Complete text and tactile routes · five original A4 aidsYear 11 Physics · T1 W1–2 · Print · Text Alternatives

These pages preserve the instructional words, equations, units and cautions of the same-name SVG/PDF write-on sheets in reading order. Neither colour nor spatial position is the only carrier of meaning. A learner may use Braille, large text, a screen reader, AAC, sign, typed response or labelled tactile cards. A supporter may move pieces only at the learner's direction. These routes are designed for access; equivalent outcomes, embossed quality and Braille transcription have not been tested with users.

Particle-and-system mat · Day 1

Title: Temperature and the whole sample. Prompt: name the quantity before making a claim about energy.

1. System and material: Write Sample A and Sample B, each with material, phase, mass and the system boundary.
2. Temperature: In this simple same-material/same-phase comparison, temperature concerns average particle kinetic-energy state. Write each temperature with °C or K.
3. Whole-sample internal energy: The amount of matter also matters. Equal temperature does not establish equal total internal energy.
4. Evidence and limit: Are material and phase the same? Is the drawing to scale? No exact joule value follows without further model information.

Tactile route: Two raised-edge SAMPLE cards hold labelled MATERIAL, PHASE, MASS and TEMPERATURE tokens. Put equal TEMPERATURE tokens on both, then visibly or tactilely separate the unequal MASS tokens. Keep a distinct WHOLE-SAMPLE ENERGY card outside until the learner explains why no exact joule value was provided.

Three-paths mat · Days 2–5

Title: Three ways energy can travel. Prompt: name where each path occurs; a drawing is not a rate or safety test.

1. Conduction — through material: Trace continuous contact. A bulk solid need not travel for energy to transfer.
2. Convection — moving fluid: Name the air or liquid that moves, and label energy transfer separately.
3. Radiation — across space: Thermal radiation can cross an evacuated gap; absorbed fraction remains unknown.
4. Claim check: Which path, where, and what remains unmeasured? A pathway alone does not prove speed, temperature or safety.

Tactile route: Use three labelled pathway strips with different raised patterns and words. Put SOLID CONTACT under CONDUCTION, MOVING AIR/LIQUID under CONVECTION, and EMPTY GAP under RADIATION. For Day 5 allow three different paths in one labelled system. Texture without text/Braille/speech labels is insufficient.

Temperature-record mat · Days 6–7

Title: Temperature value, interval, uncertainty. Prompt: use the stipulated instrument limit; decimal digits alone are not proof.

1. Two stated readings: Record BEFORE and AFTER with values, units and each stated absolute uncertainty, if given.
2. Temperature conversion: QCAA rounded convention T(K) = T(°C) + 273. A 1 °C interval has the same size as 1 K; do not add 273 to a difference.
3. Difference and bound: ΔT = after − before. In the Day 7 stipulated conservative rule, add the two absolute bounds for the difference; that is a modelled worst-case bound, not an instrument certificate.
4. Percent and claim: percentage bound = absolute bound ÷ |ΔT| × 100. Display digits do not establish calibration accuracy.

Tactile route: Lay BEFORE and AFTER cards above a separate DIFFERENCE card. A single OFFSET +273 token is used once on each absolute-temperature card in Day 6, never on the DIFFERENCE card. For Day 7, move two labelled ±0.1 °C tokens to a conservative ±0.2 °C difference-bound card before computing percent.

Heat-budget mat · Days 8–9

Title: Heat-budget model · one phase. Domain: model only, constant c, no phase change and no modelled heat loss.

1. Label givens: m in kg, c in J kg⁻¹ K⁻¹, ΔT in K.
2. Calculate energy transfer: Q = mcΔT. Unit cancellation: kg × J kg⁻¹ K⁻¹ × K = J.
3. Rearrange: ΔT = Q ÷ (mc) and keep unit K for the interval.
4. Compare and limit: Which factor changed, which assumptions stayed, and what real-world loss or material behaviour was not measured? The result is not a real heater or handling-safety specification.

Tactile route: Put MASS, SPECIFIC HEAT CAPACITY and TEMPERATURE CHANGE cards in three separate sleeves with written/Braille units. Assemble a labelled multiplication chain to Q, then reverse the cards to make Q/(m×c). Use a distinct MODEL DOMAIN card so assumptions cannot disappear when numbers are moved.

Model-line mat · Day 10

Title: Read a model line without overclaiming. Q is on the vertical axis in J; ΔT is on the horizontal axis in K.

1. Classify points: Are they measured or calculated? Record two distinct (ΔT K, Q J) pairs.
2. Find slope: slope = ΔQ ÷ ΔT, unit J K⁻¹, energy per kelvin for this whole sample.
3. Divide by mass: slope = mc; c = slope ÷ m, unit J kg⁻¹ K⁻¹. Slope and c are different quantities.
4. State domain: Constant c, one phase, no modelled loss; give the range. Calculated points do not establish experimental accuracy.

Tactile route: Use a raised two-axis grid with verbally or Braille-labelled ΔT (K) and Q (J) axes and labelled point cards. The learner may direct a supporter to place two points and count vertical/horizontal change. Keep a separate MASS card; only after slope is found may it be divided out to form c. Record the domain in words.

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