Heat resources

Students are provided with a diagram of a bag used in solar showers. They answer questions about this bag relating to heat absorption, heat transfer, and radiation.

Students answer five questions interpreting data on temperature decrease in three different types of cups.

Task: Plan a fair test to see which of two solar showers of different colours heats up more. Assessment focus: controlling variables.

Task: explain the effect of temperature on metal and wood. Assessment focus: the effect of heat on different materials.

This practical task investigates the effect of temperature on the rate at which corn pops. Students collect data and make a conclusion.

In this practical task students investigate the effect of temperature on viscosity. Students describe and explain what has happened.

Task: Predict, Observe, Explain, (POE) activity observing what happens to air in a balloon when it is heated. Assessment focus: behaviour of gases when heated and cooled.

Task: Describe what happens to water on black plastic and explain why. Assessment focus: effect of colour on heat retention.

Task: Interpret data from tables. Assessment focus: data interpretation.

Describe methods for speeding up and slowing down melting of an ice cube using one of three provided objects, and explain why the methods would work. Assessment focus: planning an investigation.

Students are given an outline of an investigation on heat loss from two different shaped objects (a cube and a sphere). They answer questions on variable control, repeat trialling, and they then graph data from this investigation.

Answer questions about a table comparing the energy usage and lifespan of different sorts of lights, and use this information to complete a second table to describe advantages and disadvantages of each. Assessment focus: reading a technical table.

Assessment focus: insulation.

Students use stimulus material to answer a number of questions relating to temperature change in materials which are at different distances from a heat source.

Task: Select which stirrer would feel hottest and explain why, and in which container soup would cool fastest, and explain why. Assessment focus: heat conduction.

Use knowledge of insulation to answer questions about baked Alaska dessert, and how it compares to a chilly bin. Assessment focus: Interpreting diagrams, interpreting analogies, and using knowledge of insulation.

Task: Answer questions about a table comparing the energy usage and lifespan of different sorts of lights, and use this information to complete a second table to describe advantages and disadvantages of each. Assessment focus: reading a technical table.

Students answer a multi choice question and draw and explain their understandings about heat convection in a hot water cylinder. Assessment focus: Using science ideas to explain heat convection.

Students are given a partially completed table which details materials which are used as either conductors or insulators of heat. Students complete the table by indicating whether the materials conduct or insulate heat or give an example of its use.

Task: describe what would happen to four items of food when left in the sun. Assessment focus: change.