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Science at key stage 3    (Year 8)

Unit 8I: Heating and cooling
Section 3: a. How do things get hotter or colder?

QCA

Objectives
Children should learn:
  • to recognise heat as energy
  • to use a model which associates energy flow with temperature change
  • to make predictions and compare these with observations
  • that heat flows as a result of temperature differences

Activities

Outcomes
Children:
  • Remind pupils of year 7 work on the heating effect of burning fuels, where energy was released to cause temperature rise. Discuss the energy flow associated with the cooling of boiling water and the warming of ice in the classroom.
  • Elicit pupils' ideas about how heat and temperature are linked and establish that they are not the same thing. Ask pupils to predict and observe how the temperatures change when they, eg mix volumes of hot and cold water, boil different quantities of water with the same heater.
  • Through questioning, help pupils explain why their predictions matched or did not match the observations they made.
  • describe the flow of heat (energy) in an everyday situation of temperature change, eg the cooling of hot food
  • relate a flow of heat to change in temperature
  • relate a difference in temperature to a flow of heat
  • give reasons for their predictions and for any differences between the predictions and observations

Points to note
  • Pupils often confuse heat and temperature. The distinction required is that heat is a quantity of energy and that temperature is the response of a material to the input of energy. Heat capacity can be left to key stage 4. The principle of energy conservation is covered in unit 9I 'Energy and electricity'.
  • Pupils should understand that heat naturally flows from a higher to a lower temperature. The fridge needs a power supply to make heat go the opposite way (details of its mechanism are not required here).

    • Safety

    • care is needed with hot and boiling water

Sections in this unit

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This unit is divided into sections. Each section contains a sequence of activities with related objectives and outcomes. You can view this unit by moving through the sections or print/download the whole unit.
1. a. What's the temperature?
2. b. What's the temperature?
3. a. How do things get hotter or colder?
4. b. How do things get hotter or colder?
5. c. How do things get hotter or colder?
6. d. How do things get hotter or colder?
7. e. How do things get hotter or colder?
8. a. How do materials change when they are heated and cooled?
9. b. How do materials change when they are heated and cooled?
10. c. How do materials change when they are heated and cooled?
11. d. How do materials change when they are heated and cooled?
12. e. How do materials change when they are heated and cooled?
13. a. How can we reduce energy waste?
14. b. How can we reduce energy waste?
15. Checking progress
16. How can we explain change of state?
17. Reviewing work