{ "id": "ebd69e59-38bf-7374-a913-498d5bf6eedd", "type": "Lesson", "title": "Efficiency (in terms of useful output energy transfer)", "description": "

I can calculate the efficiency of an energy transfer and describe ways in which energy is dissipated.

", "meta": { "gradeStageId": "ks4", "subject": "Combined science", "tier": "Foundation", "grade": "Year 10", "topic": null, "unit": "Energy of moving objects", "lessonCount": "9", "age": [ 14, 15 ], "gradeId": "age_14_15", "gradeStage": "GCSE", "lesson": "Efficiency (in terms of useful output energy transfer)", "slugs": { "keyStage": "ks4", "subject": "combined-science", "course": "combined-science-secondary-ks4-foundation-ocr", "unit": "energy-of-moving-objects", "lesson": "efficiency-in-terms-of-useful-output-energy-transfer" }, "counts": { "video": 1, "worksheet": 1, "presentation": 1, "quiz": 2, "question": 12 } }, "licence": { "html": "A Combined science lesson by Oak National Academy licenced under the terms of Collection 2 and Open Government Licence (OGL).", "originalHtml": "

Licence

This content is © Oak National Academy Limited (2023), licensed on Open Government Licence version 3.0 except where otherwise stated. See Oak's terms & conditions (Collection 2).

", "type": "Oak (Collection 2) - OGL" }, "source": { "url": "https://www.thenational.academy/teachers/programmes/combined-science-secondary-ks4-foundation-ocr/units/energy-of-moving-objects/lessons/efficiency-in-terms-of-useful-output-energy-transfer", "title": "Lesson: Efficiency (in terms of useful output energy transfer) | KS4 Combined science | Oak National Academy", "name": "Oak National Academy" }, "items": [ { "type": "Resource", "resourceType": "Presentation", "title": "Efficiency (in terms of useful output energy transfer)", "url": "https://docs.google.com/presentation/d/137f-R9BZxV0q6q8M3igeU9oooYYECZU5RBlY9VxTfW8", "documentType": "Google Slides", "id": "1dbf3d99-4a5a-a7f4-05d3-eb609bd1016b", "studentUrl": "https://oak.quizalize.com/a/efficiency-in-terms-of-useful-output-energy-transfer/presentation", "teacherUrl": "https://oak.quizalize.com/programmes/combined-science-secondary-ks4-foundation-ocr/units/energy-of-moving-objects/lessons/efficiency-in-terms-of-useful-output-energy-transfer#presentation", "frame": { "pageWidth": 1920, "boundingBox": { "x": 651, "y": 568.3984375, "height": 523.125, "width": 930 } }, "lessonId": "ebd69e59-38bf-7374-a913-498d5bf6eedd", "meta": { "gradeStageId": "ks4", "subject": "Combined science", "tier": "Foundation", "grade": "Year 10", "topic": null, "unit": "Energy of moving objects", "lessonCount": "9", "age": [ 14, 15 ], "gradeId": "age_14_15", "gradeStage": "GCSE", "lesson": "Efficiency (in terms of useful output energy transfer)", "copyright": { "attributions": [], "licence": "OGL", "canEmbed": true } } }, { "id": "39cc39a5-9cad-2d83-333f-03f392cfa487", "type": "Content", "contentType": "Details", "content": { "text": "

Key learning points

Energy is dissipated due to friction which causes particles to vibrate more quickly and heats up the surroundings.
Energy is dissipated due to drag which causes particles in the surroundings to move more quickly.
Efficiency = useful output energy transfer / total input energy transfer

Common misconception

Pupils may not realise that energy transfers usually result in the heating of the surroundings and therefore some energy ends up in a thermal store.

Pupils should have opportunity to identify and describe places in a system where energy is dissipated and transferred into a thermal store.

Keywords

Dissipate - Friction can cause energy to dissipate (spread out and becomes unusable) into the surroundings, causing them to heat up.
Efficiency - Efficiency is the fraction of energy supplied to an object or system that is usefully transferred by it.
Useful output energy transfer - The amount of energy usefully transferred by an object or system is the useful output energy transfer.
Total input energy transfer - The total amount of energy transferred to an object or system is the total input energy transfer.

