Chapter 6 Matter – models and explanations 6.1 How does energy transform matter? 5 / 5 hours Matter – delivery guide PAG1: Determine the densities of a variety of objects both solid and liquid PAG5: Determine the specific heat capacity of a metal 6.2 How does the particle model explain the effects of heating? 2 / 2 hours Matter – delivery guide 6.3 How does the particle model relate to material under stress? 4 / 4 hours Matter – delivery guide PAG2: Investigate the effect of forces on springs 6.4 How does the particle model relate to pressure in fluids? (separate science only) 5 / 0 hours Matter – delivery guide 6.5 How can scientific models help us understand the Big Bang? (separate science only) 6 / 0 hours Matter – delivery guide Total for chapter 6 = 22 / 11 hours Total teaching hours = 120 / 88 hours
Outline Scheme of Work: P2 – Sustainable energy Total suggested teaching time – 9 hours P2.1 How much energy do we use? (4 hours) Links to KS3 Subject content Comparing power ratings of appliances in watts (W, kW) Comparing amounts of energy transferred (J, kJ, kW hour) Domestic fuel bills, fuel use and costs Heating and thermal equilibrium: temperature difference between two objects leading to energy transfer from the hotter to the cooler one, through contact (conduction) or radiation; such transfers tending to reduce the temperature difference: use of insulators. Links to Mathematical Skills M1c M3b M3c M3d M4a Links to Practical Activity Groups (PAGs) NA
2 (1hr for separate and P2.1.4 describe, with examples, where there are energy transfers in a system, that there is no net change to the total energy of a closed system qualitative only P2.1.5 describe, with examples, system changes, where energy is dissipated, so that it is stored in less useful ways Engage: Energy transfers This video can be a resource for energy transfers. Explore: Energy circus: Pupils go round the room looking at different devices that transfer energy. Pupils write down the energy stores and transfers for each device and also state in which form the energy is being dissipated to the surroundings. Explain: Energy transfers A selection of simple practicals that can be used to show energy transfers. Extend: Pupil draw energy transfer diagrams for all devices looked at in the lesson. Evaluate: Revision task This booklet contains a lot of material and activities relating to sections P2.1.1-9. It would be useful as a revision task at the end of the section, or a set of tasks that can be completed throughout the course. Link to sustainable energy delivery guide: 3 (1hr for separate and P2.1.6 explain ways of reducing unwanted energy transfer e.g. through lubrication, thermal insulation P2.1.7 describe the effects, on the rate of cooling of a building, of thickness and thermal conductivity of its walls qualitative only P2.1.8 recall and apply the equation efficiency = useful energy transferred ÷ total energy transferred to calculate energy efficiency for any energy transfer, and describe ways to increase efficiency M1c M1c Use ratios, fractions and percentages Engage: IR images to show where heat is being lost. Show these to pupils and illicit ideas of how we can reduce this energy dissipation through heat. Explore: Investigating the effect of insulation Link to a practical which links to this work, where learners investigate the effect of insulation. Explain: Efficiency Here is a video tutorial which can help learners calculate efficiency. Extend: Pupils show be given the opportunity to practice using the efficiency equation, including rearranging the equation. Evaluate: Revision task This booklet contains a lot of material and activities relating to sections P2.1.1-9. It would be useful as a revision task at the end of the section, or a set of tasks that can be completed throughout the course. Link to sustainable energy delivery guide:
4 (1hr for separate and P2.2.6 recall the differences in function between the live, neutral and earth mains wires, and the potential differences between these wires; hence explain that a live wire may be dangerous even when a switch in a mains circuit is open, and explain the dangers of providing any connection between the live wire and any earthed object P2.2.7 explain patterns and trends in the use of energy resources in domestic contexts, workplace contexts, and national contexts M2c Construct and interpret frequency tables and diagrams, bar charts and histograms Engage: Live wire demonstration Explore: Pupils to draw labelled diagrams of the inside of a plug and explain each safety feature. Explain: Wiring a plug practical Extend: Patterns and trends in energy use link Learners can use the links above to research the context of energy use over time, and how it has increased. Learners should be encouraged to explain what implications this energy use has for the future, given the use of non-renewable resources learnt from section P3.2.1. This can be done in the form of a written task or a discussion depending on time and learner ability. Evaluate: Electrical safety A brief series of online questions about electrical safety. Link to sustainable energy delivery guide: 5 (1hr for separate and End of chapter quiz Pupils to complete the end of chapter quiz P2. After completion pupils to swap and mark quizzes. Pupils use their quizzes to create a revision list from Chapter 2. End of chapter quiz P1 will be available on OCR interchange: