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We welcome the wide use of these materials. Please acknowledge the PSP. © PSP 2001
Contents
• This booklet illustrates an example of a short learning
programme for Grade 7.
• It develops concepts, skills, attitudes and language in
a step-wise fashion.
• It includes activities and tasks for learners, teacher tasks,
support materials and assessment suggestions.
Page . . . . . .Subject
2 . . . . . . . . .Activity 1 Looking for different forms of energy
4 . . . . . . . . .Activity 2 Burning a candle
7 . . . . . . . . .Activity 3 Different fuels
8 . . . . . . . . .Activity 4 Doing our own reading and research about oil and gas
12 . . . . . . . .Activity 5 Comparing three different fuels
17 . . . . . . . .Activity 6 Transport and fuel
21 . . . . . . . .Activity 7 Why do fuels cost money?
25 . . . . . . . .Newspaper business report
26 . . . . . . . .Activity 8 What about fuels in the future?
28 . . . . . . . .Suggested workscheme for this learning programme on energy
. . . . . . . . . .and change
29 . . . . . . . .Sheet for assessing a task
30 . . . . . . . .Class recording sheet for task assessment
31 . . . . . . . .Blank assessment sheets
33 . . . . . . . .Codes for recording
APPENDIX
34 . . . . . . . .Task card: Activity 2: Burning a candle
35 . . . . . . . .Task card A : Activity 5: Comparing three different fuels
36 . . . . . . . .Task card B: Activity 5: Comparing three different fuels
37 . . . . . . . .Task card: Activity 6: Looking at different vehicles
38 . . . . . . . .Task card: Activity 7: Why do fuels cost money?
39 . . . . . . . .Fact sheets on ‘Oil and Gas in South Africa’
43 . . . . . . . .Xhosa translation: ‘Renewable and non-renewable energy sources’
44 . . . . . . . .Xhosa translation: ‘How much does crude oil cost?’
45 . . . . . . . .Labels of different types of energy
46 . . . . . . . .Five pictures on different forms of transport
Cover . . . . .‘Energy and Change’ mindmap
DEVELOPED BY WESTERN CAPE PSP TEAM AND TEACHERS
This learning programme will work towards the following learning
outcomes in the Natural Sciences
PO Box 529
Howard Place
7450
e-mail: info@psp.org.za
website: www.psp.org.za
Activity 1 Looking for different forms of energy
Key concepts • There are different types (forms) of energy – heat, light, sound,
movement, electricity
(Nuclear energy (atomic energy) and stored energy are also forms
of energy but we will not deal with these here)
Teacher task 1. Hand out old newspapers, one to each group of learners. The
pictures and advertisements in the newspapers illustrate examples of
NOTE … different forms of energy. For example, motorcars, appliances and
While the learners are machines of any kind all use and produce certain forms of energy.
placing the labels, check People and plants and animals all use and produce certain forms of
to see that they are energy.
correctly identifying the 2. Also hand out the small labels (electrical energy, heat energy, sound
forms of energy. You
energy, light energy). See Appendix page 45.
can assess learners while
they are doing this.
Placing energy labels on pictures in newspapers
1. Look at the pictures in old newspapers and magazines and find all the
Learner task different forms of energy (heat energy, light energy, sound energy,
GROUP movement energy and electrical energy).
2. Put labels on all the places where you found the different forms of
energy.
2
A s se ss m en t
Activity 1 Looking for different forms of energy
at ?
h ?
w e re
wh
3
Activity 2 Burning a candle
Key concepts • Energy can be changed from one form (kind of energy) to another
• The process of burning also changes energy from one form to the
other
• Fuels are substances that we burn in order to get heat and light
energy
• Fuels contain stored energy
Teacher task 1. Write these key words on the board e.g. burn, stored energy (in the
wax), wax, fuel, heat and light energy, wick, oxygen, and energy.
2. Hand out the candles to each group of learners, and use the
appropriate key words to point out the parts of the candle.
3. Light the candles and write the following questions on the board.
Key words
wax, fuel, heat and light energy, wick, oxygen, energy
Questions
• What does a candle need to burn?
• What is happening when a candle burns?
• Where did the candle get its energy from?
• What energy do we get from a burning candle?
New words
Flame, smoke, melting, match, sound energy/ crackling
4
Learner task 1. Look at the burning candle, and discuss it with you group using the
GROUP questions to help you.
