Misconception of heat and temperature Among physics students (original) (raw)

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International Conference on Education and Educational Psychology (ICEEPSY 2010)

Misconception of heat and temperature Among physics students

Assoc Prof. Dr. Almahdi Ali Alwan*
10-60-498 TRIPOLI LIBYAFACULTY OF EDUCATION - ALFATEH UNIVERSITY -TRIPOLI

Abstract

This Study was designed to find out Students misconception in heat and temperature. It was conducted by administering a questionnaire to 53 students from different major and manner (physics, chemistry, biology, and mathematic). In faculty of education Al.fateh university. The results were analyzed by (SPSS) (subject package for social science) to identify Students’ misconception on heat and temperature. The findings revealed that most of the students held alternative conceptions of heat and temperature. Finally, Implications and Suggestions for the Teacher for Teaching and Learning

© 2009 Published by Elsevier Ltd. Selection and/or peer-review under responsibility of Dr. Zafer Bekirogullari of Y.B.

Misconception in physics, students achievement, heat and Temperature,

Introduction:

All children’s conceptual frameworks develop from their daily experiences and change as they mature. However, frequently their intuitive understanding of the world around them, does not agree with the scientific concepts explanation. It is important in planning instruction to know how these naïve conceptions differ from the scientific explanation, and why children construct these ideas. The reason for exploring learners’ ideas parallels the theory that students’ ideas constrained and channeled learning, so knowledge of students’ ideas should inform teaching. Teachers should identify their own students existing ideas by diagnostic assessment. Development of complex concepts takes place in many small steps. Missing steps can make the correct explanation illusive or downright unattainable. This makes high-quality, age appropriate instruction at each grade level vital to the development of children’s understandings of key science concepts. Some ‘constructivist’ approaches recommend using students’ existing ideas as an explicit starting point for developing new learning.

Much research in science education has focused on students’ misconceptions about science. While searching through the literature sounds like a great way to spend a Saturday, there are easier ways to locate common misconceptions. The Operations Physics Project has compiled an extensive list of students’ misconceptions on a variety of science topics. Of course, this by no means should be considered the only misconceptions a student might have.

Concept of Misconceptions:

Misconceptions might also be referred to as preconceived notions, non-scientific beliefs, naive theories, mixed conceptions, or conceptual misunderstandings. Basically, in science these are cases in which something a person knows and believes does not match what is known to be scientifically correct, also most people who hold misconceptions are NOT aware of their ideas.

Misconception: Hancock (1940) defined “misconception” as “…any unfounded belief that does not embody the element of fear, good luck, faith, or supernatural intervention” (p. 208).

Barrass (1984) wrote of “mistakes” or errors, “misconceptions” or misleading ideas, and “misunderstandings” or misinterpretations of facts, saying that teachers and brighter students can correct errors.

Preconceptions: Ideas expressed that do not have the status of generalized understandings that are characteristic of conceptual knowledge (Ausubel, 1968).

Naive conceptions, Naive theories, Alternative conceptions, Alternative frameworks, Alternative [conceptual] frameworks, Minitheories, Intuitive theories, LIPH for “Limited or Inappropriate Propositional Hierarchies.” (Helm & Novak, 1983)

- Literature review:

• Elwan (2004), (Misconception of the Concept of Force and Newton’s laws, and the Special Factors Affecting the Presence of Secondary School Student in Tripoli- Libya), found the students have many misconceptions related to force and Newton’s laws as fellow:

• Misunderstanding the concept of force.

• If an object is at rest, no forces are acting on the object.

• Only animate objects can exert a force. Thus, if an object is at rest on a table, no forces are acting upon it.

• Force is a property of an object. An object has force and when it runs out of force it stops moving.

• The motion of an object is always in the direction of the net force applied to the object.

• Large objects exert a greater force than small objects.

• A force is needed to keep an object moving with a constant speed.

• Misunderstanding the concept of third Newton’s law.

• Elwan (2008), (Some of Wrong physical Concepts (Concepts of Kinematics). Students Study the physics Department, Teacher preparation faculty in Tripoli)) , found the students have many misconception related to (Speed, Velocity, Acceleration, Position) as fellow:

• Doubling the speed of a moving object doubles the kinetic energy.

