Learner routes · one… | Year 11 Physics · T1 W1–2 · Learner prompts

Use each day's fictional public card and desk note. Whichever route you choose, finish the same three things: (1) identify the system and physics path/model, (2) use the supplied evidence and write or say units, assumptions and any calculation, (3) correct the public claim and state one unknown. The A/B/C routes vary the work process, not fixed learning-style labels. Switch mid-task. A read-aloud, Braille, large print, AAC, sign, calculator, keyboard or directed scribe can support access; record the support and do not call listening proof of independent reading. All cases are paper-only. No real heating, device handling or personal data is needed. The optional tasks are also no-purchase, and can be done at home from these words.

Day 1 · Ceramic studio

A · Caption audit: Annotate exactly the same, label the two masses and same temperature, then write a corrected two-sentence label separating average particle motion from whole-sample energy.
B · Particle-card scale: Place identical labelled temperature cards on two differently sized sample rectangles. Move labelled matter tokens without claiming an exact joule count; explain the correction to a partner.
C · Curator dialogue: Privately dictate a question to the imaginary curator about the not-to-scale drawing, answer using same material/phase and different mass, then dictate the revised label and unknown.

Extra 1 / paper home: Invent two equal-temperature portions of the same soup in identical phase but different masses; state only what the model allows, with no real food test. Extra 2 / paper home: Draw two differently sized fictional water tanks at the same temperature and explain why a temperature display is not a total-energy meter.

Day 2 · Music-stand sleeve

A · Path trace: Draw and label warm end → solid bridge → cooler sleeve; replace nothing moving with the correct conduction claim and an unknown rate.
B · Labelled contact strip: Arrange WARM, SOLID CONTACT and COOLER cards in order. Use an ENERGY ARROW card while keeping the solid itself in place; speak or write the bounded correction.
C · Sketch-review note: Dictate to the fictional designer which part of the sketch supports conduction, why bulk metal movement is unnecessary, and why it cannot certify touch safety.

Extra 1 / paper home: Mark a model heat path along a fictional metal bookshelf bracket; avoid a real touch test. Extra 2 / paper home: Replace the solid bridge with a drawn air gap and state which original contact route is interrupted, without ranking actual products.

Day 3 · Library stairwell

A · Arrow audit: Use one arrow for air movement and another label for transferred energy; rewrite the caption and note that two temperatures do not measure flow direction.
B · Flow-card loop: Arrange LOWER WARM AIR, MOVING AIR and UPPER PATH cards in the stipulated order. Separate an AIR card from an ENERGY card, then give a cautious explanation.
C · Library-guide script: Privately explain to an imagined reader why warmth rises as a substance is misleading; include the 23 °C/27 °C labels and the unmeasured velocity.

Extra 1 / paper home: Sketch a fictional theatre ventilation loop and distinguish proposed arrows from observations. Extra 2 / paper home: Write a two-line correction to a made-up greenhouse cartoon that labels moving water rather than moving air as the convection fluid.

Day 4 · Space-exhibit gap

A · Three-path decision: Make a three-row table for conduction, convection and radiation through the evacuated gap; justify each row and edit the sign.
B · Matter/no-matter tokens: Place PANEL, EMPTY GAP and RECEIVER cards, then choose a RADIATION arrow across the gap. State why contact and bulk-fluid routes lack material there.
C · Visitor audio script: Privately dictate a 30-second explanation of what reaches the receiver in the model and why the fraction absorbed cannot be calculated from the sign.

Extra 1 / paper home: Recast the gap as an invented satellite-panel drawing; describe the radiation route, not spacecraft performance. Extra 2 / paper home: Write a museum FAQ: “Does a vacuum stop all thermal transfer?” Answer with a mechanism and a limit.

Day 5 · Lunch crate

A · Poster mark-up: Put one distinct arrow through the solid wall, one within moving air and one between facing surfaces; replace the safety promise with a source-bound caption.
B · Three-surface map: Use labelled WALL, AIR and FACING SURFACES cards plus three named pathway tokens; say what data would be needed to judge food temperature.
C · Editor voice note: Privately dictate the three possible paths, quote the overclaiming phrase, and issue a cautious correction without making a real food-safety recommendation.