Questions
k What does a candle need to burn?
k What is happening when a candle burns?
k Where did the candle get its energy from?
k What energy do we get from a burning candle?
2. Fill in the ‘I think…’ column in the table below.
3. Read the paragraph ‘Energy from a burning candle’ on page 6 to find
the answers to the questions.
4. Now fill in the ‘ I know…’ column in the table below using the correct
information from the reading.
Burning a candle
What does a candle need It needs a match to light it. A candle needs a match, a
in order to burn? wick, wax and oxygen to burn.
What is happening when The wax melts and the candle There is an energy change
a candle burns? gets smaller. when a candle burns.
Where did the candle get The candle got its energy from The candle got its energy from
its energy from? the match. the wax. The energy was
stored inside the wax.
What energy do we get We get light energy from a We get heat and light energy
from a burning candle? burning candle. from a burning candle.
Sometimes we get some sound
energy as well.
5
Energy from burning a candle
You have seen a candle burn. You have felt heat energy from the flame. It
also produces light energy.
k You must have heat from a match to light your candle.
When you light the candle, first the wick begins to burn until a little of
the wax has melted. Then the melted wax goes into the wick and also
catches alight. Thereafter, both the wick and the wax burn.
k You also need oxygen from the air to keep the candle burning.
A substance that burns with oxygen is called a fuel. So wax is the fuel
of the candle.
k When a candle burns there is an energy change taking place.
Wax is changed when it burns. Chemicals in the wax join with oxygen
as the fuel burns. Heat energy and light energy are given off. The
stored energy inside the wax is changed to heat and light energy by
burning the candle.
k People burn fuels because the fuels have stored energy.
When we burn fuels we get heat and light energy. People use fuels
because we need heat and light energy.
k We also need fuels to make engines work.
Inside a motorcar engine the petrol has to burn and give off heat
energy to make it work. Aeroplanes and ships also have engines in
which fuel is burnt.
Burning a candle
A ss e ss me n t
Activity 2 What we want to assess What we expect from learners
Completing the ‘I know ‘ column The answers to the questions
about ‘Energy from burning must match the information
a candle’. in the reading.
6
Activity 3 Different fuels
Key concepts • People use many different fuels e.g., wood, coal, oil, paraffin
petrol etc.
Teacher task 1. With learners, make a mind map on the chalkboard about different
fuels and their uses.
2. Once you have completed the mind map, focus the learners’ attention
NOTE … on two main categories of fuels, i.e. oil and gas. Inform them that they
Remind learners are going to RESEARCH some information on oil and gas by reading.
that
fuels are source Then they will present the information in the form of a poster.
s of
energy. In other
words,
we have to burn
fuel to
get energy. So el
ectricity
is not a fuel alth
ough it
W00d
is a source of en
ergy.
l
petr0
,
fire, cooking
motor cars, heating 0il
trucks, motor plastics, ships,
bikes, taxis, planes
tractors
FUELS AND
THEIR USES
diesel
taxis, boats,
lorries, tractors,
buses, trains c0al
fires for heating, power
fin gas stations, factories
paraf stoves, light
primus stoves, lamps, lights s, camping
7
Activity 4 Doing our own reading and research
about oil and gas
Key concepts • Crude oil and gas are important natural sources of energy
• Crude oil and gas were formed over millions of years, in the
Earth’s crust, from tiny dead animals and plants
• Mining companies drill deep into the Earth’s crust to find oil and
gas. The hole in the Earth’s crust through which the oil or gas
comes to the surface is called a well.
• Oil and gas are transported from these wells to places all over the
world
• Crude oil is used to make fuels and many other useful products
Teacher task
Introduction
1. Ask learners to raise as many questions as
they can about oil and gas.
Ask : “What do you want to know about
oil and gas?” Then the learners must make
up questions about oil and gas beginning
with words like: what, where, why, how,
when, what if, who?
2. Write their questions on the board in a mind map.
3. Now write up the specific questions on page 9. Compare the
learners’ questions with the specific questions and show that many
of the questions are the same.
8
Specific questions
a. Why are oil and gas important?
b. Where do oil and gas come from?
c. What is crude oil?
d. What things are made from oil and gas?
e. How do oil and gas products get to the user (the customer)?
f. How are oil and gas formed?
g. How do we find oil and gas?
h. How do we get oil and gas from under the ground?
i. How are oil and gas transported?
j. How is crude oil refined into a finished product?
k. Where did the energy come from that is stored inside gas and oil?
