AQA Physics – P1 – Heat – Third Form Michaelmas 2012
(Starting with new groups – lab rules, books distributed, prep days identified, sanctions discussed)
1. Particle Model
 To develop and to cement KS3 knowledge about states of matter and introduce energy of particles
as being related to temperature. Candidates should be able to use the idea of particles moving
apart to make a fluid less dense, [and later to explain simple applications of convection]
1. (and 2) Solids, Liquids and Gases
Candidates should be able to recognise simple diagrams to model the difference between solids,
liquids and gases.
An understanding of specific latent heat is not required.
Spec Points
- The use of kinetic theory to explain the different states of matter.
- The particles of solids, liquids and gases have different amounts of energy.
Experiments
Calculating density of liquids
Density of irregular solids using Archimedes can
Nice lego video on Archimedes here: http://www.youtube.com/watch?v=wEvtahSn_ms
Demo finding the density of air
Comparing bottle of oil and water, which is lighter and which floats? Floating water on mercury?
3. Temperature Scales
The Celsius, Fahrenheit and Kelvin scales, converting between them.
Spec Points
- numeracy.
Activites
Worksheet converting from one scale to another,
Prep – “the temperature scales of the universe” or “how we make things VERY cold”
4. Faraday’s Candle
Learning the difference between a theory and an observation. They’re looking for facts!
Spec Points
- recognising that an opinion might be influenced by factors other than scientific fact
- identifying scientific evidence that supports an opinion.
Experiments
Using a candle for each student, distinguish between theories and observable facts. Prize for
most/best?
5. Cartesian Divers
Pupils see how compressing a gas increases its density. Emphasis on the particles in the gas getting
closer together when squashed.
Spec Points
- as lesson 1.
Experiments
Making Cartesian divers – suggest outside! – explain using this link: AQA Organisational Grid
How a Galileo thermometer works (demo or prep?)
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AWH, September 2012
AQA Physics – P1 – Heat – Third Form Michaelmas 2012
2. Kinetic Theory
 To show the observable effects of changes in the particles’ energies. Introduce methods of heat
transfer.
1. Kinetic Theory
Candidates should be able to state factors that affect the rate of evaporation.
Spec Points
The transfer of energy by… evaporation and condensation involves particles, and how this
transfer takes place.
The factors that affect the rate of evaporation and condensation.
Experiments
Wet cotton wool on bulb of thermometer to show cooling effect (in spec)
Kinetic model demo using marbles and vibration generator
Investigate rate of evaporation using ethanol and watch glasses (see p35 of teacher guide)
Ether evaporation demo. Or Cooling effect of alcohol on skin.
Condensation demo using a kettle and a cold mirror / heated mirror
2. Calibrating a thermometer
3. Pupils use boiling water and ice to calibrate and then use an unmarked thermometer.
Spec Points
- None specific.
Experiment
Calibrating unmarked thermometer and “making a scale”. (Thermometer scale does not need to
be in Celsius.)
4. Cooling curve of stearic acid
Pupils use a standard thermometer to measure and plot (for prep?) the cooling curve of stearic acid
Spec Points
- The bigger the temperature difference between an object and its surroundings, the faster the
rate at which energy is transferred by heating
- Worth drawing from pp 14-15 in the textbook here. Suggest here defining RANGE and
RESOLUTION.
Experiment
Measure cooling curve of stearic acid / hot water. Plot graph for prep (in class for weaker sets)
5. Conduction
Pupils should be able to state that conduction is a type of heat transfer and be able to name good
and poor heat conductors.
Spec Points
- Candidates should understand the role of free electrons in conduction through a metal and be
able to contrast that with ionic core vibrations.
- The bigger the temperature difference between an object and its surroundings, the faster the
rate at which energy is transferred by heating
- The rate at which an object transfers energy by heating depends on:
- surface area and volume
- the material from which the object is made
- the nature of the surface with which the object is in contact.
Experiments
Conduction demonstrations (depending on time)
Falling balls/pins
Falling springs from the different metals (Phil’s can)
Paper paddles
Testing different metal rods
Ionic lattice model
Colour changing conduction rods (class set)
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AQA Physics – P1 – Heat – Third Form Michaelmas 2012
3. Radiation and heat transfer
 To introduce infra red radiation and design factors used to slow or increase the rate of cooling.
1. Introducing infra red
Candidates should be able to state that IR is part of the electromagnetic spectrum.
Spec Points
All objects emit and absorb infrared radiation.
The hotter an object is the more infrared radiation it radiates in a given time
The bigger the temperature difference between an object and its surroundings, the faster the
rate at which energy is transferred by heating
Experiments
Demo big spectrum and web cam
Heat gun and thermochromic paper
Laser thermometer (turn off beam!)
Big torch and thermochromic paper
Crookes radiometer – care needed with explanations…
Solar oven
Cannonball and mirror gunpowder experiment?
2. Factors affecting emission of infra red
Class experiment to take measurements to see which surfaces are good/poor emitters
Spec Points
- matt black surfaces are best emitters and best absorbers
- white shiny surfaces are poor emitters and poor absorbers
Experiments
Leslie’s cube – class practical with Data Harvest IR sensors on webcam
(Don’t use vacuum flasks here – use later!)
