Teaching Unit Topic 1.

0 Purpose : Heat : The purpose of this topic is to give comprehend about the concept and principle that related with the heat energy and application in real life. The important to learn this topic is to give awareness about various heat application in daily life.

2.0

Students Prior Knowledge Students had already learn that : Heat is a form of energy The uses of heat Can differentiate between heat and temperature Heat flow and its effects Heat causes solid, liquid and gaseous to expand and contract The applications of the principle of expansion and contraction of matter To appreciate the benefits of heat flow ar!, dull surface absorb and give out heat better than shiny surfaces Lesson Plan 1 (Thermal E uili!rium" 2.1.1 Student Prior Knowledge Student already learn that : That heat is a form of energy The meaning of temperature ifferentiate between heat and temperature 2.1.2 #a$s To Elicit Students %deas "redict#$bserve#%xplain Teacher show a bottle of hot mil!. Student will predict what will happen when a bottle of hot mil! is placed into a basin containing cold water.

2.1

&

2.1.& Potentiall$ di''icult main ideas or o!(ecti)es Temperature is the measure of the degree Heat is a measure of the amount of energy transferred from one body to another because of the temperature difference between those bodies Thermal equilibrium occurs when ob'ects will approach the same temperature and in absence of loss to other ob'ects, they will then maintain a constant temperature

2.2 Lesson Plan 2 (Latent *eat" 2.2.1 Student Prior Knowledge Student "rior (nowledge : Heat flow and it)s effect %ffect of heat on matter 2.2.2 #a$s To Elicit Students %deas *hole class question and answer session Teacher shows a picture of ice cubes in a glass. +ext, teacher shows a picture of a boiling !ettle.

Students will give their ideas about heat transfer, temperature and change %ce cu!es of phase.

+oiling water

Teacher shows a concept cartoon at the beginning of the class as below :

2.2.& Potentiall$ di''icult main ideas or o!(ecti)es uring change of phase, the temperature remains constant even though there is transfer of heat. .atent Heat / Heat absorbed or the released at constant temperature during a change of phase. Specific latent heat / the amount of heat required to change the phase of &!g of the substance at a constant temperature.

2.&

Possi!le ,isconception &. 0ce cannot change temperature ,. *hen the temperature of a boiling substance remains constant, something is 1wrong.2 -. The bubbles in boiling water contain 1air,2 $xygen,2 or 1nothing,2 rather than water vapor. 3. 4ll liquids boil at &556C 7,&,689 and free:e at 56 C 7-,689. ;. Heat is a substance. <. Heat is not energy. =. Temperature is a property of a particular material or ob'ect 7metal is naturally colder than plastic9. >. The temperature of an ob'ect depends on its si:e. ?. Heat and cold are different, rather than being opposite ends of continuum. &5. @oiling is the maximum temperature a substance can reach. &&. $b'ects of different temperatures which are in constant contact with each other, or in contact with air at a different temperature, do not necessarily move toward the same temperature. &,. Heat only travels upward.

&-. Heat rises. &3. The !inetic theory does really explain heat transfer. 70t is recited, but not believed.9 &;. $b'ects which readily become ware 7conductors of heat9 do not readily become cold. &<. 4ll solids expand at the same rate.

&.0 &.1

-nal$sis .' /ontent Knowledge List .' Term -nd -cti)ities .ist of terms Thermal equilibrium .iquid#in#glass thermometer 4ctivities &. Teacher shows a picture of a bottle of hot coffee that is being put into a basin of cold water. Students will give their ideas and predictions about heat transfer and how they finally reach to thermal equilibrium. ,. Students do experiment. -. Teacher as!s student to discuss thermal equilibrium in liquid#in#glass thermometer in groups. &. Aa!e a prediction on the situation given to get an idea about the change of phase and the term of latent heat. ,. o experiment to determine the specific latent heat of fusion and vapori:ation. -. Aa!e comparison from the result of an experiment. 3. Belated specific heat capacity with situation in real life# things and phenomenon.

.esson "lan &

Specific .atent Heat

&.2 &.2.1

,ain %dea %n -ge0-ppropriate Language Lesson Plan 1

&. Heat # Heat is a form of energy. Heat flows from hotter to colder ob'ects. ,. Temperature # Temperature is a measure of degree of hotness of an ob'ect. # Temperature is not a measure of the quantity of heat in a substance. # Hot substances have high temperature. Cold substance have low temperature. -. Thermal %quilibrium # There is no net flow of heat between two ob'ects that are in thermal equilibrium. # Two ob'ects in thermal equilibrium have the same temperature. 3. .iquid#in#gas Thermometer # The liquid in the thermometer should be seen easily. # The liquid should expand and contract rapidly over a wide range of temperature. # The liquid should not stic! to the glass walls of the capillary tube.

