By Shu-Chiu Liu
Publication via Liu, Shu-Chiu
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Additional info for Reconstructing the Science of Heat for Better Teaching and Learning
Example text
They have different temperature; heat goes from higher temperature to lower until they have the same temperature. One of them has to have heat (being hot or warm). 4% 130 cases; 2 "no response" a Question 2 On the side the German sample, the idea that if heat transfer should occur, the objects must be capable of transporting heat is especially popular. For these students, the occurrence of heat transfer is subject to a specified property of the objects - the capability of transporting heat. ” This confirms again that students do not fully understand the nature of heat as an energy form and may turn to a description of material-like heat depending on the question.
Mathematical formula is frequently used by the students under study. However, their meaning is rarely clarified. For example, a Taiwanese student cited that thermometer can be used to measure a body’s change in temperature, △T, and in turn △H can be calculated by △H=M*S*△T. No further explanation on either of the terms is given by the student. Several German students specifically associate heat with temperature in a microscopic level. ” While the concept of temperature as “average speed of particles” is presented, the student does not necessarily understand what it really Students’ Understanding of the Basic Thermal Concepts: Results 21 means.
Students seem to visualize the behavior of the particles in a macroscopic manner and to equate heat transferred through particle motion with heat generated by friction. The learnt concept of friction heat is being used to predict what happens when particles move in order to transfer heat, as students do not distinguish the context of these events. The Shu-Chiu Liu 28 reconciliation of particle motion and friction heat is manifestation of the confusion between the microscopic and macroscopic systems.