" }, "lessonId": "ebd69e59-38bf-7374-a913-498d5bf6eedd", "meta": { "gradeStageId": "ks4", "subject": "Combined science", "tier": "Foundation", "grade": "Year 10", "topic": null, "unit": "Energy of moving objects", "lessonCount": "9", "age": [ 14, 15 ], "gradeId": "age_14_15", "gradeStage": "GCSE", "lesson": "Efficiency (in terms of useful output energy transfer)" } }, { "type": "Resource", "resourceType": "Video", "title": "Efficiency (in terms of useful output energy transfer)", "url": "https://www.thenational.academy/teachers/programmes/combined-science-secondary-ks4-foundation-ocr/units/energy-of-moving-objects/lessons/efficiency-in-terms-of-useful-output-energy-transfer#slide-deck", "frame": { "pageWidth": 1920, "boundingBox": { "x": 648, "y": 2068.5234375, "height": 532.5, "width": 942 } }, "transcript": "

Hello and welcome to this lesson about efficiency and calculating efficiency from the physics unit Energy of moving objects.

My name is Mr. Fairhurst.

In this lesson you're going to find out about efficiency and what we mean by efficiency and how to calculate the efficiency of an energy change.

And you're also going to find out about what we mean when we say energy is dissipated into the surroundings.

These are the key words that we're going to come across in the lesson.

Dissipate is about when energy spreads out and moves into the surroundings.

These are the key words that we're going to use in the lesson.

Dissipate means when energy spreads out into the surroundings.

Efficiency is about how effectively you can use energy to do a job that you want it to do.

And useful output energy transfer is the amount of the energy that you use to do something useful, whereas total input energy transfer is all of the energy that you use in order to do that job in the first place.

These are the definitions of those keywords.

If at any point during the lesson you feel that you need to come back and have a look at them, just pause the video and come back to this slide and have a look.

In this lesson, I'm gonna start off by investigating the efficiency of bouncing balls in order to understand what we mean by efficiency.

And then in the second part of the lesson, we're going to move on and do some and calculate efficiency of different energy transfers.

Okay, so let's make a start.

Let's start by thinking about what happens when the ball is dropped.

Energy is transferred from the gravitational store into other energy stores and some of that energy that's transferred is going to be into stores that are useful and some of the energy is transferred into stores that are not useful.

We say that that energy is wasted and in this instance we're gonna say that the useful energy is the energy that's transferred back into the gravitational store at the top of each bounce.

So as it falls, some energy is dissipated as it moves through the air and causes the air particles to move more quickly.

Some energy is dissipated when the ball hits the floor and squashes on impact and some energies dissipated when the ball causes particles in the floor to vibrate more quickly.

So in each of these cases, the ball is causing particles somewhere else to vibrate more quickly and their energy is spread out into the surroundings.

That's what we mean when we say energy is dissipated.

It is spread out into the surroundings.

And in all of those three ways in which energy is dissipated causing the particles to vibrate more around the ball, the energy has been transferred into a thermal store.

So before the ball was bounced compared to after it was bounced, it started with more gravitational energy, which it was transferred into the thermal store.

But overall through the whole of the bounce, the total amount of energy is conserved, which is that top bar on each of the bar graphs where we've added the gravitational store, the energy in the gravitational store to the amount of energy in the thermal store and it stays the same.

Have a go at this question and see what you think.

The amount of energy in the ball remains the same as it bounces.

First of all, is that true or false? Pause the video as you think about it and start again once you're ready.

Okay, what do you think? Did the amount of energy the ball have remained the same as it bounces? And the correct answer is no, it didn't.

The answer's false.

It is true that the total amount of energy stayed the same, but that's the energy that the ball has and the energy transferred to the surroundings as well.

So which of these two answers here justifies the reason why the answer is false? Just pause the video again and start again once you're ready.

Okay, again, what do you think? What was the reason why the ball did not keep the same amount of energy all the way through? And the correct answer is that some of its energy is transferred to a thermal store.

It's easy to think that the energy's used up because it's got less and that's what we can see.

But energy is always transferred somewhere else.

So the total amount of energy has remained the same.

We can measure the efficiency of a ball's bounce using this equation.

Efficiency is the height of the bounce divided by the height of the drop.

In other words, how high did it bounce compared to how high we dropped it from? If it dropped to half the height, the efficiency's going to be a half or 50%.

Only half of the energy is transferred to do something useful.

