LuduminaEN-12 · EN-U4 · Planned
Powering a community
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.