&.2.2

Lesson Plan 2

&. Change of phase # 8our main changes of phase are melting, boiling, solidification and condensation. # Heat is absorbed during heating # Heat is release during cooling ,. .atent Heat # Heat absorbed or the heat release a constant temperature during a change of phase.

&.&

1elated 2real0world o!(ects3 s$stem or e)ent &.&.1 Lesson Plan 1

@oiling water

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 0ce Thermometer &.&.2 Lesson Plan 2

Hot water 0ce Thermometer

&.4 /oncept ,ap

*E-T
5as Laws

Thermal E uili!rium

Speci'ic *eat /apacit$

Speci'ic Latent *eat

F constant during "ressure .aw Change of state T constant

concept of during Temperature Heating and cooling measured by formula Thermometer

" constant Charles) law

@oyle)s law

low temperature

4bsolute :ero C D mcE 8usion formula Faporisation S0 (elvin scale C D ml >

&.6 &.6.1

Student Per'ormance .!(ecti)e Lesson Plan 1 4t the end of the lesson, student are able to i. explain thermal equilibrium ii. explain how liquid in glass thermometer wor!s

&.6.2

Lesson Plan2 4t the end of the lesson, students are able to i. state that transfer of heat during a change of phase does not cause a change in temperature. ii. define specific latent heat 7 l 9

&.7 &.7.1

/entral 5uiding 8uestion Lesson 1 i. what is the difference between heat and temperature G ii. what are the properties of the two ob'ect in thermal equilibriumG

&.7.2

Lesson 2 i. what is latent heatG ii. what happens to temperature during the change of phaseG

4.0 4.1 4.1.1

%nstructional and -ssesment plan Lesson Plan 1 Student Per'ormance .!(ecti)e 4t the end of the lesson, student are able to i. explain thermal equilibrium ii. explain how liquid in glass thermometer wor!s

4.1.2

,aterial and e uipment i. power point ii. cartoon

4.1.&

Student per'ormance tas9 i. group wor! ii. discussion iii. experiment

4.1.4

E)aluati)e tools 'or per'ormance assessment i. presentation ii. oral question

4.2 4.2.1

Lesson Plan2 Student Per'ormance .!(ecti)e

4t the end of the lesson, students are able to i. state that transfer of heat during a change of phase does not cause a change in temperature. ii. define specific latent heat 7 l 9 4.2.2 ,aterial -nd E uipment i. power point ii. thermometer iii. ice iv. hot water 4.2.& Student per'ormance tas9 i. group wor! ii. discussion 4.2.4 E)aluati)e tools 'or per'ormance assessment i. qui:#complete blan! concept map

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4.6

Time Line #ee9 Time Sub unit 1 1 2 & 1 2 2 & 1 & 2 & 1 4 2 &

3.& Hnderstanding thermal equilibrium 3., Hnderstanding specific heat capacity 3.- Hnderstanding specific latent heat 3.3 Hnderstanding the gas law

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Title .earning area ate

: Heat : Hnderstanding thermal equilibrium : &3 4ugust ,55< &,

Time I "eriod 8orm "rior !nowledge

: >.,5 a.m / ?.35 a.m 7>5 minutes9 I , periods : 3 0bnu Sinar 7-5 students9 : Student had already learned about 0. Heat is a form of energy 00. Heat flow and its effect : %xpose students to thermal equilibrium : 4t the end of the lesson, student should be able i. To explain thermal equilibrium ii. %xplain how a liquid / in / glass thermometer wor!s : &. Thermal equilibrium ,. Heat transfer : Thermometer, hot water, basin, cup, handouts, power point : $bserving, predicting, inferring, communicating, comparing : Belating, generating ideas, ma!ing conclusion : Can use a handle science apparatus correctly : &. @e cooperative ,. @eing confident and independent -. Curiosity towards the environment

"urpose .earning outcomes

Aa'or Concepts Aaterial Scientific S!ills Thin!ing S!ills Aanipulative S!ills Scientific 4ttitudes and +oble Falues

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Content

Teaching and learning activities Teacher)s activities Student)s activities Teacher shows a cartoon about heat and temperature. Teacher will as! students questions regarding heat and temperature. &. *hat do you understand about heatG %xplain. ,. *hat do u understand about temperatureG %xplain. Students will give their ideas about &. Heat ,. Temperature -. ifference between heat and temperature. Student will be call to write on the board the difference between heat and temperature.