4. Tell learners that you have information for them on the specific
questions. They will choose some questions and then research the
information to find the answers.
9
3. Let learners do the research (reading for information) in class. Be
available to help them with vocabulary and other questions.
4. Set a time for the making of the poster as a group project. (for a week
later) This is so that the learners have time to prepare their information
for the poster.
5. On display day, each group puts together all its information onto its
own poster.
6. Check each poster to make sure that all the information is correct.
Give time to each group to correct any errors.
7. Each group then presents its poster to the class orally. Assist learners
to speak clearly and loudly. Allow question time so that learners can
ask the whole group questions if anything needs to be clarified.
8. Display the posters in the class until you have finished the theme
‘Energy and Change’.
10
Learner task Making a poster about
GROUP oil and gas in South
Africa
1. Read about Oil and Gas in South
Africa.
2. Choose two questions to research
3. Read to find the answers to the
questions. Write out any relevant
information about those questions in
your own words. Your information must
be correct.
4. You may also draw pictures to show what
you have found out. The pictures must
have labels to explain them.
5. Next week you will have to put your
drawings and writing on a poster, which will be made by the whole
group.
6. The poster must have:
k a heading
k good illustrations with labels or explanatory notes
k correct information about the questions you have researched
k everything must be artistically arranged on the poster
7. You must be able to explain your information and drawings on the
poster to the rest of the class, and answer questions about them.
(You must be able to explain in a clear, loud voice, and give the
correct information.)
11
Activity 5 Comparing three different fuels
Key concepts • Fuels store energy and we have to burn them to get the energy
out
Teacher task 1. Show learners three different fuels (candle wax, methylated spirits and
paraffin).
2. Explain to learners that they will carry out an investigation to test and
compare three different fuels. They do this by seeing how quickly each
fuel can heat water to boiling point.
3 Ask the learners to predict which of the three fuels will boil water first.
4. Hand out the task card and the apparatus (see learner task card) for
each group to carry out the investigation.
k A candle
k A spirit burner with methylated spirits
k A spirit burner with paraffin
k Glass baby food bottles or beakers
k Water
k Syringes or measuring cylinders to measure out the water
k Tripod stands and gauze mats
k Matches to light the candles and burners.
12
What do I want to find What must I do to Which fuel will be the
out about the fuels? test the three fuels first to boil the
in a fair way? water?
What must I do to
find out?
Learner task Comparing three different fuels
1. Set up your apparatus like this:
Water
Water Water
Wire gauze
Wire gauze
Tripod stand
Tripod stand Tripod
Spirit burner
Spirit
burner
Candle Paraffin Methylated
spirits
2 Compare what happens when you use three different fuels to boil
water. Use these questions to help you to make your observations:
k What colour is the flame?
k Which fuel causes pollution? What kind of pollution does it give off?
k Which fuel is the first to boil the water?
3. Write your observations in the table below:
13
Teacher task 1. Facilitate a discussion with the class about comparing the three fuels.
Make sure the following points come out in the discussion:
k Learners compare the fuels by using each fuel to boil water
(Remind learners that water boils when it bubbles vigorously)
k To compare the three fuels fairly, learners must use the same
amount of water with each fuel
k It is not necessary to have the same amount of fuel as long as there
is enough to bring the water to the boil
k Learners also have to make sure that all the water starts off at
about the same temperature (they take it from the same jug or
bottle)
k The fuel that takes the shortest time to boil the water, is usually
methylated spirits
k Paraffin gives off a smell and a lot of black smoke. It also gives off
black greasy soot that covers the outside of the bottle
2. On the chalkboard write any new words that are introduced by the
discussion and explain them:
e.g. soot – the sticky black stuff that sticks to the bottom of the glass
bottle, smoke, pollution, greasy, smelly gas, etc.
NOTE …
raffin in a
When we use pa
our homes, we
primus stove in
r into it, to
have to pump ai
work. The fuel
make the primus
d this helps it
mixes with air an
ore efficiently.
to burn much m
lot more
So it gives out a
es not make so
energy and it do
d soot.
much smoke an
14
Learner task Writing a report
WRITING TASK 1. Write a report about comparing three different fuels. Use the
headings below to help you.
