specified.

Prediction, demonstration and game exercise

Predict, observe, explain

Measure useful lift output and input; separate dissipated energy from measurement discrepancy.

Planned learner game exercise

Compare machines for one declared purpose; H: choose lubrication/insulation improvements and predict consequences.

Independent practice

Calculate missing input/output and efficiency; explain why a heater can be useful despite thermal transfer.

Original practice example · Shared

A lifting system receives 200 J and raises the load’s GPE by 150 J. Find efficiency.

Show working and model answer

Working / reasoning

η = 150/200 = 0.75; percentage = 0.75 × 100.

Answer

0.75 or 75%.

Exit check and success criteria

Two ratios correct and output never exceeds input in the stated closed accounting; H justification passes.

During practice, compare the prediction with evidence and give an error-specific prompt. The exit item uses a fresh context or fresh values, answered independently.

Misconceptions, practical links and mastery

Check these misconceptions

Efficiency equals power; thermal energy is always wasted; a percentage greater than 100 is plausible here.

Practical preparation

Optional efficiency investigation; revisits RP-P1/P2 data, not a new RP.

Virtual preparation and revision only. Required hands-on activities and school records remain separate.

Proposed mastery

0: not yet evidenced. 1: supported. 2: independent exit criteria met. 3: successful changed-context transfer. Advance at 2; revisit with fresh retrieval. These are not GCSE grades.

Full lecture page →

EN-U4 · Energy resources

Unit page →

EN-11 · EN-U4 · Planned

Comparing energy resources

  • ScopeShared
  • Difficulty2 / 4 · proposed
  • Time30–35 min · estimated
  • StatusPlanned

Learning objectives

Classify all listed resources; compare reliability, uses and environmental impacts; interpret trends.

8463 §§4.1.3 / 8464 §§6.1.3

DfE single-science pp.34–35 / Combined pp.29–30. Evidence checked 30 September–1 October 2026. Skills: WS1.3–1.6,3.5; MS1c,2c,4a.

Needs firstEN-10

Explanation

A renewable resource is replenished as it is used. Reliability and environmental effects depend on the resource, location and use. Nuclear fuel is non-renewable, while wind is renewable but varies with weather; neither label alone settles a community decision.

Concepts, equations and units: Coal/oil/gas, nuclear, biofuel, wind, hydro, geothermal, tidal, solar and wave; transport, heating and electricity uses. J, kWh as labelled context.

Prediction, demonstration and game exercise

Predict, observe, explain

Show dated or explicitly fictional supply profiles; explain renewable replenishment and evidence versus policy choice.

Planned learner game exercise

Sort resource cards then choose suitable supplies for transport, heating and an electricity demand curve.

Independent practice

Interpret trend bars; compare two resources in a four-point explanation using supplied evidence.

Original practice example · Shared

A fictional site has variable wind and steady electricity demand. Name one advantage and one limitation of wind.

Show working and model answer

Working / reasoning

Wind is replenished and does not require fuel combustion during generation; output varies with wind conditions, so the demand may need complementary provision.

Answer

Renewable supply is an advantage; variable output limits reliability without complementary supply or storage.

Exit check and success criteria

All resource groups recognised and comparison covers reliability plus environmental impact without unsupported absolutes.

During practice, compare the prediction with evidence and give an error-specific prompt. The exit item uses a fresh context or fresh values, answered independently.

Misconceptions, practical links and mastery

Check these misconceptions

Renewable means impact-free; nuclear fuel is renewable; resources equal stores; detailed power-station engineering is required here.

Practical preparation

No RP; source/data appraisal.

Virtual preparation and revision only. Required hands-on activities and school records remain separate.

Proposed mastery

0: not yet evidenced. 1: supported. 2: independent exit criteria met. 3: successful changed-context transfer. Advance at 2; revisit with fresh retrieval. These are not GCSE grades.

Full lecture page →

EN-12 · EN-U4 · Planned

Powering a community

  • ScopeShared + Higher extension
  • Difficulty3 / 4 · proposed
  • Time40–45 min · estimated
  • StatusPlanned

Learning objectives

Justify an energy mix against demand and constraints; account for transfers, power and efficiency in one system.

8463 §§4.1.1.4,4.1.2.2,4.1.3 / 8464 §§6.1.1.4,6.1.2.2,6.1.3

DfE single-science pp.34–35 / Combined pp.29–30. Evidence checked 30 September–1 October 2026. Skills: WS1.3,1.4,3.6–3.8; MS1c,3c,4a.

Needs firstEN-01–11

Explanation

A community plan must compare demand with supply over time, not only add installed power ratings. Scientific evidence helps quantify energy, reliability and impacts; budgets and political priorities remain decisions that physics alone cannot settle.

Concepts, equations and units: P=E/t and η ratios; J, W, s; kWh conversion provided; resource data labelled fictional scenario.

Prediction, demonstration and game exercise

Predict, observe, explain

Model a decision with competing cost, reliability and environmental aims; identify which conclusions are scientific.

Planned learner game exercise

Build a community plan for winter and summer; test a low-wind day and revise with evidence.

Independent practice

Write a recommendation with two calculations, a demand graph and a limitation; H: justify efficiency upgrade.

Original practice example · Shared

A fictional clinic requires 2 kW continuously for 5 h. How much energy must the plan supply?

Show working and model answer

Working / reasoning

E = Pt = 2000 × (5 × 3600) = 36,000,000 J; equivalently 2 × 5 = 10 kWh.

Answer

36 MJ or 10 kWh, before any stated transmission/storage losses.

Exit check and success criteria

Meet supplied demand in both scenarios, balance energy accounting and defend one trade-off using data.

During practice, compare the prediction with evidence and give an error-specific prompt. The exit item uses a fresh context or fresh values, answered independently.

Misconceptions, practical links and mastery

Check these misconceptions

A single best resource exists for every community; money is a physical unit of energy.

Practical preparation

Area capstone; practical-method critique drawn from EN-08/09.

Virtual preparation and revision only. Required hands-on activities and school records remain separate.

Proposed mastery

0: not yet evidenced. 1: supported. 2: independent exit criteria met. 3: successful changed-context transfer. Advance at 2; revisit with fresh retrieval. These are not GCSE grades.

Full lecture page →

Sources and full programme

Sources checked 30 September–1 October 2026. Specifications govern content; textbooks supplement it. England has no single prescribed Physics course book. The full planning document includes sourced comparisons of Collins separate Physics and Trilogy books, Hodder/Hachette Physics and Oxford Physics listings, with access/approval limitations.

Download the complete Markdown programme and coverage matrix

A subsection map is proposed coverage. Clause-level educator review, item moderation, model validation and hands-on provision remain release gates. No all-board alignment or exam-board endorsement is claimed.