Heat · SHS2 Physics

Lesson notes

Learning Objectives

Indicator: 2.2.1.LI.1 - Explain specific heat capacity and classify substances into good and bad conductors of heat.

By the end of the lesson, learners can:

Define heat capacity and specific heat capacity in their own words, distinguishing between the two terms.
Use the relationship Q = mcΔθ to explain why different substances heated for the same time experience different temperature rises.
Classify common substances (metals, water, wood, air, plastics) as good or bad conductors of heat based on their thermal properties.
Explain, using the concept of specific heat capacity, why water heats up slowly and cools down slowly compared to metals.
Design a simple experiment to compare the specific heat capacities of two different materials using available laboratory resources.

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Curriculum details

Strand: Energy (Strand 2)
Sub-strand: Heat (2.1)
Content standard: 2.2.1.CS.1 - Demonstrate knowledge and understanding of heat transfer from substances and recognise its importance in the choice of materials as good or bad conductors 2.2.1.LO.1 Design experiments with available resources in the laboratory to determine the specific heat capacities of liquids and solids and also to determine latent heat of fusion of a liquid.
Indicator: 2.2.1.LI.1 - Explain specific heat capacity and classify substances into good and bad conductors of heat.
Suggested placement: Semester 1, Week 13 (Week 13 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Curriculum reference: NaCCA curriculum document, p. 108

Exemplars (from the NaCCA curriculum)

Talk for learning: Using the internet/reference books let learners research to find the meaning of the following terms: heat capacity, specific heat capacity, latent heat of fusion and latent heat of vaporisation.
Exemplars
- Let learners watch videos and record their observations or heat different substances for a given period of time and record the temperature rise.
- Let learners brainstorm for them to come with reasons behind the differences in temperature rise although the substances were heated over the same time period.
- Let learners identify the good conductors from bad conductors.
Encourage self-awareness and personal growth by fostering an environment where learners feel comfortable sharing their reflections and experiences.
Assessment (2.2.1.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 3 Strategic reasoning.
Teaching and Learning Resources:
- Audio-visuals
- Internet
- Projectors
- YouTube
- Virtual Lab Calorimeter apparatus
- Benson burner/heater
- Thermometer
- Masses (different metals)