15
A s se ss m en t
Activity 5 Comparing three different fuels
Water
Water Water
Wire gauze
Wire gauze
Tripod stand
Tripod stand Tripod
Spirit burner
Spirit
burner
Candle Paraffin Methylated
spirits
Learners doing the investigation and writing Learners must be able to:
their observations k set up the apparatus correctly
k discuss and make observations while they are
carrying out the investigations
k write accurately about what they have observed
on their recording sheets
k compare the three fuels by making notes of
similarities and differences among them. For
example; how fast each fuel heats the water and
the amount and type of pollution it gives off
k
Writing a report about comparing three The report must:
different fuels k be written in the learners’ own words
k contain the relevant information under each sub-
heading
k
16
Activity 6 Transport and fuels
Key concepts • Fossil fuels (coal, oil and gas) are non-renewable sources of
energy. Wood, sunlight, wind and food are some renewable
sources of energy
• Different forms of transport use different fuels
• Most vehicles powered by engines, use fossil fuels
17
Learner task Looking at different vehicles
1. Look at pictures showing different vehicles that people use for
GROUP
transport
2. Discuss each picture using the following questions:
Questions for discussion:
k What energy changes are taking place when this vehicle moves?
k What kind of fuel does this vehicle use?
k Where does this fuel come from originally?
k Will this kind of fuel be available forever as a source of energy here
on Earth? Give reasons for your answer.
k When we use this kind of fuel, is it good or bad for the
environment? Give at least two reasons for your answer.
3. Complete the table below.
Bicycle Bicycles are cheaper You can only carry The children’s Yes as long as there is
than cars. Children small things on a food is the fuel. enough food for the
and adults can use bicycle. You can’t go children.
them. They are easy very fast.
to fix. They don’t cause
pollution. You don’t
need to buy fuel.
Motor car It goes very fast. It can You have to buy fuel. Petrol. No. It comes from oil and
(taxi) carry many people. It is dangerous if you when all the oil on Earth
don’t know how to is used up we won’t be
drive. It pollutes the air. able to get more.
Fishing boat It can carry many It pollutes the air Diesel. No because it also
people and many fish. comes from oil.
Aeroplane It can carry many It is very noisy and it Aeroplane fuel No because it also
people and goes fast. also pollutes the air comes from oil.
Horse cart It is safer than a car. It is slow compared to Horse food Yes, as long as we can
You can carry things a car. The horse could (grass). grow more food for
on it. You don’t have get sick and die the horse.
to buy fuel.
18
Teacher task 1. Put the pictures on the board while learners report back. Take only one
report back for each form of transport. Encourage learners to make
corrections to their table as they listen to other groups.
2. After the learners have finished reporting to the class, ask them to
sequence the vehicles from the one that uses the most energy to the
one that uses the least energy.
3. Put the pictures of the vehicles on the board in that sequence.
1 2 3
4. Read the following passage to the learners and assist them to understand it.
19
5. Assist learners to complete the following summary:
20
Activity 7 Why do fuels cost money?
Teacher task 1. Tell learners that they are going to find out how the price of crude oil is
determined. They are also going to think about the factors that
influence the price of fuels, which come from crude oil.
2. Write the following questions on the board.
3. Read the article ‘How much does crude oil cost?’ with the learners.
Explain any difficult words and concepts.
4. Hold a class discussion to make sure that learners have found the
answers to these questions from the reading.
21
How much does crude oil cost?
Almost all the energy in the world comes from Fossil Fuels.
k Most of the coal is used to produce electricity in power stations.
k All of the crude oil is used to produce fuels for transport e.g. petrol, diesel
and aeroplane fuel.
Only a few countries in the world have large natural deposits of oil. These
are countries such as Saudi Arabia, Iran, Iraq and Nigeria. They are called
the ‘Oil Producing and Exporting Countries’ (OPEC). They own the oil
deposits in their countries and they supervise the exploration, mining,
transporting and selling of oil to countries that do not have their own
oil. Usually it is sold to other countries as crude oil and these countries
then have to refine it themselves to make fuels.
The OPEC countries together decide on the amount of crude oil for
sale and it’s price. The price is always announced as the price per barrel
in American Dollars, for example; the price of crude oil is about $25 per
barrel. But this price of crude oil around the world changes slightly every
day depending on how
much is sold and which
countries are buying it.
Each country that buys oil pays for the oil and
then pays to have it refined and made into fuels.
Some of these costs are:
k the cost of refining it into different fuels
k the cost of transporting and supplying the
fuels to the people who use it
k the cost of building petrol stations
After that each country also
adds some taxes to the price
of the fuel.
