Optional: 2 mulitmeters Digital National grid interactive CP3d Keeping P1.36 Explain ways of reducing Students test the effectiveness Wrap a piece of paper Show students some warm unwanted energy transfer of different types of insulation. around the junction images of energy-efficient including through … thermal between the wood and houses, and ask them to insulation metal in a wood and explain what it means to Water in beakers with insulation metal bar. Gently play refer to a house as will cool down more slowly than P1.37 Describe the effects of the a Bunsen burner flame 'energy-efficient'. Ask for in the control beaker. The rate thickness and thermal on the paper. Students suggestions as to what of cooling will depend on the conductivity of the walls of a should be able to see features of the house type and thickness of insulation building on its rate of that the paper that is help with this and why, used. cooling qualitatively over the wood begins eliciting ideas about to scorch; the paper various insulation Equipment: kettle, 3 250 cm3 over the metal does methods (e.g. double beakers, lids for beakers (discs not. Elicit reasons for glazing, loft insulation, of card with a hole for the this (the metal bar cavity walls, etc). thermometer), 3 thermometers, conducts the energy stopclock, selection of insulating throughout the bar, so materials (e.g. bubble wrap, does not get as hot fleece, various types of cloth, where the Bunsen paper towels), sticky tape. flame is heating it). Ask Optional: temperature sensors them to describe the and data logging equipment. wood and the metal in terms of their thermal conductivities.
Optional: 2 mulitmeters Digital National grid interactive CP3d Keeping warm P1.36 P1.37 Explain ways of reducing unwanted energy transfer including through … thermal insulation Describe the effects of the thickness and thermal conductivity of the walls of a building on its rate of cooling qualitatively Show students some images of energy-efficient houses, and ask them to explain what it means to refer to a house as 'energy-efficient'. Ask for suggestions as to what features of the house help with this and why, eliciting ideas about various insulation methods (e.g. double glazing, loft insulation, cavity walls, etc). Students test the effectiveness of different types of insulation. Water in beakers with insulation will cool down more slowly than in the control beaker. The rate of cooling will depend on the type and thickness of insulation used. Equipment: kettle, 3 250 cm3 beakers, lids for beakers (discs of card with a hole for the thermometer), 3 thermometers, stopclock, selection of insulating materials (e.g. bubble wrap, fleece, various types of cloth, paper towels), sticky tape. Optional: temperature sensors and data logging equipment. Wrap a piece of paper around the junction between the wood and metal in a wood and metal bar. Gently play a Bunsen burner flame on the paper. Students should be able to see that the paper that is over the wood begins to scorch; the paper over the metal does not. Elicit reasons for this (the metal bar conducts the energy throughout the bar, so does not get as hot where the Bunsen flame is heating it). Ask them to describe the wood and the metal in terms of their thermal conductivities.
GCSE-9-1-Science-Term-2-detailed-planning-document.docx