StrategyImethodsI S!illsIToolsI+oble value Tools : "ower point with concept cartoon Strateg$ : Teacher and students centered. ,ethod : Cuestioning Thin9ing S9ills : Jenerating ideas Scienti'ic S9ills : Communicating and comparing ;o!le <alues : Curiosity toward the environment

%licit students) ideas about &. heat ,. temperature Heat is a form of energy. Heat flows from hotter to colder ob'ects. Hnit for heat is 'oules. $ther unit is calories. Temperature is a measure of the degree of hotness of an ob'ect. Hnit for temperature can be Celsius 76C9, 8ahrenheit 7689 or (elvin 7(9 Bestructuring of ideas &. *hen two ob'ects are in thermal contact with each

%licitation of ideas 7; minutes9

Teacher will as! students to Student will predict and predict what happen if a bottle of write down what will

Teaching -ids : &. Thermometer

&3

7;5 minutes9

other, energy is transferred between ob'ect. ,. %nergy is transferred at a faster from the hotter ob'ect to the colder ob'ect.

a hot mil! is being placed into a basin of water. &. *hat do you thin! will happen when a bottle of hot mil! is placed into a basin of waterG ,. *rite down your predictions and explain your prediction to the class. Teacher will as! students to do an experiment in groups. 74ppendix &9 &. "lace a bea!er of hot water into a basin of cold tap water. ,. @efore place the bea!er into a basin, ta!e the temperature of the hot water and the cold water. -. Then, ta!e the temperature of the hot water and the tap water. 3. *hat can you say about this situationG *hy it happensG ;. *hat happens to boats temperature after some timeG <. *hat can you say about thisG =. Compare your experiment results with what you have

happen to the situation.

Students will explain their predictions.

,. @ea!er -. @asin 3. Hot water ;. Tap water <. Handouts =. "ower point Strateg$ : Teacher and students centered.

8aster rate of energy transfer

Students will perform an activity in groups.

Hot ob'ect

Cold ob'ect

,ethod : Cuestioning, experiment. Thin9ing S9ills : Jenerating ideas Scienti'ic S9ills : "redicting, observing, inferring, communicating and comparing ,anipulati)e S9ills : Can use and handle science apparatus correctly.

Slower rate of energy transfer

-. There is net flow of energy from the hotter ob'ect to the colder ob'ect.
+et flow of energy from the hot ob'ect to the cool ob'ect

Students will be as! to compare the results from

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predicted 'ust now. *hat is the differences between your prediction and the experimentG 3. The net amount of energy transferred is !nown as heat transfer. ;. Hotter ob'ects cools down while colder ob'ect warms up. <. 4fter some time, energy is transferred at the same rate between the two ob'ects. %nergy transfer at the same rate

their activities and their prediction. They will relate ;o!le <alues : it with thermal Curiosity toward equilibrium. the environment

=. There is no net heat transfer between the ob'ects.

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+o net heat transfer

>. The two ob'ects are said to be in thermal equilibrium.

Thermal equilibrium principle: &. There is no net flow of heat between two ob'ects that are in thermal equilibrium. ,. Two ob'ects in thermal equilibrium have the same temperature. 4pplication of ideas. 7,5 minutes9 .iquid#in#glass thermometer Teacher will as! students to wor! in groups and give them handouts about liquid#in#glass thermometer. 74ppendix ,9 &. iscuss thermal equilibrium in liquid#in#glass thermometer. ,. *hat is the temperature of pure melting iceG -. *hat is the temperature of steamG Students do their discussion in groups. Tools : "ower point Strateg$ : Teacher and students centered. Students from each group will be selected to present their answers. ,ethod : Cuestioning Thin9ing S9ills : Belating ideas Scienti'ic S9ills :

The liquid used in a liquid# in#glass thermometer should @e easily seen %xpand and contract rapidly over wide range of temperature. +ot stic! to the glass walls of the

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capillary tube.

Communicating ;o!le <alues : @e cooperative, curiosity toward the environment

Beflection 7; minutes9

Beflecting lesson about thermal equilibrium.

Teacher will as! students to draw conclusions about thermal equilibrium. &. *hat we have learn todayG Teacher as!s students to answer questions number & until ; from page &?5 from their text boo! as homewor!. Teacher as! students to read about specific heat for the next class.

Students will b selected to present their conclusion.

Thin9ing S9ills : Aa!ing conclusion Strateg$ : Teacher and students centered. ,ethod : Cuestioning Scienti'ic S9ills : Communicating ;o!le <alues : @eing confident and independent.

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-PPE;=%> 1 -cti)it$ 1 ,ethods : &. Ta!e the temperature of hot water in the cup, T&H and temperature of tap water in the basin T&C. Becord your observations in the table below. ,. "lace the cup with hot water into the basin and leave for a minute. -. Then, ta!e the second temperature of the water in the cup and basin. Becord your observations. 3. 4fter some time, ta!e the temperature of water in the cup and basin again. Becord your observations. ;. *hat can you conclude from this activityG

1esults :

Temperature of water in the bea!er TH T& T, T-

Temperature of water in the basin TC

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-PPE;=%> 2 -cti)it$ 2 &. iscuss thermal equilibrium in liquid#in#glass thermometer.