All these costs are
included in the price of
the fuel that we buy.
In South Africa, some newspapers (e.g. The Star,
The Cape Times, The Mercury and The Pretoria News)
publish the price of Crude Oil each day. They also publish the
price of important metals like Gold, Silver and Copper.
5. For homework ask learners to find out the price per litre of:
k paraffin
k motor car oil
k petrol
k diesel fuel
6. The next day, hand out the task card called ‘The price of fuel’.
22
Learner task The price of fuel
Example calculation
1. Look at the business report from the Newspaper for Monday
27 August 2001, on page 25.
2. Find the price of crude oil and the Dollar/Rand exchange rate.
The price of crude oil shown is the price for one barrel. Each barrel
contains about 200 litres of crude oil.
How much does a barrel of oil cost in South African Rand?
Price of one barrel of oil = $25.71.(US dollars.)
Read to find out how many Rands make 1 Dollar.
1 Dollar = 8.3725 Rand
Therefore: The price of a barrel of crude oil is
$25.71 x 8.3725 = R 215.25
but 1 barrel of crude oil = 200 litres
Therefore: 200 litres of crude oil = R215.25
Therefore: the price of 1 litre of crude oil = R 215.25 ÷ 200
1 litre of crude oil costs R1.07
This was the price of everyday fuels on the 27 August 2001:
Prices:
k 1 litre of petrol cost R 3.63
k 1 litre of motor car oil cost R13.60 (500ml cost 6.80)
k 1 litre of paraffin cost R 3.80
k 1 litre of diesel cost R 3.38
Task
1. Look in the business section of today’s newspaper. Find the price of
crude oil and the Dollar/Rand exchange rate.
2. Calculate the price for one litre of crude oil today.
3. Find out the prices of petrol, motor car oil, paraffin and diesel for
today
4. Compare these with the price on the 27th August 2001. Has the oil
price changed? Has the price of fuels changed?
5. Why do you think the price of fuels is so much more expensive than
the price of crude oil? Why do you think the price of fuel changes now
and again? Write to explain why.
23
Learner task The price of fuel
WRITING TASK The price of fuels changes every now and then because the price of
crude oil changes. The Dollar/ Rand exchange rate also changes. Both
these things affect the price of fuels. Fuels are much more expensive than
crude oil. Why? Give at least two reasons.
Reason 1
The fuels come from crude oil. But the crude oil has to be refined in
order to make it into a fuel. The refining costs money. The cost of
refining a barrel of oil is added to the price we pay for the fuel. So fuels
cost more.
Reason 2
After the fuel has been made, it has to be transported to petrol stations
and shops to be sold.
This also costs money.
The cost of transporting
the fuel is added to the
price we pay for the fuel.
Reason 3
The government adds
taxes to the fuel price.
24
25
Activity 8 Fuels and the future
1. Facilitate a discussion with the whole class about the following
Teacher task questions:
What will happen when all the oil, coal and gas supplies are
finished on Earth?
k Scientists think that in 2030 there will be no more oil and in 2085
there will be no more coal left on earth. What will happen when
these sources of energy are finished?
k In what ways will our lives change when the world runs out of
Fossil Fuels?
k What will you use for fuel when you are 60?
k What do you think your grandchildren will use for fuel in 2085?
k What can we do to prepare for a world without Fossil Fuels?
2. During the class discussion, write some of the words and phrases
that the learners have used (on the board).
3. Find books that have information about alternative sources of energy.
For example; solar energy, wind energy, energy from waves, energy
from plants, etc. Learners can research different ways to get energy
from these renewable sources in the future.
k See ‘Eskom to make use of wind energy’.
26
Learner task 1. Write half a page on ‘Energy and the Future.’ Explain why we have to
find other sources of energy for the future. Give some examples of
WRITING TASK
other energy sources.
Energy and the Future
In the future we will have to find new sources of energy. This is because our supply
of fossil fuels on Earth will be finished. Fossil Fuels come from oil and
coal, that were made in the Earth’s crust millions of years ago.
We say that Fossil Fuels are non-renewable sources of energy. This
means that, when we have used up all our Fossil Fuels we cannot
get more from anywhere else.
Almost all fuels that we use today come from Fossil Fuels
such as coal and crude oil. We use coal to make most of
our electricity. We use crude oil to make petrol, diesel,
paraffin aeroplane fuel and candles. We also get paint and
plastic and many other chemicals and even clothing from
crude oil.