3. Convection
Observe examples in fluids (air and liquids) and describe the movement of particles. Need to mention
density and motion of the particles
Spec Points
- The transfer of energy by… convection… involves particles, and how this transfer takes place
- The bigger the temperature difference between an object and its surroundings, the faster the
rate at which energy is transferred by heating
Experiments
Convection tube with permanganate
convection chimney
Smoke machine and convection heater
paper snakes and candle (demo?)
Boiling noodles in a glass container
demo hot air balloon
Chinese lanterns – need tethering!
Lava lamp
4. Investigating heat transfer by design
Investigation of effects of:
 Surface area/volume ratio – use same volume of water in different sized beakers
 Black/silver taped beakers with different surfaces
 Material – different metal samples heated by immersion in hot water, with thermochromic paper
on them
(suggest dividing the class to investigate different variables in different groups in parallel – if
time all students can do all experiments)
Spec Points
- matt black surfaces are best emitters and best absorbers
- white shiny surfaces are poor emitters and poor absorbers
Experiments
May need lids to avoid evaporation being a factor (stick to pages 36-37 in textbook)
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AWH, September 2012
AQA Physics – P1 – Heat – Third Form Michaelmas 2012
5. Heat Sinks, Vacuum flasks and Penguins
Describe insulation in vacuum flasks, deliberate cooling using heat sinks, and why animals huddle for
warmth
Spec Points
- evaluate the design of everyday appliances that transfer energy by heating, including economic
considerations
- The bigger the temperature difference between an object and its surroundings, the faster the
rate at which energy is transferred by heating
Experiments
Class experiment/demo of vacuum flasks (need lids?)
Demo of two identical hot objects cooling at different rates, one using an old PC heat sink and
one without.
Must liken to big ears vs small ears
http://upload.wikimedia.org/wikipedia/en/8/89/African-Asian-Ears.png
Huddling penguin experiment– test tubes (or actual cuddly toy penguins)
(use extract from book “Why don’t penguins’ feet freeze?”
Infra-red Zoo : http://coolcosmos.ipac.caltech.edu/image_galleries/ir_zoo/
Third form exam week here
6. Scientific Argumentation (optional)
Pupils use presented evidence to form scientific arguments and evaluate others’ explanations. Spec
Points
- being able to develop a hypothesis
- recognising that an opinion might be influenced by factors other than scientific fact
- identifying scientific evidence that supports an opinion
- identifying extra evidence that is required for a conclusion to be made
- appreciating that, unless certain variables are controlled, the results may not be valid
Experiments
Activities 11 and 13 from the King’s College IDEAS pack (see separate guidance)
Finishing with:
7. Temperature Show
Dr French presents a show on hot and cold objects
Double lesson using combined classes in Kendrew Room / Lab F
Spec Points
- TBC
Experiments
TBC
8. Postcards and Biographies
- Postcard competition as last year – prizes from Science Museum
- Stone Library used to research the life of a famous scientist, presenting in January
<Christmas Holidays>
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AWH, September 2012
AQA Physics – P1 – Heat – Third Form Michaelmas 2012
1. Specific heat capacity - water
SHC introduced using water heating and measuring the temperature change. Start by simply
calculating the amount of energy given to the water.
Spec Points
- The specific heat capacity of a substance is the amount of energy required to change the
temperature of one kilogram of the substance by one degree Celsius.
E = m ×c × θ
NB we’re not calling the temperature change ∆θ
- Examples include the use of water, which has a very high specific heat capacity, oil-filled
radiators and electric storage heaters containing concrete or bricks.
Experiments
Heating water and calculating heat energy transferred to the water by a Bunsen (need Lab F)
Use the same mass of water as the mass of the aluminium blocks later!
2. Specific heat capacity - metals
Contrasting the SHC of water and aluminium. Storage heaters and why they use high SHC bricks.
Spec Points
- The specific heat capacity of a substance is the amount of energy required to change the
temperature of one kilogram of the substance by one degree Celsius.
E = m ×c × θ
NB we’re not calling the temperature change ∆θ
Experiments
Aluminium blocks for SHC using immersion heaters. (Care with snapping thermometers.)
3. U values and insulation
Methods of saving energy in houses. Payback time. Low u-value = better insulator. Need to
emphasise difference between solar heating panels and solar cells.
Spec Points
- compare ways in which energy is transferred in and out of objects by heating and ways in
which the rates of these transfers can be varied
- evaluate the design of everyday appliances that transfer energy by heating, including
economic considerations
- evaluate the effectiveness of different types of material used for insulation, including Uvalues and economic factors including payback time
- evaluate different materials according to their specific heat capacities.
- U-values measure how effective a material is as an insulator.
- The lower the U-value, the better the material is as an insulator.
- Solar panels may contain water that is heated by radiation from the Sun. This water may
then be used to heat buildings or provide domestic hot water.
- Examples should include… how to reduce the energy transfer from a building
Experiments
Insulate a model house (shoe box) to keep a beaker of water inside hot for longest
OR book suggests putting lamp in box and monitoring temperature inside after the lamp has
been on for a set time
Next:
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AWH, September 2012