,. *hat is the temperature of pure melting iceG -. *hat is the temperature of steamG

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,,

Title .earning area ate Time I "eriod 8orm "rior !nowledge

: Heat : Hnderstanding Specific .atent Heat : ,& 4ugust ,55< : >.,5 a.m / ?.55 a.m 735 minutes9 I & period : 3 0bnu Sinar 7-5 students9 : Student had already learned about 0. Heat flow and its effect 00. %ffect of heat on matter : %xpose students to change of phase : 4t the end of the lesson, student should be able 0. To state that transfer of heat during a change of phase does not cause a change in temperature. 00. efine specific latent heat 7 l 9 : &. Specific latent heat ,. Change of phase : 0ce, *ater, thermometer, handouts, power point : Communicating, comparing : Belating, ma!ing conclusion : Can use a handle science apparatus correctly : &. Thin!ing rationally ,. Curiosity towards the environment

"urpose .earning outcomes

Aa'or Concepts Aaterial Scientific S!ills Thin!ing S!ills Aanipulative S!ills Scientific 4ttitudes and +oble Falues

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"haseITime

Content

Teaching and learning activities Teacher)s activities Student)s activities Teacher shows picture of ice in a glass. Teacher will as! students questions regarding change of phase. &. *hat will happen after SometimesG ,. *hyG %xplain. Teacher shows a picture of a !ettle with boiling water. Teacher will as! students questions regarding change of phase. -. *hat do you see stem coming out from the hot !ettleG 3. *hyG %xplain. ;. *hat are the main four changes of phaseG Students will give their ideas about &. Heat transfer ,. Temperature -. Change of phase

StrategyImethodsI S!illsIToolsI+oble value Tools : "ower point Strateg$ : Teacher and students centered. ,ethod : Cuestioning Thin9ing S9ills : Jenerating ideas Scienti'ic S9ills : Communicating and comparing ;o!le <alues : Thin!ing rationally, Curiosity toward the environment

%licit students) ideas about &. Heat and transfer ,. Temperature -. Change of phase %licitation of ideas 7; minutes9 Change of phase form &. Solid to liquid ,. .iquid to vapor

Bestructuring of ideas 7,5 minutes9

8our changes of phase: &. Aelting ,. @oiling -. Condensation 3. Solidification

Teacher as!s students to do activity in groups for &5 minutes to see whether there is change in temperature during change of phases. ,3

Students will carry out the activities. Students from groups & and , will record the temperature of ice as it

Tools : 0ce, *ater, Thermometer Strateg$ : Students centered.

Characteristics of four process in change of phase: 4 substance undergoes a change of phase at a particular temperature. Heat energy is transferred during change of phase. uring change of phase, the temperature remains constant even though there is transfer of heat. Heat absorbed or the heat released at constant temperature during a change of phase is !nown as latent heat.

Jroup & and , will be given ice and thermometer and record the temperature for a few minutes. 74ppendix &9 Jroup - and 3 will have to boil ,;5ml of water and record the temperature for a few minutes. 74ppendix ,9 Teacher as!s students from each group to present their results. Teacher as!s questions about the change of phase. &. 0s there a rise in temperature when ice melt to liquidG ,. *hat can you conclude from this resultG -. 0s there a rise in temperature before and after water becomes steamG*hyG 3. *hat can you conclude from this resultG ;. 0f water is cools and free:e to ice, what is the change phase that occursG <. How do we relate it whit heat transferG =. 0f steam condenses to liquid, what is the change of phase that ta!e placeG >. *hat is given out by the steam as it condensesG ,;

melts to become liquid.

,ethod : Cuestioning

Students in group - and 3 will record the temperature Thin9ing S9ills : of boiling water until it Belating, Aa!ing becomes steam. conclusions Students present their result to the class. Scienti'ic S9ills : Communicating and Comparing ;o!le <alues : Thin!ing rationally, Curiosity toward the environment

Teacher relates heat absorbed or released at constant temperature during a change of phase with latent heat. 4pplication a9 Heating curve for melting of ideas temperature 7&, minutes9 Teachers as!s students to draw the graph and explain. &. Heating curve for melting and boiling. ,. Cooling curve for solidification and condensation. Students give explanation about heating curve and cooling curve. Tools : "ower point Strateg$ : Students centered. ,ethod : Cuestioning Thin9ing S9ills : Belating ideas Scienti'ic S9ills : Communicating and comparing ;o!le <alues : Curiosity toward the environment Teacher as!s students questions on the graph drawn &. 8rom your heating and cooling graphs, which part of the graph shows latent heat of fusion and latent heat of vapori:ationG

Aelting "oints 4

time b9 Heating curve for boiling temperature @oiling "oint

time time

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c9 Cooling curve for solidification temperature

Teacher relates the graph with specific latent heat.