In the future, when all the Fossil Fuels have been used
we will not be able to make electricity. We will also not
be able to make fuels, plastics and chemicals. So we
must get these things from something else. This is why
we must look for other sources of energy and chemicals.
In the future we will have to use other sources of energy.
We can use solar power. This is the energy from sunlight. We
can use it to make electricity and to heat water in our homes. We can
use wind power to make electricity and to pump water. We also get energy from
plants. Maybe we will even use sources of energy that have not been discovered yet.
A s se ss m en t
Activity 8 Fuels and the future
Writing about ‘Energy The writing must show that the learners understand that:
and the Future’ k the supplies of Fossil Fuels on Earth will most probably be
used up some time this century
k we will not be able to make electricity from Fossil Fuels
k we will not be able to have transport that relies on Fossil Fuels
k we will not have products that are made from oil (such as
chemicals , paints, clothing and plastics)
k we will have to find and use other sources of energy such as;
wind, sunlight energy, energy from plants, nuclear energy and
solar energy
27
Suggested workscheme on Energy and Change
PERIOD 1 PERIOD 2 PERIOD 3 PERIOD 4 PERIOD 5
Activity 1 Activity 2 Activity 3 Activity 4 (cont) Activity 4 (cont)
• Learners place energy • Teacher introduces the • Teacher and learners • Teacher introduces the • Teacher sets the task for
labels onto pictures (10 key words make a class mindmap specific questions about the learners. Each group
min) (5 min) about fuels and their oil and gas (10 min) chooses 2 or 3 questions
• Learners write sentences • Learners light candles uses (15 min) • Teacher reads the to research (10 min)
about the forms of energy and discuss the information sheet ‘ A • Learners read the
Activity 4
questions about the guide to Oil and Gas in information sheet (30
• Learners raise questions
burning candle (15 min) South Africa’ and min)
about oil and gas (15
• Class discussion about explains any difficult
min)
the burning candle (15 words or concepts (30
min) min)
• Learners complete the
summary about energy
and burning (5 min)
28
Task Card to photocopy
Activity 2 Burning a candle
1. Look at the burning candle, and discuss it with you group using the
questions to help you.
Questions
• What does a candle need to burn?
• What is happening when a candle
burns?
• Where did the candle get its energy?
• What energy do we get from a
burning candle?
Burning a candle
k What is happening
when a candle burns?
k What energy do we
get from a burning candle?
34
Task Card to photocopy
Activity 5 Comparing three different fuels
Water
Water Water
Wire gauze
Wire gauze
Tripod stand
Tripod stand Tripod
Spirit burner
Spirit
burner
Candle Paraffin Methylated
spirits
35
Task card to photocopy
Activity 5 Comparing three different fuels
Learner writing task
1 Write a report about comparing three different fuels. Use the headings
below to help you.
........................................................................
I predicted that: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
........................................................................
First . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Then . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Next . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Finally . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
This is what I found out about the energy in the three fuels:
........................................................................
........................................................................
36
Task card to photocopy
Activity 6 Transport and fuels
Looking at different vehicles
1. Look at the pictures at the back of the book showing different vehicles
that people use for transport
2. Discuss each picture using the following questions.
Vehicle used Advantages Disadvantages What fuel does it Will the fuel always
for transport use? be available on Earth?
Bicycle
Fishing boat
Aeroplane
Horse cart
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Task card to photocopy
Activity 7 Why do fuels cost money?
Oh no! I
expensiv t’s more
e than a
week ag
o!
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Imithombo yamandla ehlaziyekayo
nengahlaziyekiyo
I oli, amalahle negesi yimithombo yamandla endalo efunyanwa
kuqweqwe loMhlaba (Earth’s crust). Ngamanye amaxesha ibizwa
ngokuba yi oli eyifosili, kuba ifumaneka kumanqwanqwa amatye
asezantsi phantsi komhlaba kwaye yazenzekela ngokufa kwezityalo
nezilwanyana kwiminyaka eliwaka-waka eyadlulayo.
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Ixabiseke kangakanani I-Oli ekrwada?
Phantse onke amandla kwilizwe lonke avele kwifosili umz:amalahle.
• Inxalenye yamalahle isetyenziswa ekuveliseni umbane osuka
kwizikhululo zombane.
• Yonke Ii-oli ekrwada isetyenziswa ekuveliseni amafutha
ezithuthi,umz:ipetroli,idizili namafutha enqwelo-moya.
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