HEATWAVE · THERMAL RESPONSE CENTRE: A fictional emergency water supply is warming too quickly as outside temperatures rise. Your mission is to trace how thermal energy is crossing the system boundary, compare materials fairly and recommend a design that slows unwanted temperature change without pretending any material can stop heat transfer completely.
ACTIVE OBJECTIVEHEATWAVE · THERMAL RESPONSE CENTRE: A fictional emergency water supply is warming too quickly as outside temperatures rise. Your mission is to trace how thermal energy is crossing the system boundary, compare materials fairly and recommend a design that slows unwanted temperature change without pretending any material can stop heat transfer completely.
WORLDSYSTEMS LAB
SEQUENCE01 / 08
REWARDGAME BREAK
BEFORE YOU START
Get set for this mission.
You can complete the essential lesson on this page. You do not need to print anything.
YOU NEED
Required: a device with this page open.
Optional: headphones for video or read-aloud.
Optional: pen + paper for rough working if that helps you think.
HOW TO DO IT
Read or listen to the Briefing + Learn.
Do the interactive mission.
Use the reading and maths/data evidence.
Make your decision and add the Project HQ step.
Play the weekly game if you want, then complete Check-in.
WORK YOUR WAY
Short bursts are fine. Use Learning Tools for easier reading, read-aloud, less on screen, stronger contrast, no-rush and quieter-screen options.
If a question feels hard, go back to the worked teaching, use the hint/feedback, and try one step at a time.
SCIENCE SAFETY: The science investigations in this Senior mission are designed as virtual/screen-based activities unless the page clearly says otherwise. Do not improvise mains electricity, heating or chemical experiments at home.
PROJECT NOTE: Your project can stay digital. Physical making is optional unless you choose that format.
MISSION BRIEFING
HEATWAVE · THERMAL RESPONSE CENTRE: A fictional emergency water supply is warming too quickly as outside temperatures rise. Your mission is to trace how thermal energy is crossing the system boundary, compare materials fairly and recommend a design that slows unwanted temperature change without pretending any material can stop heat transfer completely.
✓Distinguish conduction, convection and radiation using observable examples.
✓Explain that thermal energy transfers from warmer regions toward cooler regions and that different materials affect the rate of transfer.
✓Distinguish conductors from insulators without describing insulation as “making cold”.
✓Design a fair virtual comparison by changing one main variable while holding starting conditions and other relevant factors constant.
✓Use a temperature series to compare designs and make an evidence-based recommendation with a stated limitation.
MISSION MEDIA · Cognito
Conduction, Convection & Radiation
Identify conduction, convection and radiation before running the insulation tests.
Captions are controlled inside the YouTube player. If the embed is unavailable, use the YouTube link.
LEARN
TEMPERATURE DIFFERENCE → TRANSFER → RATE → DESIGN
THERMAL ENERGY moves when there is a temperature difference. CONDUCTION transfers energy through direct particle interactions, especially through solids. CONVECTION transfers energy through the movement of fluids such as air or water. RADIATION transfers energy by electromagnetic waves and does not require direct contact. Conductors allow thermal energy to transfer relatively quickly; insulators slow that transfer. In an insulation investigation, use TEMPERATURE DIFFERENCE → TRANSFER PATHWAY → RATE → EVIDENCE → DESIGN. A good insulator reduces the rate of transfer; it does not create cold or stop transfer forever.
THERMAL ENERGY moves when there is a temperature difference. CONDUCTION transfers energy through direct particle interactions, especially through solids. CONVECTION transfers energy through the movement of fluids such as air or water. RADIATION transfers energy by electromagnetic waves and does not require direct contact. Conductors allow thermal energy to transfer relatively quickly; insulators slow that transfer. In an insulation investigation, use TEMPERATURE DIFFERENCE → TRANSFER PATHWAY → RATE → EVIDENCE → DESIGN. A good insulator reduces the rate of transfer; it does not create cold or stop transfer forever.
LEARNING BUILD
Refresh → Teach → Worked example → We do → You try
Build the idea before you enter the specialist lab. The point is to understand the reasoning, not just get through the buttons.
English / communication:Experimental explanation, method writing and evidence-based recommendation.
Maths / data:Temperature series, differences, averages and graph interpretation.
Topic knowledge:Thermal energy transfer by conduction, convection and radiation; conductors, insulators and fair testing.
This week’s first target:Distinguish conduction, convection and radiation using observable examples.
Quick evidence refresh: which source is a defensible starting point?
Choose a source that can directly support part of the investigation. More than one source may be useful, but start with evidence that does not outrun its support.
