Topic: Thermal Properties and Temperature
2.2.1 Thermal Expansion of Solids, Liquids, and Gases
Lesson 1: Thermal Expansion
| Section | Details |
|---|---|
| Objective | – Describe the thermal expansion of solids, liquids, and gases at constant pressure. |
| Activities | – Starter (5 mins): Show a metal ball and ring experiment to introduce thermal expansion.- Main (25 mins): 1. Explain thermal expansion in solids, liquids, and gases. 2. Use particle diagrams to show the effect of heating on particle motion and spacing.- Plenary (10 mins): Students summarize why gases expand more than solids or liquids when heated. |
| Resources | Metal ball and ring, particle diagrams. |
| Time | 40 minutes |
| Homework | Write examples of thermal expansion in daily life. |
| Assessment | Class discussion on which state of matter expands the most and why. |
| Past Paper Practice | IGCSE Physics 0625/22/O/N/18 Q1(a). |
Lesson 2: Applications and Consequences of Thermal Expansion
| Section | Details |
|---|---|
| Objective | – Understand the applications and consequences of thermal expansion. |
| Activities | – Starter (5 mins): Ask students to brainstorm where expansion causes problems (e.g., bridges).- Main (25 mins): 1. Discuss examples such as bimetallic strips in thermostats, railway tracks, and hot air balloons. 2. Explain safety measures like expansion gaps.- Plenary (10 mins): Quick quiz: Why do glass bottles crack when exposed to rapid heating? |
| Resources | Images of expansion joints, bimetallic strips. |
| Time | 40 minutes |
| Homework | Research one application of thermal expansion and prepare a short report. |
| Assessment | Students present examples of thermal expansion in daily life. |
| Past Paper Practice | IGCSE Physics 0625/12/M/J/19 Q3(a). |
2.2.2 Specific Heat Capacity
Lesson 3: Understanding Internal Energy and Temperature
| Section | Details |
|---|---|
| Objective | – Understand how temperature affects internal energy and particle motion. |
| Activities | – Starter (5 mins): Ask students what happens to a hot cup of tea over time.- Main (25 mins): 1. Explain how temperature increases the internal energy of a substance. 2. Relate this to the average kinetic energy of particles.- Plenary (10 mins): Students explain why ice requires energy to melt even though temperature doesn’t change. |
| Resources | Particle motion diagrams, whiteboard. |
| Time | 40 minutes |
| Homework | Write a paragraph on how heating increases particle motion. |
| Assessment | Class participation and ability to explain internal energy. |
| Past Paper Practice | IGCSE Physics 0625/41/O/N/20 Q4(a). |
Lesson 4: Measuring Specific Heat Capacity
| Section | Details |
|---|---|
| Objective | – Define and calculate specific heat capacity and describe experiments to measure it. |
| Activities | – Starter (5 mins): Introduce the equation c=ΔEmΔθc = \frac{\Delta E}{m \Delta \theta}.- Main (25 mins): 1. Explain the concept of specific heat capacity with examples. 2. Demonstrate an experiment to measure specific heat capacity of water or a metal block.- Plenary (10 mins): Students solve practice problems using the specific heat capacity formula. |
| Resources | Metal block, heater, thermometer, stopwatch, data tables. |
| Time | 40 minutes |
| Homework | Solve specific heat capacity problems from worksheets. |
| Assessment | Students calculate specific heat capacity during the activity. |
| Past Paper Practice | IGCSE Physics 0625/32/O/N/18 Q3(b). |
2.2.3 Melting, Boiling, and Evaporation
Lesson 5: Melting and Boiling
| Section | Details |
|---|---|
| Objective | – Describe melting and boiling in terms of energy input without temperature change. |
| Activities | – Starter (5 mins): Show a beaker of water heating on a stove and ask what happens during boiling.- Main (25 mins): 1. Explain why energy is needed for state changes. 2. Relate to particle motion and energy input.- Plenary (10 mins): Students summarize why temperature remains constant during melting and boiling. |
| Resources | Beaker, heater, thermometer. |
| Time | 40 minutes |
| Homework | Write an explanation of why ice melts at constant temperature. |
| Assessment | Students describe energy changes during state transitions. |
| Past Paper Practice | IGCSE Physics 0625/22/M/J/20 Q6(a). |
Lesson 6: Evaporation and Cooling
| Section | Details |
|---|---|
| Objective | – Explain evaporation and its effects on cooling. |
| Activities | – Starter (5 mins): Ask students why sweating cools the body.- Main (25 mins): 1. Describe evaporation as escape of high-energy particles. 2. Explain factors affecting evaporation (temperature, surface area, air movement).- Plenary (10 mins): Students summarize why evaporation causes cooling. |
| Resources | Water, fan, beaker. |
| Time | 40 minutes |
| Homework | List three real-life examples of evaporation causing cooling. |
| Assessment | Class participation in describing evaporation. |
| Past Paper Practice | IGCSE Physics 0625/31/M/J/19 Q3(b). |
Key Notes for Teachers:
- Use experiments and demonstrations to engage students in concepts like expansion and evaporation.
- Relate lessons to real-life applications to improve understanding.
- Emphasize problem-solving for specific heat capacity calculations.
Key Notes for Students:
- Energy is absorbed during melting and boiling without temperature change.
- Evaporation depends on temperature, surface area, and air movement.
- Use the specific heat capacity formula to solve energy-related problems accurately.
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