P12.
2
Teacher required practical 21
Absorption and emission of infrared radiation
Specification references
Required practical 21: Investigate how the amount of infrared radiation
absorbed or radiated by a surface depends on the nature of that surface.
AT 1, 4
P6.2.2 Properties of electromagnetic waves 1
WS 3.8, 4.2, 4.3, 4.6, MS 2c
Aims
In this practical, students will investigate whether infrared radiation is emitted
at different rates by a hot shiny object and a hot matt black object. Students
working from the Aiming for grade 6 version of the practical are asked to write
their own plan, and students working from the Aiming for grade 8 version are
asked to write their own plan, equipment list, and risk assessment, as well as an
evaluation of their investigation.
The follow-up activity focuses on an investigation into whether infrared radiation
is absorbed at different rates by a cold shiny object and a cold matt black object.
Learning outcomes
After completing this practical, students should be able to:
plan and carry out an investigation into the rate of cooling due to emission of
infrared radiation
evaluate an investigation into the rate of cooling due to emission of infrared
radiation (Aiming for grade 8).
Teacher notes
This is a required practical activity for AQA GCSE Physics and AQA GCSE
Combined Science. It provides an opportunity to: use apparatus to record
measurements accurately (AT 1); and make observations of the effects of
the interaction of electromagnetic waves with matter (AT 4).
There are three versions of the student practical sheet, matched to the descriptors
for Aiming for grades 4, 6, and 8.
The practical is based on the idea that the rate of infrared emission (or absorption)
by an object is affected by the object’s surface colour. This is a Higher tier
learning objective which is in the AQA Physics GCSE but not the AQA Combined
Science GCSE, so students may need to be briefly taught about this before they
start the practical.
In the Aiming for grade 6 and 8 versions of the activity, students plan the
investigation themselves. They could do this as a homework task prior to the
practical lesson. You are advised to check students’ plans for safety before they
begin their experiments.
Students could be asked to draw graphs of temperature against time for the two
containers.
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P12.2
Teacher required practical 21
Example data
Note that the difference in temperature decrease of the two containers of water is
likely to be small, and it is possible that students will observe a larger temperature
decrease in the silver container.
Temperature of water Temperature of water
Time (min)
in silver container (°C) in black container (°C)
0.0 84.0 83.0
1.0 79.5 77.0
2.0 77.5 73.0
3.0 76.5 71.0
4.0 75.5 69.5
5.0 74.0 68.0
6.0 73.0 67.0
7.0 72.5 65.5
8.0 71.5 64.5
9.0 70.5 63.5
10.0 69.5 63.0
On all three sheets, the follow-up activity focuses on an investigation of the effect
of surface colour on the absorption of infrared radiation, using containers of very
cold water and an infrared lamp. If there is enough time available, students could
carry out this investigation in a subsequent lesson. A possible method is given
below.
1 Pour equal volumes of ice cold water (but no ice) into the two containers – if
you have beakers you could use the markings on the sides, but if you have
drink cans you will need to use a measuring cylinder to make sure the
volumes are the same.
2 Position the containers at equal distances from the infrared lamp and switch
on the lamp – or if no lamp is available, position both containers in direct
sunlight.
3 Start the stopwatch, and record the temperature of the water in the two
containers every 30 s for 10 minutes.
Answers
Aiming for grade 4
1 Student correctly calculates difference between final and initial temperatures
for shiny container [1]; and for black container [1]. (2 marks)
2 Black container (or whichever container had greater temperature drop in
student’s results). (1 mark)
3 Black (or whichever colour had greater temperature drop in student’s results). (1 mark)
4 Volume of water might affect temperature change (or equivalent argument). (1 mark)
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P12.2
Teacher required practical 21
Student follow-up
1 a Colour of container surface. (1 mark)
b Change/increase in temperature. (1 mark)
c Any one of: volume of water; shape and size of container; time (over which
temperature change is measured); starting temperature of water (though it
is not always possible to keep this the same for both containers). (1 mark)
2 Award marks for numbered list covering: use measuring cylinder [1]; to pour
equal amount of cold water in cans [1]; shine infrared lamp on both cans [1];
with cans at same distance from lamp [1]; measure time [1]; using stopwatch
[1]; measure temperatures / temperature change [1]; using thermometer [1]. (8 marks)
3 a Silver container: 23.5 °C − 5.0 °C 18.5 °C [1]; 27.0 °C − 5.0 °C 22.0 °C.
[You may need to explain to students why the second answer is 22.0 °C
rather than 22 °C.] [1] (2 marks)
b Black [1]; temperature increase of water was greater in black container [1]. (2 marks)
Aiming for grade 6
1 a Colour of container surface. (1 mark)
b Change/increase in temperature. (1 mark)
c Any two of: volume of water; shape and size of container; time (over which
temperature change is measured); starting temperature of water (though it
is not always possible to keep this the same for both containers). (2 marks)
2 a 0.5 °C (or whatever was the smallest division on the student’s
thermometer). (1 mark)
b 0.1 s (or whatever was the smallest measurable time on the student’s
stopwatch). (1 mark)
3 Statement of whether student’s prediction was correct according to their own
results [1]; justified by comparison of temperature differences in containers
[1]; with temperature differences calculated and shown [1]. (3 marks)