TEACH 1 · CORE MODEL
THERMAL ENERGY moves when there is a temperature difference. CONDUCTION transfers energy through direct particle interactions, especially through solids. CONVECTION transfers energy through the movement of fluids such as air or water. RADIATION transfers energy by electromagnetic waves and does not require direct contact. Conductors allow thermal energy to transfer relatively quickly; insulators slow that transfer. In an insulation investigation, use TEMPERATURE DIFFERENCE → TRANSFER PATHWAY → RATE → EVIDENCE → DESIGN. A good insulator reduces the rate of transfer; it does not create cold or stop transfer forever.
TEACH 2 · WHAT TO NOTICE
Distinguish conduction, convection and radiation using observable examples.Explain that thermal energy transfers from warmer regions toward cooler regions and that different materials affect the rate of transfer.
TEACH 3 · CONNECT + TRANSFER
Distinguish conductors from insulators without describing insulation as “making cold”. Design a fair virtual comparison by changing one main variable while holding starting conditions and other relevant factors constant. Use a temperature series to compare designs and make an evidence-based recommendation with a stated limitation.
WORKED EXAMPLE · EVIDENCE
BASELINE · virtual model
A fictional 6°C water supply in 32°C surrounding air reaches 15.0°C after 20 modelled minutes in a bare-metal container with the lid closed in shade.
Reasoning: Start with exactly what the source establishes. Connect it to the relevant concept, then stop before the claim becomes broader than the evidence. Now compare it with OVERCLAIM: A fictional claim says “insulation prevents heat from entering at all”. The model supports a slower rate of transfer, not zero transfer.
Why caution still matters:This item is weak evidence for a broad conclusion: its claim or implication reaches beyond what the available support can establish.
WORKED EXAMPLE · MATHS / DATA ROUTE
The bare-metal model rises from 6.0°C to 15.0°C, while the foam model rises from 6.0°C to 8.6°C. How much smaller is the foam model’s temperature rise?
This week’s maths/data focus:Temperature series, differences, averages and graph interpretation.
Name the variable or relationship, keep the units visible, calculate or compare, then interpret the result as evidence about the system. A result can support an explanation without proving every possible cause.
Worked solution:Bare metal rises 15.0 − 6.0 = 9.0°C. Foam rises 8.6 − 6.0 = 2.6°C. The foam rise is 9.0 − 2.6 = 6.4°C smaller.Answer check:6.4°C. Now return the result to the question and state what it means in context.
WE DO · GUIDED PRACTICE
Which source needs the most caution before it is used to support a broad conclusion?
Choose any source whose claim outruns its support.
YOU TRY · INDEPENDENT PRACTICE
For Heatwave, explain one core idea in your own words. Use one named source or observation from this page, then add one sentence saying what that evidence does NOT prove.
Write at least 18 words. Name the evidence or data you are using and keep the claim inside what it can support.
MISCONCEPTION CHECK
OVERCLAIM:A fictional claim says “insulation prevents heat from entering at all”. The model supports a slower rate of transfer, not zero transfer.
This item is weak evidence for a broad conclusion: its claim or implication reaches beyond what the available support can establish.
HELP
Try: “The system part/variable ___ changes ___. The evidence is ___. This suggests ___. One limit is ___.”
STRETCH · OPTIONAL
Add a second source, data point or test. Explain whether it strengthens, weakens or qualifies your first conclusion.
THERMAL RESPONSE CENTRE · HEATWAVE≋
HEATWAVE
Slow the energy transfer. Protect the supply.
Identify conduction, convection and radiation, then run controlled virtual insulation tests and decide which design slows unwanted temperature change.
HEAT TRANSFER ID · 3 MODES
CASE 1
A metal spoon becomes warm from the end sitting in hot soup.
CASE 2
Warm fluid rises while cooler fluid sinks, creating a circulating current.
CASE 3
You feel warmth from the Sun without touching it.
VIRTUAL EMERGENCY SUPPLY TEST
Keep a cold water supply cool during a heatwave.
6°C
This is a simplified virtual model. The starting water temperature is 6°C and the surrounding air is 32°C. Your job is to compare designs fairly, not to perform a hot/cold experiment at home.
0 MIN6.0°C5 MIN—10 MIN—15 MIN—20 MIN—
BASELINENOT LOGGED
Bare metal · lid closed · shade.
CONTROLLED COMPARISONNOT LOGGED
Cardboard · lid closed · shade.
CONTROLLED COMPARISONNOT LOGGED
Foam · lid closed · shade.
Log all three required tests while keeping lid and location unchanged. Then compare the 20-minute temperature rises.
CONDUCTOR OR INSULATOR?
Why can an insulating layer help the supply stay cool for longer?
