Many students think of temperature as a measure of the amount of heat an object contains, and that the temperature of objects is related to their size
For example, the temperature of a large block of ice is lower than that of a smaller block.
The following worksheets may help to identify whether students hold this particular misconception.
For more information, see the University of York BEST website.
Resources to Address This
Temperature and particles related to energy (11-14)
- Temperature is termed an intensive quality since it does not depend upon the number of particles (or mass of substance) present.
- Thermal energy is an extensive quantity since it depends upon the number of particles (or mass of substance) present.
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- 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)
- Wiser, M. () Use of History of Science to Understand and Remedy Students' Misconceptions About Heat and Temperature. In David N. Perkins, Judah L. Schwartz, Mary Maxwell West, and Martha Stone Wiske (Eds), Software Goes to School: Teaching for Understanding with New Technologies, Oxford University Press, New York.
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- Geourgiou, H. and Sharma, M.D. () University students understanding of Thermal Physics in everyday contexts. International Journal of Science and Mathematics Education, 10,
- Kesidou, S. and Duit, R. () Students' Conceptions of the Second Law of Thermodynamics- An Interpretive Study. Journal Of Research In Science Teaching, 30, (1)