8ree:ing " "oint

time d9 Cooling curve for condensation temperature

" @oiling point

time

Specific latent heat is the ,=

amount of heat required to change the phase of a substance at a constant temperature. Beflection 7- minutes9 Beflecting lesson about change of phase and latent heat. Teacher describes blan! concept map to the students. 74ppendix -9 Teacher as!s students to complete the concept map about change of phase and specific latent heat. Teacher as!s students to find out how specific latent heat relates with today world)s phenomena for the next class. Students complete the Tools : concept map given to them Aah'ong paper as conclusion for the lesson. Thin9ing S9ills : Belating ideas, Aa!ing conclusion Scienti'ic S9ills : Communicating and comparing ;o!le <alues : Thin!ing rationally, Curiosity toward the environment

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-PPE;=%> 1 Aeasure the temperature of ice -pparatus

1esults :

Time 7s9 t& t, tt3 t;

Temperature of ice 76C9

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-PPE;=%> 2 Aeasure the temperature of boiling ,;5ml of water -pparatus

1esults :

Time 7s9 t& t, tt3 t;

Temperature of boiling ,;5ml of water 76C9

-5

-PPE;=%> &

*E-T

Thermal E uili!rium

Speci'ic *eat /apacit$

Speci'ic Latent *eat

F constant during

5as Laws

concept of during

" constant

T constant

measured by formula

low temperature

formula

S0

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TEST -;-L?S%S 51%=@T-+LE Unit : *E-T Section /ontent Thermal e uili!rium Speci'ic heat capacit$ Speci'ic latent heat 5as law Total (A" 1 1 1C & 2 1B 2 & 20 1 1 1 1D 1 2 1 1 20 100A 2 10A 6 26A 6 & 4 20A 1 6A 26A 16A (LELow3 ,E,edium3 *E*igh" 16 11 1& 17 12 14 B C 7 D 10 Knowledge L , * & /omprehension L , * 1 2 Le)el o' S9ills -pplication -nal$sis L , * L , * 4 Total S$nthesis L , * 6 E)aluation L , * 100A 6 20A 6 20A 7 &0A 4 20A

-,

Ph$sic Test +ame : KKKKKKKKKKKKKKKKKK 8orm : KKKKKK.. Time : & Hour This paper consists of two sections. Section 4 consists of ,; ob'ectives questions. 4nswer all questions. Hnderline the correct answer on the question paper. Section @ consists of two structured questions. *rite down your answer on the space provided. SE/T%.; Choose the +EST answer. &. The figure shows two metal bloc!s. ate : KKK.............

*hich of the following statements is falseG 4 @ C " and C are in thermal contact " and C are in thermal equilibrium %nergy is transferred from " and C %nergy is transferred from C and "
TSTS : Companing and Contrasting

,.

The figure shows a mercury thermometer.

The reading of the thermometer is

--

4 @ C %

,5.5L C --.-L C 35.5L C <5.5L C <<.=L C

TSTS : %valuating

-. The graph shows the length of the mercury column of a mercury thermometer at three different temperatures.

The value of E is 4 @ C % -5.5L C -=.;L C 35.5L C <,.;L C >5.5L C

TSTS : %valuating

3. *hich of the following properties of liquid used in liquid#in#glass thermometers is essentialG 4 @ C $paque oes not stic! to glass %xpands when temperature increase High boiling point
TSTS : etecting bias

;. The table shows the free:ing and boiling point of four liquids ", C, B and S. Li uid " C B S FreeGing point @ H / #&&; #35 #-? #&5 +oiling point @ H / => <5 -;= &&5

-3

*hich liquid ", C, B or S is most suitable to be used as the liquid in a liquid#in#glass thermometer that measures temperatures from #35L C to <5L CG 4 @ C " C B S
TSTS : Belating

<. Aore heat energy is required to raise the temperature by &L C for & !g of copper than for & !g of iron. This observation is due to the difference in 4 @ C melting point density specific heat capacity specific latent heat

TSTS : 4nalysing

=.

The table shows the data of two metal bloc!s " and C when being heated. +loc9 " C ,ass @ 9g , *eat supplied @I ;355 -<55 %ncrease in temperature @ H / ,

*hich statement about " and C is correctG 4 @ C The heat capacity of " is equal to the heat capacity of C. The specific heat capacity of " is less than the specific heat capacity of C. " and C are made of the same material.