FAIR TEST AUDIT
To compare insulating materials, which plan gives the clearest evidence?
SYSTEMS THINKING
Which conclusion best fits an insulation test?
Identify all three heat-transfer modes, complete the three controlled insulation runs, then pass the insulation, fair-test and system-limit checks.
OPEN THE WEEK 5 EVIDENCE FILES
SOURCE 1
BASELINE · virtual model
A fictional 6°C water supply in 32°C surrounding air reaches 15.0°C after 20 modelled minutes in a bare-metal container with the lid closed in shade.
SOURCE 2
CARDBOARD TEST
With the same start temperature, closed lid and shaded location, the cardboard-layer model reaches about 11.0°C after 20 minutes.
SOURCE 3
FOAM TEST
With the same start temperature, closed lid and shaded location, the foam-insulated model reaches about 8.6°C after 20 minutes.
SOURCE 4
DIRECT SUN CONTEXT
The teaching model predicts a faster temperature rise in direct sun. Real heating rates depend on many factors including material thickness, colour, airflow, geometry and weather.
SOURCE 5
OVERCLAIM
A fictional claim says “insulation prevents heat from entering at all”. The model supports a slower rate of transfer, not zero transfer.
INVESTIGATE + ENGLISH · EVIDENCE CASE
Insulation changes the rate, not the direction of energy transfer
During the fictional heatwave, the water supply begins cooler than the surrounding air. Thermal energy therefore tends to transfer from the warmer surroundings toward the cooler contents. Some transfer can occur through the container walls by conduction, through moving air by convection and through radiation from warmer surroundings or sunlight. Insulation is useful because it can reduce the rate of this transfer. To compare materials fairly, the starting temperature, lid position, location and test duration should remain consistent while the wall material changes. The virtual results can then be compared, but they are still a model rather than a guarantee of how every real container will perform.
MAKE THE CALL
The response team can change only one feature first: wall insulation, lid design or shade. Use the virtual evidence to choose a priority, explain which heat-transfer pathway or rate you are trying to reduce, and name one extra test you would run before relying on the design in a real emergency.
BUILD YOUR CASE CONCLUSION1. Make the call. 2. Use at least two relevant pieces of evidence. 3. Explain one limitation or uncertainty. 4. Finish with what can responsibly be concluded.Strong structure: My judgement is… The strongest evidence is… However, we still do not know… Therefore…
CASE CONCLUSION: Write 180–240 words recommending a design for the fictional emergency water supply. Explain conduction, convection and radiation, compare at least two 20-minute temperature results, identify the independent and dependent variables in the controlled material test, and state one limitation of the virtual model.
0/180 words minimum for this writing mission.
CLAIMEVIDENCELIMITATIONCONCLUSION
MATHS + DATA LAB
Check the numbers.
HOW TO SUCCEEDRead the situation first. Estimate what a sensible answer should look like, choose an efficient calculation, then use the feedback to check your reasoning.For data questions, explain what the number shows — and what it does not prove.
The bare-metal model rises from 6.0°C to 15.0°C, while the foam model rises from 6.0°C to 8.6°C. How much smaller is the foam model’s temperature rise?
Estimate first, then choose the answer.
MISSION 05 · MATHS + DATA LAB
DATA TRAINING
MEASUREMENT + GEOMETRY · YEAR 7 CORE
6 PROBLEMS
QUICK METHODMEASUREMENT + GEOMETRY
Write the correct formula or conversion before substituting values.
GUIDED · Q01–Q03Use the quick method, then check the explanation.
Q01
Rectangle 8 m × 5 m. Area?
Area = length × width = 8 × 5 = 40 m².
Q02
Rectangle 8 m × 5 m. Perimeter?
Perimeter = 8 + 5 + 8 + 5 = 26 m.
Q03
A straight angle measures…
A straight line forms a 180° angle.
INDEPENDENT · Q04
2.5 m equals…
1 m = 100 cm, so 2.5 m = 250 cm.
INDEPENDENT · Q05
A triangle has angles 50° and 60°. Third angle?
Triangle angles total 180°: 180 − 50 − 60 = 70°.
INDEPENDENT · Q06
A cube has side length 3 cm. Volume?
Volume = 3 × 3 × 3 = 27 cm³.
OPTIONAL CHALLENGE · OPEN RESPONSE
Design a rectangle with area 36 m². Find its perimeter, then find a different rectangle with the same area.
0 words · optional
KEEP YOUR SKILLS SHARP
YOUR WEEKLY TRAINING
Four short sessions to spread across your week. Each has six problems and a reasoning mission. Allow about 10–15 minutes per session, and take longer when you need it.
