|
In this unit pupils:
- recognise the need for a temperature scale
- learn to distinguish between heat (as energy) and temperature
- learn about mechanisms of heat transfer: conduction, convection and radiation, and apply this to familiar contexts
- learn about expansion and change of state in solids, liquids and gases
- use the particle model to explain conduction, convection and change of state
In scientific enquiry pupils:
- draw and interpret line graphs from data collected
- carry out a survey of people's perceptions of common temperatures
- investigate the effectiveness of different forms of insulation, controlling relevant variables
Note on the teaching of energy
This unit considers the idea that energy transfer results from a difference in temperature. This is an important concept, as most changes are a result of differences and energy changes are associated with them, eg a raised object falls, transforming its potential energy to kinetic energy. The unit also helps pupils distinguish heat (energy) from temperature. There has been much debate about the use of the word 'heat' for energy. The risk is that it might support the idea of a separate kind of stuff - as was current in science before the work of James Joule in the nineteenth century. It is used here in contexts which should avoid that misconception. The unit applies ideas of moving particles to explain the transfer of heat (energy) by conduction and convection, thus clarifying that, in this context, heat is a kind of movement. Particle models are also used to explain how matter changes state when energy is added or removed, so this unit needs to follow unit 7G 'Particle model of solids, liquids and gases' and unit 7H 'Solutions'.
This unit is expected to take approximately 10 hours.
|
