Many students at secondary school level think of heat as an intangible substance that can flow into and out of objects.

Energy and Thermal Physics

Misconception RESEARCH REVIEW

This idea can present itself in many ways in a student's understanding. Examples include:

  • Metals trap or absorb cold
  • Dark objects attract heat
  • Heat and cold are substances residing in objects

What the ideas have in common is the reference to heat as a substance to which they can attribute fluid behaviour. 

Resources to Address This

  • Warming things up (11-14)

    Ref - SPT En05 PN01

    This resource explores what happens to the behaviour of the particles as an object is warmed.

    View Resource
  • Heat is not a substance (11-14)

    Ref - SPT Eno5 TL04

    Some teachers ban the use of the word heat in their teaching and insist that pupils refer to the heating or warming process. 

     

    View Resource
  • Heat and temperature  (11 - 16)

    Ref - Practical Physics; Energy; Thermal Energy; Heat and temperature

    One important aspect of students’ growing understanding of energy ideas involves sorting out the ideas of heat and temperature (hotness or coldness).

    Kinetic theory describes the energy of an object as being due to the random motion of its molecules. If you give more energy to be shared out amongst the atoms and molecules of some piece of matter, it usually gets hotter. But ‘hotness’ is not energy. 

    View Resource

References

  • Schnittka, C. and Bell, R., () 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.

    Review sheet

  • Thomas, M. F.; Malaquias, I. M.; Valente, M. C. and Antunes, M. J. () An attempt to overcome alternative conceptions related to heat and temperature. Physics Education, 30 (1)

    19-26.

    Review sheet

  • Louisa, M;Veiga, F. C. S.; Costa Pereira, D. J. V. and Maskill, R. () Teachers' language and pupils' ideas in science lessons: Can teachers avoid reinforcing wrong ideas? International Journal of Science Education, 11 (4)

    465-479.

    Review sheet

  • Geourgiou, H. and Sharma, M.D. () University students understanding of Thermal Physics in everyday contexts. International Journal of Science and Mathematics Education, 10,

    1119-1142.

    Review sheet

  • Harrison, A. G, Grayson, D. J., ,Treagus, D. F. () Investigating a grade 11 student's evolving conceptions of heat and temperature. Journal of Research in Science Teaching, 36 (1)

    55-87.

    Review sheet

  • Trumper, R. () A Longitudinal Study of Physics Students' Conceptions on Energy in Pre-Service Training for High School Teachers. Journal of Science Education and Technology, 7 (4)

    311-318.

    Review sheet

IOP DOMAINS Physics CPD programme

Energy CPD videos

Our new set of videos gives teachers and coaches of physics a preview of the training we offer ahead of this term's live support sessions.

Find out more