• The only “natural” motion is for an object to be at rest.

• The motion of an object is always in the direction of the net force applied to the object.

• The terms distance and displacement are synonymous and may be used interchangeably. Thus the distance an object travels and its displacement are always the same.

• Velocity is another word for speed. An object’s speed and velocity are always the same.

• Acceleration is confused with speed.

• Acceleration always means that an object is speeding up.

• Acceleration is always in a straight line.

• Acceleration always occurs in the same direction as an object is moving.

• If an object has a speed of zero, even instantaneously, it has no acceleration.

• Large objects have a great acceleration than small objects.

Statement of the Problem:

To the best of the researcher’s knowledge, there has been no study conducted in Libya on the misconception in physics among sciences students in faculty of Education, Al.fateh, and factors influencing physics achievement.

The present study therefore focused its attention on investigating the factors that influence student’s performance on physics test in Al.fateh University, Libya.

Objective of the Study:

This study is concerned with the misconceptions in physics and the factors associated with it. The specific objectives of the study are:

1. To determine whether the variable gender is associated with students’ misconception in physics.
2. To determine whether prior knowledge of students in high school physics is associated with student’s misconception in physics.

Significance of the Study:

The research is of dual significance.
Firstly, it adds to our knowledge in the area of determinants of academic achievement. Specifically, the results of the study will provide us with information as to whether the factors such as gender, Prior knowledge, Teachers can influence misconception in physics among students in faculty of education, Al.fateh University.

Secondly, it is hoped that the findings will enable better Planning of science education in Libya, in terms of the allocation of resources for provision of relevant and necessary school facilities and training of school personnel.
The findings of this survey study may indicate some influencing factors, which may be investigated further using an experimental approach to determine the factors linked to Misconceptions of physics students.

Limitation and Sample of the Study:

The investigation is limited to sciences students in faculty of Education, Al.fateh University. The sample of the study comprised only 53 sciences students were in major (24 Biology, 9 Chemistry, 13 Mathematics, 7 Physics) and was (43 Female, 10 Male). Furthermore, the study deals with a few factors only, in other words, it is not a multi-variate study. Heat and temperature concepts in the 2009/2010 academic year.

The instrument used to measure misconception in physics deals with a limited content only heat and temperature.

Alternative Conception in Heat and Temperature:

Concepts related to heat and temperature are directly related to physical environment of living organism. Hence, heat and temperature are not directly observable quantities. Concepts developed by students originated from the interpretation of ideas gained from everyday experiences (Leura, Otto, & Zitzewit, 2005). In addition, culture and language are the effectual factors for developing concepts related to heat and temperature (Lubben, Nethisaulu, & Campell, 1999; Lewis & Linn 1994). On the other hand, textbooks may contribute and/or strengthen students’ alternative conceptions in heat and temperature (Leite, 1999). So, it is likely that students come into thermodynamics course with common alternative conceptions related to heat and temperature concepts.
Alternative conceptions in thermodynamics usually arise from substance-based conceptions (Harrison, Grayson, and Treagust, 1999; Ericson, 1979,). For example students thought that heat is a substance, something like air or stream

which could be added or removed from an object, very similar to the caloric theory of heat held by scientist in 8th century (Brush, 1976; Elwan 2007). Most students, could not differentiate the terms “heat” and “temperature” and they use these terms interchangeably (Harrison, 1996; Jara-Guerro, 1993; Kesidou & Duit, 1993; Ericson & Tiberghien, 1985).
Usually, this mutual substitution imitate not only to everyday conversation but to TV programs and technical reports. For example, it is common to hear that “the heat of the day rises and reaches a peak in the afternoon” while watching weather report on TV. Most students tend to reason that different sensations mean different temperatures. Students encountered difficulty in accepting that different objects are at the same temperature when left in same environment for a long time (Thomaz et al., 1995). temperature of an object is seen as a characteristic of the material from which the object is made.
The important of these concepts can be useful to students both in daily work and life. However, many students still face some difficulties in understanding the heat and thermodynamics (Driver, 1989; Linn and Songer, 1991; Lewis and Linn, 1994; Harrison et al., 1999).
Many students thought that heating a body always increases temperature of an object (Yeo & Zadnik, 2001). An extensive list of alternative conceptions related to thermodynamics was provided by Yeo & Zadnik (2001).
Students may answer questions in a test correctly in formal settings but these students usually fall back to their alternative conceptions while applying to everyday situations (Kolari & Savander-Ranne, 2000; White, 1992). Not only students but also scientists also have difficulties applying their scientific knowledge related to heat and temperature to everyday situations. For example, scientists gave different answers to a question of relative insulating properties of aluminium foil and wool.