Use paper for working. Enter numbers only; units are shown beside each answer. These are fictional practice scenarios.
0 / 24 correctSESSION 1 · NUMBER CHECK0 / 6
LEARN THE METHOD
Use brackets first, then powers, multiplication/division, and addition/subtraction. For fractions, use a common denominator.
WORKED EXAMPLE
18 + 4 × 3 = 18 + 12 = 30. But (18 + 4) × 3 = 66.
Use a hint
Multiply first: 8 × 3 = 24; add 97 to get 121.
Use a hint
Brackets first: 105 × 3 = 315.
Check the method after trying
8² = 64; subtract 3.
Check the method after trying
One quarter is 94; multiply by 3.
Check the method after trying
1/2 = 2/4, so 2/4 + 1/4 = 3/4 = 0.75.
Check the method after trying
(779 − 3) ÷ 8 = 97.
Compare your reasoning after trying
Multiplication is done before addition unless brackets change the order. For example, 2 + 3 × 4 = 14, but (2 + 3) × 4 = 20.
Your example may differ. Check your calculations and whether you explained why.
SESSION 2 · SIGNED NUMBER LAB0 / 6
LEARN THE METHOD
Negative numbers are below zero. A rise is positive; a fall is negative. Calculate change as final minus starting temperature.
WORKED EXAMPLE
From −6°C to 9°C: 6 degrees to zero and 9 more = a rise of 15°C. From 9°C to −6°C, the signed change is −15°C.
°C
Use a hint
−3 + 98 = 95.
°C
Use a hint
3 to zero, then 98 more: 101.
°C
Check the method after trying
Final − start = −3 − 98 = -101.
°C
Check the method after trying
The total is zero; zero divided by 3 is zero.
°C
Check the method after trying
−98 + 3 − 4 = -99.
°C
Check the method after trying
Add the readings and divide by 2: (98 − 3) ÷ 2.
Compare your reasoning after trying
No. −5°C + 8°C = 3°C, while 10°C + 8°C = 18°C. Equal changes do not imply equal starting or final values.
Your example may differ. Check your calculations and whether you explained why.
SESSION 3 · DATA INVESTIGATOR0 / 6
LEARN THE METHOD
Mean = total ÷ count. Median is the middle ordered value (average the middle pair if needed). Mode is most frequent. Range = maximum − minimum.
WORKED EXAMPLE
For 2, 4, 4, 6, 9: mean = 25 ÷ 5 = 5; median = 4; mode = 4; range = 9 − 2 = 7.
Use a hint
Total 408 ÷ 4 = 102.
Use a hint
Ordered: 99, 101, 102, 103, 108; take the middle.
Check the method after trying
107 − 97 = 10.
Check the method after trying
100 occurs three times.
Check the method after trying
Average the middle two: (101 + 105) ÷ 2 = 103.
Check the method after trying
Old total = 396; new total = 515; divide by 5.
Compare your reasoning after trying
A large outlier raises the total and mean. A larger sample can still be biased if it only includes one kind of respondent; selection matters as well as size.
Your example may differ. Check your calculations and whether you explained why.
SESSION 4 · BUILD + MEASURE0 / 6
LEARN THE METHOD
Rectangle area = length × width; perimeter = 2 × (length + width). Triangle area = base × perpendicular height ÷ 2. Cuboid volume = length × width × height.
WORKED EXAMPLE
For an 8 m × 3 m rectangle: area = 24 m² and perimeter = 22 m. A 6 m × 4 m rectangle has the same area but perimeter 20 m.
m²
Use a hint
Length × width = 100 × 5.
m
Use a hint
2 × (100 + 5) = 210.
cm²
Check the method after trying
Base × height ÷ 2 = 200 × 5 ÷ 2.
cm³
Check the method after trying
Multiply the three dimensions.
°
Check the method after trying
180 − 45 − 62 = 73.
m²
Check the method after trying
Whole area 500 minus uncovered area 4.
Compare your reasoning after trying
For example 12 × 2 and 6 × 4 both have area 24 square units. Their perimeters are 28 and 20 units. Area and perimeter measure different things.
Your example may differ. Check your calculations and whether you explained why.
Answers and reasoning save on this device when browser storage is available.
PROJECT HQ · TERM 3
PROJECT HQ · PROJECT FILE 05
TEST — run first proper test.
Start something real. Build an idea, test it, improve it, and share it. Make your move.
TEST your Resilient Systems Challenge. Choose one variable or design feature, define what you will measure, compare it against a baseline and record what the result suggests you should change next.
01BRIEF
02LEARN
03INVESTIGATE
05DECIDE
07PROJECT
08CHECK-IN