Extra 1 / paper home: In a fictional concert-case cutaway, identify a possible solid, air and facing-surface pathway. Extra 2 / paper home: Write a question an assessor should ask before someone claims a made-up crate keeps medicine at a safe temperature; do not test actual medicine.

Day 6 · Archive temperatures

A · Two-column conversion: Convert 22 °C and −5 °C separately, subtract the Kelvin values, and revise the erroneous 300 K interval in a labelled table.
B · Offset ladder: Move two temperature cards together by +273 to make 295 K and 268 K; keep their separation 27 K. Explain why the interval gets no offset.
C · Archive correction: Privately dictate a short correction for a reader who treats a temperature value and a difference as the same kind of quantity; include all units and the rounded convention.

Extra 1 / paper home: Convert a fictional gallery log of 10 °C and 15 °C, then find the 5 K interval. Extra 2 / paper home: Use an invented weather chart of 0 °C and −10 °C to show that both convert with +273 but the difference is 10 K.

Day 7 · Bicycle-workshop readout

A · Measurement report: Subtract the two values, add the stated absolute uncertainty bounds for the difference, compute its percentage uncertainty and edit exactly.
B · Bound cards: Set START 18.0±0.1 °C and END 27.0±0.1 °C; move a ±0.2 °C conservative-bound token to the DIFFERENCE row, then state what calibration evidence is absent.
C · Review conversation: Privately dictate what a screen digit shows, what the separate uncertainty statement adds, and why neither proves accuracy; include 9.0±0.2 °C and about 2.2%.

Extra 1 / paper home: Make a fictional two-reading thermometer card with ±0.2 °C each and a 5.0 °C change; find the conservative ±0.4 °C bound. Extra 2 / paper home: Explain why ten identical printed numbers from a fictional uncalibrated device could still share a bias.

Day 8 · Theatre prop model

A · Unit ledger: Write Q=mcΔT, cancel kg and K, calculate the 0.50 kg and 1.00 kg cases, then edit the budget line with the no-loss/single-phase assumptions.
B · Double-mass bars: Build a 0.50 kg model bar and a 1.00 kg bar with the same c and 4 K labels. Predict the energy ratio, then verify both joule values on paper.
C · Designer note: Privately dictate why the second model takes double the calculated energy, where 4,000 J and 8,000 J come from, and why that is not a heater specification.

Extra 1 / paper home: Rework the invented first model for a 2 K rise, showing which factor halves. Extra 2 / paper home: Use offline heat-budget lab only after a paper prediction, or its full paper equivalent; compare a fictional 0.25 kg material at the same c.

Day 9 · Fictional tiles

A · Two-case table: Rearrange Q=mcΔT, calculate Aster and Beryl separately, and edit “whatever they are made of” with the stipulated c values.
B · Energy-and-capacity strips: Share a 3,000 J token between two separate model rows; label their different c and equal mass, then use equations to check the 6 K and 3 K results.
C · Catalogue reply: Dictate to a fictional buyer why equal Q and m do not mean equal ΔT; give both calculated values and reject real handling-safety inference.

Extra 1 / paper home: Invent a third toy material with c = 1,500 J kg⁻¹ K⁻¹ and solve the same 0.50 kg/3,000 J case. Extra 2 / paper home: Double the fictional Aster mass while fixing its c and Q; predict then calculate the new ΔT.

Day 10 · Museum graph

A · Graph annotation: Label axes with J and K, calculate slope from two distinct model points, divide by mass for c, and replace every material with a bounded claim.
B · Point cards: Arrange the four ordered pairs on a labelled ΔT/Q grid. Find how many joules accompany each extra kelvin, then use 0.25 kg to recover c and name the no-loss range.
C · Curator explanation: Privately dictate why calculated points have no experimental uncertainty bars, show the 1,000 J/K and 4,000 J kg⁻¹ K⁻¹ calculation, and edit the public caption.

Extra 1 / paper home: Predict the fictional line's Q at ΔT = 4 K only if the same model assumptions continue. Extra 2 / paper home: Make a labelled question card asking what happens to a Q-versus-temperature graph during a phase change; state that this pack has supplied no phase-change data or model, so the straight-line rule has not been established there.