Research instrument

This study attempts to determine students’ understanding of heat and temperature on the large scale. Heat and Temperature Concepts Questionnaire (HTCQ) was constructed by following the steps of constructional process of the multiple choice questionnaires which were suggested by Robbins (1998). The HTCQ consisted of one openended and nineteen multiple-choice questions, which were developed from both interview data and the literature review.
They are described as follows:
Step 1: Stating of purpose; this questionnaire used for investigating students’ alternative conceptions of heat and temperature.
Most questions are situated in everyday contexts;
Step 2: Questions from 1 to 26 were original from Yeo and Zadnik (2001).
Step 3: Questions 28 and 29 were original from Rosalind Driver (1985).
Step 4: Questions 27 and 30 were original from Elwan Almahdi (2007).

Results:

As can be seen in Table (1) none of the items students’ conception of heat more than 40.0%40.0 \% of the respondents have their own ideas in almost the items, except equation 30 the students’ misconception was 18.9%18.9 \% of the respondents are aware that heat is energy in transit between two objects due to differences in temperature. On the other hand, most of the respondents gave incorrect responses the items in table (1).

Table (2) illustrates the results for items on students’ conceptions of temperature. More than 50%50 \% of the respondents have their own ideas regarding conceptions of temperature in all items as follows:

• Temperature is the “intensity” of heat.
• Skin or touch can determine temperature.
• Perceptions of hot and cold are unrelated to energy transfer.
• When temperature at boiling remains constant, something is “wrong.”
• Boiling point is the maximum temperature a substance can reach.
• A cold body contains no heat.
• The temperature of an object depends on its size.
• There is no limit on the lowest temperature.

Table (3) illustrates the results for items on students’ about heat transfer and temperature change conceptions of temperature. More than 46%46 \% of the respondents have their own ideas regarding all items as follows:

• Heating always results in an increase in temperature.
• Heat only travels upward.
• Heat rises.
• Heat and cold flow like liquids.
• Temperature can be transferred.

-Objects of different temperature that are in contact with each other
or in contact with air at different temperature, do not necessarily move toward the same temperature. (Thermal equilibrium is not a concept.)

• Hot objects naturally cool down, cold objects naturally warm up.
• Heat flows more slowly through conductors making them feel hot.
• The kinetic theory does not really explain heat transfer.

(Explanations are recited but not believed).
Table (4) illustrates the results for items on students’ conception about “thermal properties” of materials. Between 40%40 \% and 100%100 \% of the respondents have their own ideas regarding all items as follows:

• Temperature is a property of a particular material or object.
• Metal has the ability to attract, hold, intensify or absorb heat and cold.
• Objects that readily become warm do not readily become cold.
• Different materials hold the same amount of heat.
• The boiling point of water is 100∘C100^{\circ} \mathrm{C} (only).
• Ice is at 0∘C0^{\circ} \mathrm{C} and/or cannot change temperature.
• Water cannot be at 0∘C0^{\circ} \mathrm{C}.
• Steam is more than 100∘C100^{\circ} \mathrm{C}.
• Materials like wool have the ability to warm things up.
• Some materials are difficult to heat: they are more resistant to heating.
• Bubbles mean boiling.
• The bubbles in boiling water contain “air,” “oxygen,” or “nothing.” 12
• It starts to melt at 420 oC 29

This study identified four main concepts of heat and temperature (thermodynamics) that the students found problems with: heat conception, temperature conception, heat transfer, and temperature change, conceptions about “thermal properties” of materials, also the boiling point of water 100∘C100^{\circ} \mathrm{C}, and melting point of Zinc at 420∘C420^{\circ} \mathrm{C}.

