Heat · SHS3 Physics

Lesson notes

Learning Objectives

Indicator: 3.2.1.LI.1 - Explain linear, area and volume expansivities.

By the end of the lesson, learners can:

Define thermal expansion and distinguish between linear, area (superficial) and volume (cubical) expansivity.
Explain, using the particle model of matter, why solids expand least and gases expand most for the same temperature rise.
State the mathematical relationships for linear expansivity (α), area expansivity (β) and volume expansivity (γ), and identify the correct units for each.
Relate the three expansivities to one another using the approximate relationships β = 2α and γ = 3α for isotropic materials.
Explain practical observations of expansion in solids, liquids and gases using the concepts of expansivity covered in this lesson.

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Curriculum details

Strand: Energy (Strand 2)
Sub-strand: Heat (2.1)
Content standard: 3.2.1.CS.1 - Demonstrate knowledge and understanding of heat as agent of expansion of states of matter. 3.2.1.LO.1 Explain how expansion occurs in solids, liquids and gases.
Indicator: 3.2.1.LI.1 - Explain linear, area and volume expansivities.
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. 164

Exemplars (from the NaCCA curriculum)

Think pair share
- Show videos of the effect of heat on solid, liquid and gas.
- Let learners discuss thermal expansion in solids, liquids and gases.
Assessment (3.2.1.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
- Interactive virtual laboratory