TSTS : Aa!ing interences

>. 4n aluminium can of mass ,5 g contains water at ,;L C. 0ts temperature drops to 3L C after it is put in a refrigerator. *hat is the amount of heat that has been removed from the aluminium canG MSpecific heat capacity of aluminium D ?55 N !g#&L C#&O 4 @ C % =, N -=> N 3;5 N -<55 N -=> 555 N

TSTS : %valuating

-;

?. The figure shows two liquids H and ( being heated by immersion heaters with the same power rating.

The following table shows the data of the heating of the two liquids. Li uid H ( ,ass @ g 355 355 Speci'ic heat capacit$ @ I 9g01H /01 3,55 -;55 *eating time @ min ; ;

*hich of the following statements is correctG 4 @ C The temperature increase for H is equal to the temperature increase for ( because they have equal mass. The temperature increase for H is equal to the temperature increase for ( because the heating time is the same. The temperature increase for H is less than the temperature increase for ( because H has a larger specific heat capacity. The temperature increase for H is greater than the temperature increase for ( because H has a larger specific heat capacity.
TSTS : Aa!ing interences

&5. The figure shows hot water being poured into a glass.

TSTS : %valuating

Hsing the information given, calculate the equilibrium temperature M+eglect the heat lost to the surroundingsP 4 @ <5L C =5L C

-<

C %

=;L C >5L C >;L C

TSTS : %valuating

&&. The following table shows the information of three ob'ects Q, R and S that are heated at the same rate. .!(ect Q R S ,ass @ g -55 -55 -55 Speci'ic heat capacit$ @ I 9g01H /01 -=5 ?55 3>5 %nitial temperature @ H/ ,< ,< ,<

*hich group of temperature#time graph is correct for the three ob'ectsG

TSTS : Synthesising

&,. *hich of the following is not a characteristic of water that ma!es it widely used as a cooling agentG 4 @ C *ater is readily available. *ater does not react with many other substances. *ater has a large specific heat capacity. *ater has a large density.

TSTS : etecting bias

&-. The figure shows a clay pot with the water inside it is still boiling even though the pot has been removed from the stove.

*hich statement correctly explains the observation aboveG

-=

4 @ C

The temperature of the outer wall of the clay pot is higher than the temperature of the water. *ater has a large specific heat capacity. Clay can give out a lot of heat. *ater has a low boiling point.

TSTS : etecting bias

&3. The figure shows a sea bree:e.

*hich of the following statements is a correct explanation for the formation of the sea bree:eG 4 @ C The specific heat capacity of the sea is greater than the specific heat capacity of the land. Sea water is a better conductor of heat than the land. The density of sea water is greater than the density of the land. Sea bree:e blows during the night. TSTS : etecting bias

&;. The figure shows a cup of melting ice.

*hich of the following statements is 'alseG 4 @ C The temperature of the ice is constant. The mass of water in the cup is increasing. Heat is lost slowly to the surroundings. The ice and water in the cup are in thermal equilibrium.

TSTS : Belating

&<. *hich of the following processes involve the absorption of latent heatG 4 @oiling and condensation @ Aelting and boiling

->

C @oiling and solidification Solidification and condensation

TSTS : Belating

&=. 4 mass of water is cooled down in the free:er compartment of a refrigerator until it becomes ice. *hich of the following statements about the change in volume, density and mass is correctG <olume 0ncreases ecreases ecreases 0ncreases =ensit$ ecreases 0ncreases Constant ecreases ,ass 0ncreases Constant 0ncreases Constant
TSTS : 4nalysing

4 @ C

&>. 4 small !ettle contains &.; !g of water at -5L C. C& of heat energy was supplied to the water to increase its temperature to its boiling point of &55L C and C, of heat energy was required change all the water into steam at the same temperature. Calculate the values of C& and C,. MSpecific heat capacity of water, c D 3., x &5- N !g#&L C#&T Specific latent heat of vapori:ation of water, l D ,.,< x &5< N !g#&O 81 4 @ C &.>? x &5 N &.>? x &5; N 3.3& x &5; N 3.3& x &5; N
;

82 -.-? x &5< N ,.,< x &5> N -.-? x &5< N ,.,< x &5> N

TSTS : %valuating

&?. *hen water is boiling, the temperature remains constant although heat is supplied continuously. " / The heat absorbed transferred to the water molecules as !inetic energy. C # The heat absorbed does wor! to brea! the bonds between the water molecules. B # The heat absorbed does wor! when the water expands to become steam. S # The heat absorbed brea!s up the atoms in the water molecules. *hich of the following statements are correctG 4 @ C " and S " and B C and B ", C and S -?

TSTS : Jrouping and classifiying

,5. 4n experiment was carried out to investigate the relationship between pressure, " and volume, F of a fixed mass of gas at constant temperature.

*hich of the following graphs are correctG 4 @ C N and ( N and A . and A N, ( and .

