# Ten 25-minute teacher scripts · Queensland General Physics Days 1–10

Use a [fictional source card](SOURCE-CARDS.md), one [learner route](LEARNER.md), the matching [A4 aid/text route](print/TEXT-ALTERNATIVES.md) and the [public worked guide](teacher/KEY-AND-NEXT.md). The common timetable is **3 + 4 + 5 + 8 + 3 + 2 = 25 minutes**. The 8-minute route is a response choice, not a fixed learning-style assignment. On every day collect: **(1) a system/path or model claim, (2) evidence or calculation with correct unit and assumption, (3) a corrected boundary/unknown**. Keep access support distinct from physics help. All activity is on paper or a local device; do not invite live heating, handling of hot objects, electrical work or measurement of real learners. These are not QCAA assessment instruments.

## Day 1 · Equal temperature is not equal total energy

**0–3 puzzle:** Show two same-size drawn bowls and read *exactly the same*. Ask what the picture actually measures. **3–7 source:** Reveal the different masses and same material/phase; identify system boundary as each whole sample. **7–12 teach:** Use the [particle-and-system mat](print/particle-system.pdf): temperature relates to average particle kinetic-energy state in this model; the larger same-material sample contains more matter, so equal temperature does not establish equal total internal energy. Exact energy needs more information. **12–20 route:** A/B/C labels average versus whole-sample statements and edits the label. **20–23 audit:** Ask whether “five times the mass” by itself licenses an exact joule figure (no reference state or energy data). **23–25 exit:** One equal-temperature inference, one invalid total-energy inference.

## Day 2 · Energy through a stationary solid

**0–3 puzzle:** Point to the fictional solid bridge and ask if a bridge must move for energy to cross it. **3–7 source:** Mark warm end, cooler end and contact path; explicitly bar a real touch test. **7–12 teach:** Conduction is energy transfer through the material without bulk material motion. Use labelled arrows on the [three-path mat](print/three-paths.pdf); do not infer a rate from a drawing. **12–20 route:** Learners trace a contact route and rewrite the public line using “can transfer”. **20–23 audit:** Have a peer explain why an air gap would change the stated path. **23–25 exit:** Name material, pathway and unknown rate.

## Day 3 · The air moves; heat is transferred

**0–3 puzzle:** Read “warmth itself rises” and identify the noun being treated like a substance. **3–7 source:** Reveal the stipulated moving-air arrow and 23 °C/27 °C labels; distinguish drawing from measurement. **7–12 teach:** Explain convection as energy transfer by bulk fluid motion, contrasted with the solid bridge on Day 2. On the [three-path mat](print/three-paths.pdf), label **air movement** separately from **energy transfer**. **12–20 route:** A/B/C corrects the caption and says what two temperatures alone cannot prove. **20–23 audit:** Ask if upward movement was measured here (no). **23–25 exit:** Complete “In this model, ___ moves; ___ is transferred.”

## Day 4 · An evacuated gap is not an energy wall

**0–3 puzzle:** Present the empty-gap sign, invite a no-equipment prediction. **3–7 source:** Identify emitting panel, evacuated gap and receiving surface as a fictional system, not real apparatus. **7–12 teach:** Thermal radiation crosses the gap as electromagnetic radiation; conduction and convection cannot use the **empty gap** because they require matter there. Use [three-paths](print/three-paths.pdf), then ask what fraction is absorbed (not given). **12–20 route:** Learners build a labelled path or explain it aloud, with a correction to *no way*. **20–23 audit:** Reject “radiation needs air” and “all emitted energy arrives”. **23–25 exit:** Name the possible pathway and one unknown.

## Day 5 · Three paths can coexist

**0–3 puzzle:** Read the lunch-crate poster and ask which word makes an unsupported safety promise. **3–7 source:** Separate solid wall, enclosed air and facing surfaces; no real lunch temperature is known. **7–12 teach:** Put conduction, convection and radiation on three distinct arrows on [three-paths](print/three-paths.pdf); neither the drawing nor a mechanism alone determines magnitude. **12–20 route:** A/B/C makes a three-path map and a cautious replacement sentence. **20–23 audit:** Partner checks that “within the air” is not mistakenly called conduction through an evacuated space. **23–25 exit:** Name the three possible paths and the missing food-safety evidence. Offer [fresh Check A](STUDENT-CHECKS.md) in a later school-selected slot only if new to the learner.

