# Queensland General Physics · Weeks 1–2 narrow syllabus crosswalk

The [official Physics General senior subject page](https://www.qcaa.qld.edu.au/senior/senior-subjects/syllabuses/sciences/physics) listed **Physics 2025 v1.3** for students completing in 2026 or beyond when checked **29 September 2026**. Its [official January 2026 syllabus PDF](https://www.qcaa.qld.edu.au/downloads/senior-qce/syllabuses/snr_physics_25_syll.pdf) names **Unit 1: Thermal, nuclear and electrical physics** (printed p. 19) and **Topic 1: Heating processes** (printed pp. 20–21, **15 notional hours**). These are precise source locations, with printed page numbers two below the PDF viewer page index. Topic phrases below are **short paraphrases**, not copied QCAA worked examples. Queensland General senior syllabuses do **not** assign `AC9` Year 11 content-description codes. The [dated source snapshot](source-snapshot.json) is not a source-PDF byte hash.

| Official location | Printed page | Days and actual opportunity | Limit / later teaching |
| --- | ---: | --- | --- |
| Unit 1 overview/objectives | 19 | Days 1–10 describe, apply, analyse or evaluate a small heating-process claim, while explicitly separating model from observation. | Paper-only fictional sources do not meet the unit's experiment/investigation objective or cover nuclear/electricity topics. |
| Topic 1 science understanding: kinetic model and thermal quantities | 20 | Day 1 distinguishes temperature/average particle state from whole-sample internal energy, with same-material/same-phase comparison. | Only an introductory comparison; full kinetic-particle models, thermal energy and phase-change internal-energy reasoning remain. |
| Topic 1 science understanding: transfer pathways | 20 | Days 2–5 locate conduction in a solid, convection with a moving fluid and radiation across an evacuated gap, then allow all three in a bounded system. | A path diagram does not quantify heat flow, absorption, insulation performance or safety. |
| Topic 1 science understanding: Celsius–Kelvin conversion | 20 | Day 6 uses the syllabus convention `T(K)=T(°C)+273` for separate temperature values and preserves interval size. | This is the syllabus's rounded conversion. The [BIPM SI Brochure](https://www.bipm.org/documents/d/guest/si-brochure-9-2_01) gives the exact 273.15 offset and equal-sized Celsius/Kelvin intervals; no high-precision thermometry is claimed. |
| Topic 1 science understanding: temperature change without phase change, c and `Q=mcΔT` | 20 | Days 8–9 solve one-phase, constant-c, no-loss fictional comparisons with explicit kg, K and J; Day 10 finds model slope `mc` then c. | No actual material constant, phase transition, changing c, heat loss or heater design has been tested. Wider and mixed problems remain. |
| Topic 1 science understanding: interpret specific-heat-capacity data | 20 | Day 10 interprets a **calculated** Q–ΔT table and its model domain. | It is **not** interpretation of data from a real experiment; that full practical opportunity remains for the school. |
| Topic 1 science inquiry: common units and uncertainty | 21 | Day 7 uses **stipulated** two-reading uncertainty to report a conservative difference bound and percent; Days 6–10 carry units and assumptions. | No actual measuring-device comparison, calibration, collection, repeatability test or complete scientific investigation. Display precision is not accuracy. |
| Topic 1 phase changes, equilibrium, first law and efficiency | 20–21 | **Not claimed** in these ten introductory sessions. | These are substantial required Topic 1 areas for later school teaching, along with science as a human endeavour and practical inquiry. |

Ten optional 25-minute sessions total **250 minutes**, about **4 hours 10 minutes**. That is far short of Topic 1's **15 notional hours** and a General unit's **55 notional hours** under the [QCE handbook §4.1.2](https://www.qcaa.qld.edu.au/senior/certificates-and-qualifications/qce-qcia-handbook/4-qld-curriculum/4.1-syllabuses). The [syllabus course-design pages 5–6](https://www.qcaa.qld.edu.au/downloads/senior-qce/syllabuses/snr_physics_25_syll.pdf) assign delivery and Unit 1–2 assessment design to **school decisions**. These public formative checks and keys are **not secure exams**, QCAA instruments, unit standards, practical evidence or classroom outcome claims. Schools still select sequence, conduct supervised safe experiments, provide access arrangements, address the rest of Topic 1 and Unit 1, and apply their assessment/reporting requirements.

**Source rights:** © State of Queensland (QCAA) 2026 under [QCAA copyright and exceptions](https://www.qcaa.qld.edu.au/copyright). We link and paraphrase; QCAA does not endorse this original SubjectNest pack. [Source/rights ledger](SOURCE-AND-RIGHTS.md) distinguishes QCAA/BIPM/font rights from original [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/) material.