Many students recall phrases like ‘heat rises’ and ‘hot things expand’ but cannot explain these or use them appropriately in explanations

Resources to Address This

• Heat rises (11-14)

  Heat rising is a common concept that implies heat as a substance. When teaching convection, it's crucial to mention explicitly that warm air reduces in density and ascends through the colder air around it.

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• A model of vibrating atoms in a solid (11-16)

  1. The model is used as a prop to support a discussion of the way in which the particles in a solid are held together by spring-like forces.
  2. Show the model to the class and demonstrate how vibrating it will shake the individual atoms but they can retain their place in the overall pattern.

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References

• Schnittka, C. and Bell, R. (2011) Engineering Design and Conceptual Change in Science: Addressing thermal energy and heat transfer in eighth grade. International Journal of Science Education, 33, (13), 1861-1887.

  Summary:
  Young secondary school students struggle with understanding energy changes and heating. They often misconceive "coldness" as a flow and attribute "hotness" or "coldness" to materials instead of temperature. A well-designed curriculum can help overcome these misconceptions and build a solid concept of temperature.
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