LuduminaEN-09 · EN-U3 · Planned
Insulation and cooling
Learning objectives
Explain how conductivity and wall thickness affect cooling; compare insulators using controlled measurements.
8463 §§4.1.2.1;8.2.2 / 8464 §§6.1.2.1
DfE single-science pp.34–35 / Combined pp.29–30. Evidence checked 30 September–1 October 2026. Skills: WS2.2,2.6,2.7,3.5,3.7; MS4a,4c.
Needs firstEN-08
Explanation
Insulation slows transfer rather than making energy. To compare cooling fairly, start samples at the same temperature and control their size, exposed area, surrounding conditions and measurement interval. Lower conductivity or greater wall thickness reduces conduction in the model.
Concepts, equations and units: Conduction and convection qualitatively; temperature °C, time s; cooling rate from data, no conductivity formula required.
Prediction, demonstration and game exercise
Predict, observe, explain
Cool equal model buildings; change wall thickness or material one variable at a time.
Planned learner game exercise
Design a fair cooling comparison; select sensor positions, repeats and a fixed comparison interval.
Independent practice
Plot cooling curves; compare like initial temperatures; distinguish lower final temperature from higher cooling rate.
Original practice example · Shared
Two otherwise identical samples start at 80 °C. After 10 minutes, A is 60 °C and B is 70 °C. Which retained more thermal energy if their masses and c are equal?
Show working and model answer
Working / reasoning
A fell 20 °C; B fell 10 °C. Under the stated equal-mass/equal-c conditions, B transferred less energy outward.
Answer
B; the data support better retention in this controlled comparison, not zero heat loss.
Exit check and success criteria
Valid fair-test plan, labelled graph and conclusion citing two measurements.
During practice, compare the prediction with evidence and give an error-specific prompt. The exit item uses a fresh context or fresh values, answered independently.
Misconceptions, practical links and mastery
Check these misconceptions
Insulation creates heat or stops all transfers; thicker walls always eliminate losses.
Practical preparation
RP-P2 only: thermal-insulation investigation. Shared theory; no corresponding Trilogy RP. AT1,5.
Virtual preparation and revision only. Required hands-on activities and school records remain separate.
Proposed mastery
0: not yet evidenced. 1: supported. 2: independent exit criteria met. 3: successful changed-context transfer. Advance at 2; revisit with fresh retrieval. These are not GCSE grades.