So in other words, efficiency is the fraction of the energy that the ball started with that was then used or transferred to make the ball bounce back up.

It's the fraction of the total energy that was useful.

And because it's a fraction, efficiency does not have any units.

Have a look at these equations and have a think which two of these equations could be used to calculate the efficiency of a bouncing ball.

Pause the video whilst you have a think and start again once you're ready.

Okay, so which two equations do you think you can use to measure efficiency? The first one, the height of the bounce divided by the drop because that's the fraction of the height it bounced back to compared to what it was dropped from.

And it's this one at the bottom as well.

D, it's the energy it's got after the bounce divided by the total energy at the start.

If you think about it, it's the same thing.

It's got that fraction of the gravitation of energy in the gravitational store compared to what it had at the start.

So what we're going to do now is we're going to do an investigation to compare the bounce heights of several different balls.

And this is how we're going to do it.

We're going to start by measuring the height the ball bounces to using a ruler.

Now you might want to use a a metre ruler here rather than a 30 centimetre ruler.

And the issue we've got here with a 30 centimetre ruler is that zero is not at the end of the ruler.

So to get zero onto the ground is quite challenging.

We're gonna measure the height the ball bounces to the bottom of the ball and that's because when the ball is on the floor, the bottom of the floor will be equal to the zero reading on the ruler.

So we measure the actual height the ball bounces up to.

And it's also easy to look at the ball from the bottom rather than trying for example, to look at it in the centre and to get an exact reading on the ruler from that part of the ball.

Now when we're measuring the bounce of the ball, the ball's going to be moving, it's going to slow down and stop momentarily at the top, but it's still going to be moving.

So when we're looking at the height the ball bounces to, it's going to be quite difficult.

Now to improve accuracy, there's a number of things you can do and one way is to do a test drop and have a look to see roughly where the ball bounces to.

And in that position make a mark.

What I've used here is a piece of masking tape, or piece of tape that you can draw on and write on.

And I've put a line on there which marks roughly where the ball bounced to.

When I say roughly, I mean to the nearest three or four millimetres perhaps.

And then what we're going to do is we're gonna drop the ball again, we're gonna put our eyes level with the mark and as the ball bounces up and stops momentarily at the top of its bounce, we can judge quite easily whether it's bounced a little bit higher or a little bit lower than the mark because we're ready at the right point.

And then we can get quite an accurate reading perhaps to the nearest millimetre if we're careful.

Now that's okay, but we might make a still make a mistake.

So we're going to repeat our readings to check we've not made any silly mistakes on the way.

We've not got any anomalous results that are wrong caused by mistake.

And what we're going to do then is we're going to compare the bounce height of different balls, keeping all of the different control variables the same and we're going to change, in other words, just the type of ball, everything else is needs to be kept the same.

And that will give a set of valid results that we can actually compare.

So we can say that was the the type of ball that made the difference and not for example, the temperature of the ball or the type of surface it bounced on and so on.

What I want you to do now is have a think about those different control variables.

Which of these following are control variables that you're going to use in our investigation to compare the bounce height of different balls? Pause the video and then have a look and tick off all of the ones that you think are control variables, and start the video again once you're ready.

Okay, which do you think the control variables were? The correct answers are the height of drop, the surface we dropped on, and the temperature of the ball.

So well done if you got those right.

Often people choose option E and think that the same person needs to take the measurements every single time.

Whereas if you've got the really good method to use, then it just shouldn't matter who takes the measurement.

You should always get the same height each time because the thing that's going to change is the type of ball, not the person measuring.

Okay, so here's your task.

What I'd like you to do is to do that investigation, use several different balls and investigate how efficiently each one bounces off the floor.

Control all those control variables that we were talking about just then.

Do a drop test, do a test drop for each measurement.

Repeat each measurement two or three times to check for any anomalous results, and also calculate the efficiency of the bounce at the end.

And to do that, you can use this equation where the efficiency of the bounce is the height of the bounce divided by the height that you drop the ball from.

Okay, have a go at that investigation or when you've got all your results, come back and start the video again.

Right then hopefully you've got a good set of results from that investigation using several different balls and seeing the height that each one bounces to.

Your results should look something similar to these ones.

The drop height that I used was 120 centimetres and we've got the bounce height for tennis ball, golf ball, and a rubber ball.

The tennis ball, I've just crossed off one of the results there, which was 51 centimetres bounce height and that's crossed off because I think it's an anomalous result.