## Day 6 · Offset temperatures; preserve differences

**0–3 puzzle:** Write `22 °C → −5 °C` beside the public `300 K` difference; ask what happened to the offset. **3–7 source:** Identify two invented archive readings; no real time-series inference. **7–12 teach:** On the [temperature-and-uncertainty mat](print/temperature-record.pdf), apply syllabus convention `T(K)=T(°C)+273` to each value: 295 K and 268 K. Subtract the converted values: **−27 K change**, or a **27 K decrease**; a 1 °C interval is a 1 K interval. State that +273 is the syllabus's rounded offset. **12–20 route:** Learners produce a labelled two-column correction. **20–23 audit:** Check that Kelvin temperatures are not written with a degree sign and that an interval is not given another +273. **23–25 exit:** Give both absolute values and decrease.

## Day 7 · A digit is not an accuracy certificate

**0–3 puzzle:** Show `18.0` and `27.0` without the device note; ask what the displayed decimal alone proves. **3–7 source:** Reveal the **stipulated ±0.1 °C uncertainty per reading** and no calibration evidence. **7–12 teach:** On [temperature-record](print/temperature-record.pdf), subtract `27.0−18.0=9.0 °C`; add stated absolute bounds conservatively to **±0.2 °C** for this difference. Percentage uncertainty **0.2/9.0×100≈2.2%**. Distinguish resolution/display, uncertainty and accuracy. **12–20 route:** A/B/C shows the bounded result and edits the note. **20–23 audit:** Ask whether repeated identical readings would prove no bias (no). **23–25 exit:** Report `ΔT=(9.0±0.2) °C`, approximately 2.2% uncertainty, and one calibration unknown.

## Day 8 · Mass is in the heat model

**0–3 puzzle:** Read the theatre budget line; students predict whether doubling mass changes model Q. **3–7 source:** Mark **invented c**, same phase, same ΔT and no modelled heat loss. **7–12 teach:** On the [heat-budget mat](print/heat-budget.pdf), calculate `Q=mcΔT`: `0.50 kg×2,000 J kg⁻¹ K⁻¹×4 K=4,000 J`; double mass gives **8,000 J**. Cancel units explicitly. **12–20 route:** A/B/C compares the two cases, then revises the line with model assumptions. The [offline heat-budget lab](interactive/heat-budget-lab.html) is optional *after* a prediction and has a [paper route](interactive/TEXT-ROUTE.md). **20–23 audit:** Check that changing mass alone does not become a real heater rating. **23–25 exit:** State the two energies and one omitted real-world loss.

## Day 9 · Specific heat capacity changes the answer

**0–3 puzzle:** Compare the fictional tile labels before revealing c; ask if equal input alone fixes ΔT. **3–7 source:** Reveal same 0.50 kg, 3,000 J input and different stipulated c values. **7–12 teach:** Rearrange `ΔT=Q/(mc)` on [heat-budget](print/heat-budget.pdf). Aster: `3,000/(0.50×1,000)=6 K`; Beryl: `3,000/(0.50×2,000)=3 K`. These constants are invented, with no phase change or loss. **12–20 route:** Learners compare the result and edit “whatever they are made of”. **20–23 audit:** Have a partner name the fixed variables and the one changed variable. **23–25 exit:** Which model c leads to a smaller temperature rise, and why?

## Day 10 · A model line has a domain

**0–3 puzzle:** Read the transit-museum caption and circle *every* and *exactly*. **3–7 source:** Establish that four points are **calculated**, not measured; no uncertainty bars or phase-change data. **7–12 teach:** From the [heat-budget](print/heat-budget.pdf) graph row, `ΔQ/ΔT=1,000 J/K`, then `c=(1,000 J/K)/(0.25 kg)=4,000 J kg⁻¹ K⁻¹`. A straight model line is proportional **under constant c, single phase and no loss**, not universal evidence. **12–20 route:** A/B/C labels slope, c and model domain in a corrected caption. **20–23 audit:** Ask whether this is an experiment with accuracy evidence (no). **23–25 exit:** Report slope with unit, c with unit and one excluded situation. Offer separate [fresh Check B](STUDENT-CHECKS.md) later if its case is new.

**Evidence log:** `day | system/path/model | source value/assumption | calculation/unit or explanation | bounded correction | access route | content help | next move`. Store real learner work only in a school-approved system. This [QCAA crosswalk](CURRICULUM-CROSSWALK.md) is narrow; school sequencing and instruments remain school decisions.

**Original resource rights:** © NeuroForgeIO Pty Ltd 2026, SubjectNest, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/). Credit author, source, licence and changes.