TSTS : Jrouping and classifiying

,&. The volume of a fixed mass of gas is halved when the pressure of the gas is double. This is true if 4 no external force acts on the gas. @ the temperature of the gas remains constant. C the atmospheric pressure does not change.
TSTS : Aa!ing inferences

,,. The volume of an air bubble in water is F& at a depth of &5 m and F, at a depth of ; m. 0f the atmospheric pressure at the surface of the water is &5 m of water, what is the ratio of F& to F, G 4 @ C 3:-:3 ,:& &:,

TSTS : %valuating

,-. 4 flas! contains air at a pressure of &;5 !"a and temperature ,=LC. The flas! is then immersed in a hot water with a steady temperature of >=LC. Calculate the value of the air pressure. 35

4 3= !"a @ &,; !"a C &>5 !"a 3>- !"a ,3. The figure shows air trapped in a glass tube.

TSTS : %valuating

*hich of the following ways can increase the length of the air columnG 4 The glass tube is heated. @ The open end of the tube is inclined upwards. C There is an increase in atmospheric pressure. The mercury is replaced with concentrated sulphuric acid.
TSTS : Jenerating ideas

,;. *hich physical quantity is a constant in all the three gas lawsG 4 ensity @ 4tmospheric pressure C Aass

TSTS : 4nalysing

SE/T%.; + 3&

&.

4 student who wanted to design a coo!ing pot as shown in 8igure - chose to use copper for the base and aluminium for the body of the pot. Table & gives values of density and specific heat capacity for three types of metals.

,etal 4luminium Copper .ead

=ensit$ @ 9g m0& ,=55 >?55 && -55

Speci'ic heat capacit$ @ I 9g01H /01 ?55 -?5 &-5

7a9 State two advantages of using copper as the base of the pot. KKKKKKKKKKKKKKKKKKKKKKK............... M2 mar9sO

7b9 Suggest two reasons why aluminium was chosen as the material for the body of the pot and not copper or lead. KKKKKKKKKKKKKKKKKKKKKKKKKK... mar9 O KKKKKKKKKKKKKKKKKKKKKKK. KKK mar9 O M1 M1

7c9 *hy the lead not chosen even though it has a large density and a small specific heat capacityG KKKKKKKKKKKKKKKKKKKKKKKKKKK KKKKKKKKKKKKKKKKKKKKKKK............... M2 mar9sO

7d9 The base of the pot is a copper disc with volume -.5 x &5#3 m-. The initial temperature of the coo!ing flame is >;5LC. 7i9 *hat is the mass of the base of the potG 3,

KKKKKKKKKKKKKKKKKKKKKKKK 7ii9 Calculate the quantity of heat that is needed to raise the temperature of the base equal to the temperature of the flame

M2 mar9sO

KKKKKKKKKKKKKKKKKKKKKKKKKKKKKK KKKKKKKKKKKKKKKKKKKKKKKKKKKKKK KKKKKKKKKKKKKKKKKKKKKKKKKKKKKK KKKKKKKKKKKKKKKKKKKKKKKKKKKKKK KKKKKKKKKKKKKKKKKKKKKKKKKKKKKK KKKKKKKKKKKKKKKKKKKKKKK ,. Table , shows the characteristics of four types of glass. T$pe o' glass " C B S =ensit$ @ 9g m0& ,335 ,3=5 ,,-5 ,;&5 Speci'ic heatcapacit$ @ I 9g01H/01 >35 ;5=;<=5 So'tens at temperature @ H/ ;=; <>? >,& <&1ate o' thermal eJpansion Aedium .ow .ow Aedium M2 mar9sO

7a9 7i9 *hat is meant by specific heat capacityG KKKKKKKKKKKKKKKKKKKK....................................... KKKKKKKKKKKKKKKKKKKKKK. mar9O 7ii9 $n the same axes, s!etch graphs to compare the charge of temperature with time when each type of glass is heated. KK.. KKKKKKKKKKKKKKKKKKKKKKKKKKK KKKKKKKKKKKKKKKKKKKKKKKKKKKKKK M1

3-

7iii9

KKKKKKKKKKKKKKKKKKKKKKK M2 mar9s O *hat are the variables that need to be fixed in the comparison of change of temperature in (a"(ii"G KKKKKKKKKKKKKKKKKKKKKKKKKKKKKK KKKKKKKKKKKKKKKKKKK.............. M 2 mar9sO

7iv9 of

Rou are as!ed to investigate the characteristics of the four types glass in Table & which could be used to ma!e good quality bowls. %xplain the suitability of each characteristics in Table & and hence determine which glass is most suitable to be used to ma!e the bowls. Nustify your choice. KKKKKKKKKKKKKKKKKKKKKKKKKKKKKK KKKKKKKKKKKKKKKKKKKKKKKK M10 mar9sO