It's a very different from the other three.

And then to calculate its mean bounce height, I simply add those three other results together, ignoring the 51 centimetres and divide the answer by the number of results, which is three.

So the average bounce height I got was 66 centimetres.

You'll also notice that I've rounded that up to the nearest centimetre to get the same accuracies I got for my measurements.

And then the efficiency of the bounce height is going to be 66 centimetres divided by the height I dropped it from 120, which gives me an efficiency of 0.

55.

So that is the fraction of the height I dropped it from that it actually bounced back to.

And I can do the same calculation for the golf ball to get the mean heights and also the rubber ball and then to work out the efficiency of each one in turn.

And the results I got were that the golf ball is the most efficient followed by the rubber ball and the tennis ball.

And that was because the golf ball had a higher fraction of the bounce height compared to the height it was dropped from.

More of the energy was transferred to make it bounce higher than was wasted and dissipated into the surroundings.

In this part of the lesson, we're going to look at how we can calculate efficiency in a range of different situations.

So as we've talked about, efficiency is the fraction of the energy supplied to an object or a system that is usefully transferred by it and we can calculate it using this equation.

Efficiency is equal to the useful output energy transfer divided by the total input energy transfer, which means in simpler language the useful energy we got out divided by all of the energy we put in.

What fraction of the energy we put in did we change into something useful? And the useful output energy transfer is measured in joules and so is a total input energy transfer.

So when we're calculating efficiency, we've got one measurement, one energy measured in joules divided by another energy in joules.

So the joules, the units cancel out and efficiency itself has got no unit.

Going back to our example of the bouncing ball, we know that the height of the ball is proportional to the amount of energy in the gravitational store.

The higher the ball is, the more energy in the gravitational store.

So this is the amount, the blue columns here are the amount of energy represented in the gravitational stores and when it bounces back up again, some of the energy has been transferred into the thermal store but is dissipated into the thermal store.

And what we've got here on the left is the total input energy transfer, the energy we put into the bouncing ball.

And here we've got the useful output energy transfer, which is a gravitational energy that the ball has after it's bounced.

Let's have a look at an example.

Aisha does 12,000 joules of work cycling up a hill.

At the top of the hill, she's transferred 9,000 joules into a gravitational store of energy.

What is her efficiency? We start off by writing down the equation.

I've just shortened it a little bit to fit onto the page.

So efficiency is the useful energy that we get out divided by the total energy that she's used.

Substitute the numbers in 9,000 divided by 12,000.

And the answer is 0.

75, 9,000 divided by 12,000, but the joules have cancelled so there's no units there.

So efficiency is simply 0.

75.

I'd now like you to have a go at this calculation, pause the video whilst you have a go, show all of you working out and start the video again once you're ready.

Okay, how did you get on? Let's start with the equation again.

Efficiency is useful energy divided by total energy.

In this case, the useful energy is the energy of lifting the books up, which is 400 joules and he used 1,000 joules in total.

If we do the maths, 400 divided by 1,000 is 0.

40.

And again, there's no units because the joules both cancelled out top and bottom of that equation.

So the efficiency is 0.

40.

I'd now like you to have a go all of these calculations, don't forget to show all your workings out and just pause the video whilst you do them and start again once you're ready.

Okay, so how did you get on? In the first one Izzy did 1,200 joules of useful work putting books onto a high shelf and used 4,000 joules of energy in total.

So it's 1,200 joules divided by 4,000.

Gives an efficiency of 0.

And don't forget, there are no units for efficiency.

In part B Jun did 2,500 joules of useful work and used 10 kilojoules of energy.

So this time you've got to convert 10 kilojoules into 10,000 joules.

So you've got the same units for both measurements of useful work done.

And the efficiency this time is 0.

25.

For part C, you've got an electric motor using 50 kilojoules of energy and it transfers 32 kilojoules into the gravitational store.

So this time the useful energy was 32 kilojoules divided by 50 joules of energy that was put in in the first place.

So the answer there is 0.

64.

And you'll notice that we haven't converted the kilojoules into joules.

'Cause if we did so we'd have 32,000 divided by 50,000 joules and the thousands would simply cancel out.

So there's no need because we're dividing the two energies by each other.

There's no need to convert them into joules.

