One way to achieve this is to use a specially constructed element in also support place of the oven door, for example on a small furnace used for assessment outcome 6 enamelling. When the oven is operated they could then record the in the Maths for temperatures, and plot the temperature distribution through the engineers unit material under equilibrium conditions and relate it to the material properties. This could be repeated using a variety of different materials for insulation. Teacher presentation: use of heat pumps. This could be explained by using the example of a solar powered fridge for use in Africa (possible reference sources for this include ) for example, in a – simple form this could be two metal containers, one exterior and one interior, separated by moist rags; when the exterior surface becomes hot in the sun, the moisture evaporates and condenses on the outside of the interior pot. Industrial applications of heat pumps could be supported by reference to videos of industrial applications there are many examples on youtube. – Practical activity: learners work in to produce a model of a solar-powered (or externally heated) cooling system, recording the temperature internally and externally when it is heated. They could then identify and test improvements in the design (for example, different materials used to segregate the two pots, different quantities of liquid, different liquids etc. The task involves the 26 Transfer of Kinetic energy, Teacher presentation: Using the context of impact testing (to build on energy potential energy the testing of materials, covered earlier in this unit), explain the calculation and (AO5) and the difference between kinetic energy, potential energy and the measurement of conservation of conservation of energy, demonstrating worked examples of energy energy (5c) mathematical calculations for each. (Possible sources of reference include ) Speaking and Properties Physical properties listening skills used (1b) in the paired work of materials (AO1) and in the discussion
One way to achieve this is to use a specially constructed element in place of the oven door, for example on a small furnace used for enamelling. When the oven is operated they could then record the temperatures, and plot the temperature distribution through the material under equilibrium conditions and relate it to the material properties. This could be repeated using a variety of different materials for insulation. Teacher presentation: use of heat pumps. This could be explained by using the example of a solar powered fridge for use in Africa (possible reference sources for this include ) – for example, in a simple form this could be two metal containers, one exterior and one interior, separated by moist rags; when the exterior surface becomes hot in the sun, the moisture evaporates and condenses on the outside of the interior pot. Industrial applications of heat pumps could be supported by reference to videos of industrial applications – there are many examples on youtube. Practical activity: learners work in to produce a model of a solar-powered (or externally heated) cooling system, recording the temperature internally and externally when it is heated. They could then identify and test improvements in the design (for example, different materials used to segregate the two pots, different quantities of liquid, different liquids etc. also support assessment outcome 6 in the Maths for engineers unit 26 Transfer of energy (AO5) Properties of materials (AO1) Kinetic energy, potential energy and the conservation of energy (5c) Physical properties (1b) Teacher presentation: Using the context of impact testing (to build on the testing of materials, covered earlier in this unit), explain the difference between kinetic energy, potential energy and the conservation of energy, demonstrating worked examples of mathematical calculations for each. (Possible sources of reference include ) The task involves the calculation and measurement of energy Speaking and listening skills used in the paired work and in the discussion
AQA-TVQ01016-TVQ01017-TVQ01018-TVQ01019-SOW-MTS.DOCX