Discussion:

The findings revealed that most of the students held alternative conceptions of heat and temperature. Many students were confused of the concepts of heat and temperature and could not explain the differences between heat and temperature. Some students still regard that the words “heat” and “temperature” are the same things. This finding was likely similar to the work by Kesidou and Duit (1993), Elwan (2007). which pointed out students’ difficulties in distinctions between heat and temperature in the extensive-intensive framework. Additionally, many students held alternative conceptions that heat depend on the temperature of the object only because they viewed that higher temperature objects would have more heat energy.
Heat capacity and specific heat capacity were often poorly differentiated in student’s mind as reported by Van Roon et al. (1994). Many students could not predict the final temperature when two samples at different temperatures are mixed. However, most of them understand that the final temperature cannot be higher than the temperature of two samples before mixing. Students could use the formulae, Q=mcΔt\mathrm{Q}=\mathrm{mc} \Delta \mathrm{t}, to find out the amount of heat energy. However, they did not consider the value of specific heat capacity as a factor of temperature changing of the object. Sometimes, many students could give the correct answers but their reasons could not support their answers. This finding showed that the students were able to use formulae and solve the theoretical or mathematical problems, but they did not understand concepts underlying the formulae. Students could make sense with the concrete situation, closely with their life experiences, but they could not link what they had learned in physics classrooms with their experiences.
One of the most important concepts that many students held alternative conceptions was thermal equilibrium. Gender did not account for a significant portion of the variation in achievement of heat and temperature concepts, the interaction between gender and treatment did. Similar findings were obtained by Başer (1996).

However, they did not always consider that objects in the same surroundings have the same temperature, when they were given new situations, as reported by Tiberghien (1985), Thomaz et al. (2003) and Clark and Jorde (2004). These research studies discussed that confusion is reinforced by the contrast between the cold sensation generated by touching a good conductor such as metal e.g. a pan and the warm sensation by touching an insulator. In contrast with Libyan context, many Libyan students held the alternative conceptions of thermal equilibrium which caused by the hot sensation generated by touching a good conductor and the warm sensation by touching an insulator in the hot day. By these results, it is indicated that the students have learned by memorizing the concept without the fundamental understanding and they faced problem with transferring thermal equilibrium concept because their personal experiences were resisted by the scientific concepts.
The findings showed that students understood the meaning of good insulator and conductor materials. However, they still held the conception that a material, which was good for keeping hot objects warm, could not keep cold objects cool as the reported by Lewis and Linn (1994). This view might come out from their experiences of keeping hot water by using thermos which made of metal (outside). Additionally, Libyan students had difficulties in concepts of insulators similar to Western students. Both thought that particular materials were good for keeping hot objects warm and cold objects cool.
The difficulty in learning thermodynamics students do not understand the heat flows because of the difference of the temperature of objects. Students thought that heat exchange would or occur until every object had the same amount of heat energy. As Kesidou and Duit (1993), students held alternative conceptions that it is possible thought that coffee had become warm because temperature differences might occur by these students did not think that all real processes take place by themselves in only one direction. In contrast, Libyan students answered by referring to their everyday experiences. Thus, half of students could give the correct answer that it was impossible that the objects had become warmer when they were at the same temperature of the surroundings.
However, Libyan students still have problems with description to produce detailed and consistent predictions about all the features of the system.
This study recognized the fact that Libyan students had difficulties in understanding heat and temperature similar to all students across cultures.
Libyan students also had problems with descriptions to produce detailed and consistent predictions about all the features of the system. This study indicated two fundamental ideas about Libyan student understanding of heat and temperature as the follows:

1. Students’ understandings were supported by the likeness between personal experiences and scientific conceptions.

Students’ understandings about thermal situations came from their everyday experiences (Arnold and Millar, 1994). Several students could give the correct answer, such as the first and second law of thermodynamics, by referring to their everyday experiences. Students could understand the scientific concepts instinctively whenever the concepts absolutely made sense to their life experiences. However, students still face problems in giving scientific reasons and consistent predictions.
2) Students’ alternative conceptions were reinforced by the contrast between personal experiences and scientific conceptions.
Students held certain intuitive thinking about everyday experiences for heat and temperature concepts. For example, the concept of thermal equilibrium did not make sense to students’ experiences in the term of sensation.
Thus, students’ understanding was grounded in everyday experience which was perhaps the one reason of students’ alternative conceptions of heat and temperature.
Importantly, it seemed to be especially resistant to change this understanding (Driver, 1989).