7b9 7i9 The body of a marathon runner of mass ;; !g generates >.5 x &5; N of heat in 5.; hours. *hat is the increase in his body temperature if the heat generated is not lost to the surroundingG M-ssume speci'ic heat capacit$ o' human !od$ E &600 I 9g01H/01O KKKKKKKKKKKKKKKKKKKKKKKKKKKKKK KKKKKKKKKKKKKKKKKKKKKKK M2 mar9sO

7ii9 *hat must the runner do to ensure that his body does not experience high increase in temperature as in 7b97i9G MSpeci'ic heat capacit$ o' human !od$ E &600 I 9g01H/01O KKKKKKKKKKKKKKKKKKKKKKKKKKKKKK KKKKKKKKKKKKKKKKKKKKKKKKKKKKKK KKKKKKKKKKKKKKKKKKKKKK M& mar9sO

33

S/*E,E SE/T%.; -

& , 3 ; < = > ? &5 && &, &&3 &; &< &= &> &? ,5 ,& ,, ,,3 ,;

@ @ C 4 C 4 @ C C 4 4 C @ C C 4 @ @ C 4 C

3;

SE/T.; + (1" 7a9 # # 7b9 # # 7c9 # # High density and greater mass at the base ma!es the pot more stable. .ow specific heat capacity heats the pot faster. .ow density of aluminium reduces the total weight of the pot. 4luminium does not react with most food substances. .ead is poisonous M&O M&O M&O M&O M&O

High density of the lead ma!es the pot heavier even before putting in food items. M&O Aass D Folume x ensity D -.5 x &53 x >?55 D ,.<= !g M&O M&O M&O

7d9

7i9

7ii9

C D mcE D ,.<= x -?5 x 7>;5 / ,;9 D >.;? x &5; N

M&O

3<

SE/T%.; + (2" &. 7a9 7i9 The specific heat capacity of a substance is the amount of heat that must be supplied to increase the temperature by &LC for a mass of & !g of the substance. M&O Jraph of temperature against time

7ii9

7iii9 7iv9

# Aass of the glass # 0nitial temperature /haracteristic Jlass with higher density EJplanation

M,O M&O M&O

M&O The bowl will be heavier and more stable M&O .arger specific heat temperature M&O oes not heat up very quic!ly when hot food is put inside the bowl. Cools down more slowly. 8ood in bowl remains warm. M&O Softer at a very high temperature M&O Aaintains its shape even though it is very hot M&O .ower rate of thermal expansion M&O Smaller expansion when it is hot, less li!ely to brea! when hot food is put inside it. M&O 7v9 # Jlass B is the most suitable M&O # Jlass B has a high density and large specific heat capacity, softens at the Highest temperature and has low rate of thermal expansion. M&O 0ncrease in body temperature D E CDE >.5 x &5; D ;; x -;55 x E E D 3.,LC 3= M,O

7b9

7i9

7ii9

# rin! water while running. Heat will be removed from his body when he sweats. M&O # *ear thin clothing, sleeveless shirt and short. Heat is lost to the surroundings through the exposed parts of his body M&O

3>

" thin! the tem#erature is $%oC

he heat is ma!ing me sweat..

"t&s hot today'

A hot and a cold object in thermal contact

Faster rate of energy transfer 3. 1. Hot object Cold object 2. Equivalent to 4.

Slower rate of energy transfer

Net flow of energy from the hot object to the cold object

Energy transferred at the same rate.

No net heat transferred

3?

hermal Equilibrium
(. wo object in thermal equilibrium have the same tem#erature. ). he are is no net flow of heat between two objects that are in thermal equilibrium. $. he amount of heat energy flowing out of one object is the same as the amount flowing in.

E*am#le

E*am#le
+ "f you leave a cu# of hot coffee or a cold canned drin! on a table, you will find that after some time both the coffee and the drin! have the same tem#erature. + his is because room tem#erature. he coffee and the drin! are in thermal equilibrium with room atmos#here.

How liquid in glass thermometer wor!s-

.hat did you in this #icture-

here is four changes of #hases

/elting 0oiling Solidification Condensation

Four main changes of phase

1gaseous2

he heat su##lied to a substance during change of #hase does not cause a change in tem#erature of the substance. .hen a solid melts or a liquid is boiling, heat is absorbed but the tem#erature remains constant.

Boiling
Heat is absorbed

Condensation
Heat is released

1liquid2 Melting
Heat is absorbed

Solidification
Heat is released

1solid2

;5

+ 3atent heat is heat absorbed or the heat released at constant tem#erature during a change of #hase + S#ecific latent heat is the amount of heat required to change the #hase of a substance of ( !g of the substance at a constant tem#erature.

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