# Year 11 Queensland General Physics · Term 1 Weeks 1–2

**Ten distinct 25-minute introductory sessions, Days 1–10.** Students challenge an invented public science line, inspect a separate bounded note, and repair the explanation. The sequence starts with temperature versus whole-sample energy, then conduction/convection/radiation, Kelvin and uncertainty, and a first no-phase-change `Q=mcΔT` model. It is a **partial entry** to [QCAA Physics Unit 1 Topic 1](CURRICULUM-CROSSWALK.md), not a complete topic or a practical program.

## Prepare and run a day

1. Read the matching [fictional source card](SOURCE-CARDS.md) and [25-minute teacher script](LESSONS.md). Every number, object and image description is invented. Do **not** ask learners to perform live heating, handle a hot object, wire equipment or collect personal data for these sessions.
2. Offer A, B or C from the [clean learner routes](LEARNER.md). Each switchable route reaches the same target: **system/path or model; source evidence/calculation with unit and assumption; corrected claim and unknown**. Two optional paper/home contexts per day give twenty additional transfers without purchases.
3. Use the [public teacher-targeted worked guide](teacher/KEY-AND-NEXT.md) for equations, model limits and next moves. Log source access and content help separately. A read-aloud is access, not evidence of independent reading.
4. If locally scheduled, give [fresh Check A after Day 5 or Check B after Day 10](STUDENT-CHECKS.md). The [worked keys](teacher/KEY-AND-NEXT.md) are **publicly accessible by URL**. These are formative opportunities, **not secure exams**, QCAA instruments or unit grades; use a new local parallel if prior access matters.

## Print, paper and offline exploration

Five original A4 SVG/PDF write-on aids have [full ordered text and tactile alternatives](print/TEXT-ALTERNATIVES.md): [particle/system](print/particle-system.pdf), [three pathways](print/three-paths.pdf), [temperature/uncertainty](print/temperature-record.pdf), [heat budget](print/heat-budget.pdf), [model line](print/model-line.pdf). Each SVG also has a title and description; PDF text remains searchable. Labels, words and units carry the meaning without colour. A supporter can move labelled pieces at the learner's direction.

The [offline heat-budget lab](interactive/heat-budget-lab.html) asks for a prediction before varying one factor in `Q=mcΔT`; the complete [paper/tactile equivalent](interactive/TEXT-ROUTE.md) needs no device. Its constants are exercise values, never real material advice. The lab is not a substitute for a supervised scientific investigation or spreadsheet lesson.

## Scope, evidence and reuse

The [QCAA crosswalk](CURRICULUM-CROSSWALK.md) pins the official Physics 2025 v1.3 Unit 1, *Thermal, nuclear and electrical physics*, Topic 1, *Heating processes*, printed pp. 19–21, and names what remains. Ten × 25 minutes are **250 minutes** against Topic 1's **15 notional hours** and the General unit's **55 notional hours**. Actual experiments, phase changes, thermal equilibrium, first law, efficiency and the other Unit 1 topics need further teaching. Schools decide sequence, supervision, access arrangements, Unit 1–2 assessments and reporting. Nothing here establishes classroom impact, learner achievement, real product safety or local cultural authority.

[Source/rights ledger](SOURCE-AND-RIGHTS.md) · [dated source snapshot](source-snapshot.json) · [desk teacher/learner/supporter/funder review](RUN-THROUGH.md) · [local verifier](verify_pack.py) · [SHA receipt](MANIFEST.sha256).

**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. QCAA, BIPM and font rights remain separate.