For part D, climbing a high mountain Andeep transferred 500 kilojoules of energy into the gravitational store and did 1,750 kilojoules of work in total.

So this time his efficiency was 500 kilojoules divided by 1,750, which is 0.

2857.

You are asked to give your answer to two significant figures.

So that is 0.

29.

The 0.

285 rounds up to 0.

29.

And then question two, explain why there is no unit for measuring efficiency.

Well that's because we're calculating a number of joules of energy divided by the number of joules of energy and the joules cancel each of the out so there's no joules left over, okay? So the answer if you calculate joules by joules is simply one.

So well done if you've got all of those right.

So well done for making it to the end of the lesson.

This is a quick summary of the things you should have learned going through it.

Efficiency is the fraction of energy supplied to an object or a system that is usefully transferred by it.

Friction can cause energy to dissipate into the surroundings by heating and can therefore make the efficiency worse.

We can calculate the efficiency by measuring efficiency is the useful output energy transfer divided by the total input energy transfer, which means the useful energy we get out is a fraction of the total energy we put in.

The useful output energy transfer is measured in joules and so is a total input energy transfer and the efficiency itself has got no unit.

So well done again for making it to the end of the lesson.

I do hope to see you next time, goodbye.

", "id": "8c6857c5-4e04-e9cc-2e3d-eb3739904d25", "lessonId": "ebd69e59-38bf-7374-a913-498d5bf6eedd", "meta": { "gradeStageId": "ks4", "subject": "Combined science", "tier": "Foundation", "grade": "Year 10", "topic": null, "unit": "Energy of moving objects", "lessonCount": "9", "age": [ 14, 15 ], "gradeId": "age_14_15", "gradeStage": "GCSE", "lesson": "Efficiency (in terms of useful output energy transfer)" }, "teacherUrl": "https://oak.quizalize.com/programmes/combined-science-secondary-ks4-foundation-ocr/units/energy-of-moving-objects/lessons/efficiency-in-terms-of-useful-output-energy-transfer#video", "studentUrl": "https://oak.quizalize.com/a/efficiency-in-terms-of-useful-output-energy-transfer/video" }, { "type": "Resource", "resourceType": "Worksheet", "title": "Efficiency (in terms of useful output energy transfer)", "url": "https://docs.google.com/presentation/d/1UJvrVH6MfU0VrFYYrJmpyl1KpU-1tTcaaXWQO-GCNPw", "documentType": "Google Slides", "id": "677fa6a1-57e1-cd29-889b-e138a2ec3441", "studentUrl": "https://oak.quizalize.com/a/efficiency-in-terms-of-useful-output-energy-transfer/worksheet", "teacherUrl": "https://oak.quizalize.com/programmes/combined-science-secondary-ks4-foundation-ocr/units/energy-of-moving-objects/lessons/efficiency-in-terms-of-useful-output-energy-transfer#worksheet", "frame": { "pageWidth": 1920, "boundingBox": { "x": 651, "y": 705.0234375, "height": 1395, "width": 930 } }, "lessonId": "ebd69e59-38bf-7374-a913-498d5bf6eedd", "meta": { "gradeStageId": "ks4", "subject": "Combined science", "tier": "Foundation", "grade": "Year 10", "topic": null, "unit": "Energy of moving objects", "lessonCount": "9", "age": [ 14, 15 ], "gradeId": "age_14_15", "gradeStage": "GCSE", "lesson": "Efficiency (in terms of useful output energy transfer)", "copyright": { "attributions": [], "licence": "OGL", "canEmbed": true } } }, { "id": "e755ad6b-f320-7fc7-b93f-aefe21d9c308", "type": "Resource", "resourceType": "Quiz", "title": "Efficiency (in terms of useful output energy transfer)", "quizType": "Starter quiz", "items": [ { "type": "Question", "question": { "text": "Which of the following forces slow down a sledge that is sliding down a snow-covered hill?" }, "questionType": "Multiple choice", "correct": [ { "text": "air resistance" }, { "text": "friction" } ], "choices": [ { "text": "air resistance" }, { "text": "friction" }, { "text": "gravitational" }, { "text": "normal reacrion force" } ], "id": "613e107e-778f-d057-d96d-41605193d9d4", "lessonId": "ebd69e59-38bf-7374-a913-498d5bf6eedd" }, { "type": "Question", "question": { "text": "Which