4 Answers should be relevant to student’s own investigation.
a Possible answers include: lids on containers, to reduce heat loss by
evaporation; used two people to read thermometers at same time (or three
people, with one watching stopwatch), to ensure time intervals were same
for both containers. [1 mark for description and 1 mark for explanation.] (2 marks)
b Possible answers include: starting temperatures in two containers were
different (because water cooled in interval between filling first and second);
lids were not tight so some loss of water vapour occurred; did not manage
to read both thermometers at same time. (1 mark)
Student follow-up
1 2 marks per risk with corresponding precaution (and 1 mark each for risk or
precaution on its own): clear up spills straightaway, to prevent slipping [1];
do not touch infrared lamp as it will be very hot/could burn OR wait for lamp
to cool before putting it away, to prevent burns. (4 marks)
2 Temperature of water in black beaker will increase by more than temperature
of water in silver beaker [1]; because matt, dark surfaces absorb more infrared
radiation than shiny, light surfaces [1]. (2 marks)
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P12.2
Teacher required practical 21
3 Possible answers include: place beakers equal distances from lamp, so
infrared radiation reaches them at same rate; put lids on beakers, to minimise
heat loss by evaporation; measure both temperatures simultaneously, so time
intervals are the same for both beakers. [1 mark for description and 1 mark for
explanation.] (4 marks)
4 Possible answers include: investigate effect of only colour/only shininess of
object’s surface (e.g. by testing matt black and matt white objects, or shiny
black and matt black objects); investigate effect of size/shape of object
(keeping surface colour the same). (1 mark)
Aiming for grade 8
1 Statement of whether student’s prediction was correct according to their
own results [1]; justified by comparison of temperature differences in
containers [1]; with temperature differences calculated and shown [1]. (3 marks)
2 Answers should be relevant to student’s own investigation.
Precautions to make results accurate – possible answers include: lids on
containers, to reduce heat loss by evaporation; used two people to read
thermometers at same time (or three people, with one watching
stopwatch), to ensure time intervals were same for both containers; used
measuring cylinder to make volumes of water as accurate as possible. [1
mark for description and 1 mark for explanation.] (4 marks)
Sources of error – possible answers include: starting temperatures in two
containers were different (because water cooled in interval between filling
first and second); lids were not tight so some loss of water vapour
occurred; did not manage to read both thermometers at same time. (2 marks)
Way to improve accuracy – possible answers include: tighter-fitting lid, to
reduce heat loss by evaporation; suitable change in order of steps, to
reduce time between pouring water and measuring first temperature; use
two people to measure temperatures so they are measured
simultaneously, so time intervals are the same for both containers. (1 mark)
Further development of investigation – possible answers include:
investigate whether starting temperature of water affects results;
investigate effect of only colour / only shininess of object’s surface (e.g. by
testing matt black and matt white objects, or shiny black and matt black
objects); investigate effect of size/shape of object (keeping surface colour
the same). (1 mark)
Student follow-up
1 Award marks for: suitable way of accurately pouring equal amounts of cold
water into the two containers [1]; shine infrared lamp on both containers [1];
with cans at same distance from lamp [1]; measure time using stopwatch [1];
measure temperatures / temperature change using thermometer [1]; method
is clear and all statements can be easily understood [1]. (6 marks)
2 2 marks per risk with corresponding precaution (and 1 mark each for risk or
precaution on its own): clear up spills straightaway, to prevent slipping; do not
touch infrared lamp as it will be very hot/could burn OR wait for lamp to cool
before putting it away, to prevent burns. (4 marks)
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This resource sheet may have been changed from the original. 4
P12.2
Teacher required practical 21
3 Temperature of water in black beaker will increase by more than temperature
of water in silver beaker [1]; because matt, dark surfaces absorb more infrared
radiation than shiny, light surfaces [1]. (2 marks)
4 Absorption and emission of infrared radiation are both happening [1]; at equal
rates [1]. (2 marks)
Additional support and challenge
If students need support to create a results table, they could be shown an empty
version of the table ‘Example data’ above.
The Aiming for grade 4 student follow-up asks students to plan an experiment to
measure the rate of heating due to absorption of infrared radiation. It may be
helpful for students to refer to the method of the infrared emission practical, which
they can adapt when writing their plan.
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P12.2
Teacher required practical 21
Technician notes
Students will need access to hot water from a kettle or hot water urn.
Arrangements need to be made for hot water to be safely transferred to each
group’s working area.
If drink cans are being used, precautions need to be taken so that students can
pour hot water through the cans’ openings without spilling it or scalding
themselves. It may help to give each group a funnel of a suitable size, and blocks
to hold the can still while water is being poured, so that students do not need to
hold it.
Safety
students should wear eye protection in case of hot water splashes
remind students to take care with hot water. If they need to move hot water
from one place to another, they should warn everyone nearby before they
come through
students must clean up any water spills straightaway
remind students not to touch the containers of hot water, as they will get very
hot. They should leave the containers to cool before clearing them away after
the practical.
Equipment
Students working from the Aiming for grade 8 student sheet are asked to write
their own equipment list when planning their experiment, but they are likely to use
similar equipment to that listed below. They could be given two different
thermometers and required to choose the more suitable one.
Per student group:
two beakers or drink cans (one painted silver and one painted matt black)
two thermometers (with 0.5 °C resolution)
aluminium foil
measuring cylinder
stopwatch.
Per group or shared between groups
source of hot water (each group will need about 300–400 ml).
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This resource sheet may have been changed from the original. 6
