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Welcome to GCSE Edexcel Science revision.

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Unit S P 3: Conservation of energy.

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Energy is measured in joules.

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It cannot be created or destroyed: total energy in a closed system remains constant.

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The eight stores are kinetic, thermal or internal, chemical, gravitational potential, elastic potential, nuclear, magnetic and electrostatic.

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Energy transfers occur mechanically (forces doing work), electrically (moving charges), by heating and by radiation such as light or infrared.

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Sound can also carry energy away.

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A battery-powered motor transfers energy electrically from the battery’s chemical store to a moving object's kinetic store and thermal stores.

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A falling object transfers energy from its gravitational potential store to its kinetic store.

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Air resistance also transfers energy to thermal stores in the object and surroundings.

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Useful transfers achieve the intended purpose.

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Unwanted transfers often heat the surroundings or produce sound.

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Dissipated energy is spread out and becomes less useful, but has not been destroyed.

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A Sankey diagram represents transfers with arrow widths proportional to energy.

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Input equals total useful and unwanted output; read values and units carefully.

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Energy conservation: 100 joules equals 25 joules plus 75 joules.

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Arrow shafts show the proportions.

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Change in gravitational potential energy equals mass times gravitational field strength times change in vertical height,

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change in gravitational potential energy equals M times G times delta H.

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Use kilograms, newtons per kilogram and metres to obtain joules.

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Use the vertical height change, not the length of a slope.

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A 2 kilograms object raised 3 metres in G equals 10 newtons per kilogram gains 60 joules.

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The reference level is chosen for the calculation; energy depends on a change in height.

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Kinetic energy equals one half times M times V squared, with mass in kilograms and speed in metres per second.

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Squaring speed means doubling speed quadruples kinetic energy at unchanged mass.

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A 4 kilograms object moving at 5 metres per second has kinetic energy one half times 4 times 25 equals 50 joules.

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Efficiency equals useful energy transferred divided by total energy supplied.

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It has no unit and is a fraction between 0 and 1.

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Multiply by 100 to express it as a percentage.

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A lamp supplied 100 joules and transferring 25 joules by useful light has efficiency 0.25, or 25 percent.

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The remaining 75 joules is transferred in unwanted ways.

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Lubrication reduces friction and unwanted heating in moving machinery.

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Insulation reduces unwanted thermal transfers.

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Both can improve efficiency for the intended task.

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Heating normally transfers energy from a hotter region to a cooler region.

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Temperature is not the same quantity as energy; heating can raise temperature or cause a change of state.

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In conduction, energy passes between neighbouring particles; free electrons also transfer energy efficiently in metals.

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Material does not flow along the conductor as a whole.

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Convection happens in fluids (liquids and gases).

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A warmer region usually becomes less dense and rises.

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Cooler, denser fluid sinks to take its place, setting up a convection current.

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Convection transfers energy by bulk movement of fluid.

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Infrared radiation transfers energy without needing a material to travel through (a medium).

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It can travel through a vacuum, unlike conduction and convection.

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A low thermal conductivity makes a material a good thermal insulator.

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For otherwise identical walls, greater thickness reduces the rate of conduction.

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A larger temperature difference across a wall increases the rate of energy transfer; a higher thermal conductivity also increases that rate.

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Trapped air in cavity-wall insulation and double glazing reduces conduction; small pockets limit convection.

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Unfilled large air spaces can still allow convection.

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Small air pockets inhibit large convection currents.

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Loft insulation, thick low-conductivity walls and double glazing reduce cooling.

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Draught proofing reduces transfers by moving air.

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Shiny surfaces can reduce infrared absorption and emission.

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Fossil fuels are coal, oil and natural gas.

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They form over very long times and are used faster than they are replaced, making them non-renewable.

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Combustion transfers energy from chemical stores; electricity generation often uses heating to make steam that drives turbines and generators.

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Burning fossil fuels releases carbon dioxide, contributing to climate change.

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Some fuels also cause air pollution and habitat damage during extraction.

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Nuclear fuels such as uranium are non-renewable.

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Nuclear reactions release energy for heating and electricity generation with low operational carbon dioxide emissions.

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Nuclear generation produces radioactive waste requiring secure management; accidents, decommissioning costs and lifecycle emissions must be considered.

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Low operational emissions do not mean no environmental impacts.

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Renewable resources are replaced naturally quickly enough for continued use.

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Examples include wind, solar, tides, hydroelectricity, geothermal energy and biofuels grown and replaced sustainably.

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Wind turbines transfer kinetic energy of air; hydroelectricity uses water dropping from a higher level; tidal systems use tidal water movements.

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These can drive generators.

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Solar cells transfer energy electrically from sunlight; solar heating warms water.

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Their output varies with sunlight and weather.

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Geothermal heating uses energy from hot rocks.

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Biofuels release energy by combustion; plant growth can take up carbon dioxide, but farming, processing, transport and land-use changes affect net emissions.

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Resource reliability differs: wind and solar are variable,

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tides are predictable,

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stored-water hydroelectricity can respond quickly,

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and geothermal can provide steadier output in suitable locations.

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Compare cost, start-up time, availability, land use, habitat impacts, pollution, waste and reliability.

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No single resource is best in every location.

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Use several criteria rather than a single advantage.

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Energy use changes with demand, price, technology and environmental priorities.

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Use the data in a question to describe trends without inventing causes or treating a correlation as proof.

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That completes Conservation of energy.

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Revisit the notes and test yourself on the revision website.