of the following energy stores does friction transfer energy into?" }, "questionType": "Multiple choice", "correct": [ { "text": "thermal store" } ], "choices": [ { "text": "chemical store" }, { "text": "gravitational store" }, { "text": "kinetic store" }, { "text": "thermal store" } ], "id": "5524f029-45fb-6d09-61fe-baa72576da2f", "lessonId": "ebd69e59-38bf-7374-a913-498d5bf6eedd" }, { "type": "Question", "question": { "text": "Match the energy stores on the left to their descriptions on the right." }, "questionType": "Matching", "pairs": [ { "left": { "text": "chemical store" }, "right": { "text": "energy due to chemical reactions" } }, { "left": { "text": "gravitational store" }, "right": { "text": "energy due to an object's mass and height" } }, { "left": { "text": "kinetic store" }, "right": { "text": "energy due to an object's mass and speed" } }, { "left": { "text": "thermal store" }, "right": { "text": "energy due to particle movement" } } ], "id": "1cfff8f9-bb00-57af-9c23-5012c5475a5a", "lessonId": "ebd69e59-38bf-7374-a913-498d5bf6eedd" }, { "type": "Question", "question": { "text": "Why does a hot cup of tea cool down?" }, "questionType": "Multiple choice", "correct": [ { "text": "Some of its energy is transferred to the surroundings." } ], "choices": [ { "text": "All of its energy is used up." }, { "text": "All of its energy is transferred to the surroundings." }, { "text": "Some of its energy is used up." }, { "text": "Some of its energy is transferred to the surroundings." } ], "id": "77a1d6fb-847e-946a-a3da-fb7622f696b8", "lessonId": "ebd69e59-38bf-7374-a913-498d5bf6eedd" }, { "type": "Question", "question": { "text": "Why is the rebound height of a ball not the same as the height that it was dropped from?" }, "questionType": "Multiple choice", "correct": [ { "text": "Pushing air out of the way transfers some energy to the air particles." } ], "choices": [ { "text": "Earth's gravitational force is pulling the ball downwards." }, { "text": "The normal reaction force from the ground is less than the gravitational force." }, { "text": "Pushing air out of the way uses up some of the ball's energy." }, { "text": "Pushing air out of the way transfers some energy to the air particles." } ], "id": "33efba21-3ff3-1c36-72e0-0a1966ddfa2f", "lessonId": "ebd69e59-38bf-7374-a913-498d5bf6eedd" }, { "type": "Question", "question": { "text": "The law of conservation of energy states that energy cannot be created or ..." }, "questionType": "Short answer", "correct": [ { "text": "destroyed" }, { "text": "used up" } ], "id": "d9a30b7c-be51-1298-4e6a-5f7fdf194127", "lessonId": "ebd69e59-38bf-7374-a913-498d5bf6eedd" } ], "lessonId": "ebd69e59-38bf-7374-a913-498d5bf6eedd", "meta": { "gradeStageId": "ks4", "subject": "Combined science", "tier": "Foundation", "grade": "Year 10", "topic": null, "unit": "Energy of moving objects", "lessonCount": "9", "age": [ 14, 15 ], "gradeId": "age_14_15", "gradeStage": "GCSE", "lesson": "Efficiency (in terms of useful output energy transfer)" } }, { "id": "e29736c4-bba8-51dc-1d5c-e3152f5ddd8a", "type": "Resource", "resourceType": "Quiz", "title": "Efficiency (in terms of useful output energy transfer)", "quizType": "Exit quiz", "items": [ { "type": "Question", "question": { "text": "A ball has 50 J of energy in the gravitational store and 20 J in the thermal store.\nWhich of the following could be the amount of energy in each store after the ball has been dropped and rebounded?" }, "questionType": "Multiple choice", "correct": [ { "text": "40 J in the gravitational store and 30 J in the thermal store." } ], "choices": [ { "text": "40 J in the gravitational store and 10 J in the thermal store." }, { "text": "40 J in the gravitational store and 20 J in the thermal store." }, { "text": "40 J in the gravitational store and 30 J in the thermal store." } ], "id": "f166e948-7610-15a7-15b9-60e81311fa5b", "lessonId": "ebd69e59-38bf-7374-a913-498d5bf6eedd" }, { "type": "Question", "question": { "text": "Energy is ______ when it is transferred to the thermal store of the surroundings." }, "questionType": "Short answer", "correct": [ { "text": "dissipated" }, { "text": "dissipate" }, { "text": "dissipates" } ], "id": "53657447-27b7-1d4d-01e9-225b49842904", "lessonId": "ebd69e59-38bf-7374-a913-498d5bf6eedd" }, { "type": "Question", "question": { "text": "Which of the following is a correct definition for efficiency?" }, "questionType": "Multiple choice", "correct": [ { "text": "The fraction of the energy supplied that makes something useful happen." } ], "choices": [ { "text": "The amount of energy that makes something useful happen." }, { "text": "The amount of energy that dissipates." }, { "text": "The fraction of the energy supplied that makes something useful happen." }, { "text": "The fraction of the energy supplied that dissipates." } ], "id": "40982a2c-9248-7b27-c6ee-8c4cf59f9288", "lessonId": "ebd69e59-38bf-7374-a913-498d5bf6eedd" }, { "type": "Question", "question": { "text": "Aisha is investigating how the temperature of a tennis ball affects its rebound height.\nMatch up the variable on the left to the type of variable for this experiment on the right." }, "questionType": "Matching", "pairs": [ { "left": { "text": "temperature of the ball" }, "right": { "text": "independent variable" } }, { "left": { "text": "rebound height of the ball" }, "right": { "text": "dependent variable" } }, { "left": { "text": "height that the ball is dropped from" }, "right": { "text": "control variable" } } ], "id": "1473a522-e470-cc8b-dfe0-aa1f8ebec2eb", "lessonId": "ebd69e59-38bf-7374-a913-498d5bf6eedd" }, { "type": "Question", "question": { "text": "Which of the following is the correct equation for efficiency?" }, "questionType": "Multiple choice", "correct": [ { "text": "efficiency = useful output energy transfer ÷ total input energy transfer" } ], "choices": [ { "text": "efficiency = useful output energy transfer + total input energy transfer" }, { "text": "efficiency = useful output energy transfer – total input energy transfer" }, { "text": "efficiency = useful output energy transfer × total input energy transfer" }, { "text": "efficiency = useful output energy transfer ÷ total input energy transfer" } ], "id": "d15bcb92-1e84-704c-ba6f-9f4502388c2c", "lessonId": "ebd69e59-38bf-7374-a913-498d5bf6eedd" }, { "type": "Question", "question": { "text": "A forklift truck transfers 24 000 J of energy when lifting a box onto a high shelf.\nCalculate the efficiency of the truck if 18 000 J of energy is transferred to the gravitational store." }, "questionType": "Multiple choice", "correct": [ { "text": "0.75" } ], "choices": [ { "text": "0.75" }, { "text": "1.33" }, { "text": "6000 J" }, { "text": "18 000 J" }, { "text": "0.75 J" } ], "id": "db3c5463-3789-2b78-2c05-10bed417e4ec", "lessonId": "ebd69e59-38bf-7374-a913-498d5bf6eedd" } ], "lessonId": "ebd69e59-38bf-7374-a913-498d5bf6eedd", "meta": { "gradeStageId": "ks4", "subject": "Combined science", "tier": "Foundation", "grade": "Year 10", "topic": null, "unit": "Energy of moving objects", "lessonCount": "9", "age": [ 14, 15 ], "gradeId": "age_14_15", "gradeStage": "GCSE", "lesson": "Efficiency (in terms of useful output energy transfer)" } }, { "id": "27ea20a4-837c-9af9-89b8-1865d5806c59", "type": "Content", "contentType": "Additional material", "content": { "text": "

We're sorry, but preview is not currently available. Download to see additional material.

", "download": { "src": "https://www.thenational.academy/teachers/programmes/combined-science-secondary-ks4-foundation-ocr/units/energy-of-moving-objects/lessons/efficiency-in-terms-of-useful-output-energy-transfer/downloads?preselected=additional+material" } }, "lessonId": "ebd69e59-38bf-7374-a913-498d5bf6eedd", "meta": { "gradeStageId": "ks4", "subject": "Combined science", "tier": "Foundation", "grade": "Year 10", "topic": null, "unit": "Energy of moving objects", "lessonCount": "9", "age": [ 14, 15 ], "gradeId": "age_14_15", "gradeStage": "GCSE", "lesson": "Efficiency (in terms of useful output energy transfer)" } } ] }