Developing explanations using to the increase in ideas and models: temperature and subsequent change in thermal energy, increase in thermal energy Give students an opportunity to in joules, J ΔE, create their own models to explain stored. mass, m, in kilograms, kg what is happening when a solid is In measuring specific heat heated. This can be in the form of a specific heat capacity, c, in capacity students will have to diagram, a 2D or 3D model as they joules per kilogram per measure energy or work see fit. degree Celsius, J/kg°C done, this could be decrease Calculate: temperature change, in in the g.p.e. store, electrical Δθ, degrees Celsius, °C work (VIt) and the change in Carry out calculations involving thermal energy. This may be specific heat capacity. Students The specific heat capacity should also be able to rearrange the better completed after of a substance is the equation to find any unknown in the amount of energy required section 6.2.4 when all of the equation. to the temperature of preliminary work has been one kilogram of the completed. Presenting and writing arguments: substance by one degree Working critically with Celsius. Evaluate the use of concrete in primary and secondary storage heaters: evidence: How much energy is stored Why is concrete used? in a crisp? Do some What are the problems research to find out the associated with the use of published figures and then concrete? investigate. Why aren’t other materials with Working scientifically: a higher or lower specific heat Research different capacity used? methods for measuring specific heat capacity. Design safe practical procedures that allow data to be collected.
change in thermal energy, ΔE, in joules, J mass, m, in kilograms, kg specific heat capacity, c, in joules per kilogram per degree Celsius, J/kg°C temperature change, Δθ, in degrees Celsius, °C The specific heat capacity of a substance is the amount of energy required to the temperature of one kilogram of the substance by one degree Celsius. Developing explanations using ideas and models: Give students an opportunity to create their own models to explain what is happening when a solid is heated. This can be in the form of a diagram, a 2D or 3D model as they see fit. Calculate: Carry out calculations involving specific heat capacity. Students should also be able to rearrange the equation to find any unknown in the equation. Presenting and writing arguments: Evaluate the use of concrete in storage heaters: Why is concrete used? What are the problems associated with the use of concrete? Why aren’t other materials with a higher or lower specific heat capacity used? to the increase in temperature and subsequent increase in thermal energy stored. In measuring specific heat capacity students will have to measure energy or work done, this could be decrease in the g.p.e. store, electrical work (VIt) and the change in thermal energy. This may be better completed after section 6.2.4 when all of the preliminary work has been completed. Working critically with primary and secondary evidence: How much energy is stored in a crisp? Do some research to find out the published figures and then investigate. Working scientifically: Research different methods for measuring specific heat capacity. Design safe practical procedures that allow data to be collected.