Implications and Suggestions to teachers for Teaching and Learning:

From the fundamental ideas, it is recommended that teachers could teach heat and temperature concepts along with thermal situations or students’ experiences and then identify contrast and make comparisons between conception until students clearly understand how the concept describes that situations. Thus, an understanding of students’ prior knowledge is useful in providing appropriate situations and effective pedagogies as well. Multi-contexts should be used to introduce and explain heat and temperature concepts, so students can better understand the concept and see how the concepts are transferred and applied. The new approach should address students’ prior knowledge of heat and temperature. The students already have the ideas of thermal situation before they get into the classroom. The new learning approach should pay more emphasis on helping students to build scientific thought and analysis.

Additionally, to develop students’ understanding of the differences of heat and temperature, teachers should help students to recognize that mass is also an important factor of heat energy. The terms intensive and extensive quantities should be explained to students. Understanding these terms will help students clearly to identify the differences of heat and temperature. This idea is similar to the work by Kesidou and Duit (1993) when the extensive-intensive framework was used as criterions to point out students’ difficulties in distinctions between heat and temperature. Perhaps, intensive and extensive quantities could help students to understand the difference between heat capacity and specific heat capacity.
One of the findings from this study is that sometimes, students explained an event by using wrong concept principle. Apparently, using formulae did not come along with developing conceptual understanding and emitted encouraging transferring the concepts. Even though students were able to using formulae and solve theoretical or mathematical problems, but they do not understand concepts underlying the formulae.
Hence, teaching should give more emphases on:

1. Encourage students to use the experimental of physics Lab.
2. Physics teacher should use modern approach of teaching physics course.
3. Develop student’s conceptual understanding before solving theoretical or mathematical problems.
4. Encourage students to express their ideas by using the technical terms and concepts with an event consistently in order to improve student’s transfer of heat and thermodynamics concepts.
5. Make the education and psychology period for the scientific courses professors as (physics, chemistry, biology and mathematics) because they are not studied any educational and psychological courses.

References:

Arnold, M. and R. Millar. 1994. “Children’s and Lay Adults’ Views About Thermal Equilibrium ‘Work’ and ‘Heat’: on a Road Towards Thermodynamics’. International Journal of Science Education 16: 131-144.
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Barrass, Robert. (1984) “Some Misconceptions and Misunderstandings Perpetuated by Teachers and Textbooks of Biology.” Journal Of Biology Education 18:201−20518: 201-205.
Başer, M. (1996). Effect of Conceptual Change Instruction on Understanding of Heat and Temperature Concepts and Science Attitude. Unpublished MS Thesis, METU, Ankara, Turkey.
Brush, S. G. (1976). The kind of motion we call heat: A history of the kinetic theory of gases in the 19th century (Book 1). New York: North-Holland.
Clark, D. and D. Jorde. 2004. “Helping Students Revise Disruptive Experientially Supported Ideas About Thermodynamics: Computer Visualizations and Tactile Models”. Journal of Research in Science Teaching 41: 1−231-23.
Driver, R. 1989. “Students’ Conceptions and the Learning of Science”. International Journal of Science Education 11: 481-490.
Elwan, Almahdi, (2007), “Misconception in Physics”, Journal of Arabization, the Arab Centre for Arabization, Translation, Authorship and Publication, Damascus, No. 33, December 2007 pp 77-103.
Elwan, Almahdi, (2008), “misconceptions in thermal physics and the factors affecting in there presence among students in the physics department at the Ajaylat High Institute for Teacher Training”). Journal of the University of Nasser UN.
Elwan, Almahdi. (2004), “misconceptions of the concept of force and the special factors affecting the presence among the students at the secondary school in Tripoli” , Journal of ADERASAT , International Centre for Studies and Research of the Green Book, No. 16, 2004, p. 99-114.
Harrison, A (1996). Student Difficulties in Differentiating Heat and Temperature. Paper presented in 21st Annual Conference of the Western Australian Science Education Association, Perth, November, 1996.
Harrison, A. G., D. J. Grayson, and D. F. Treagust. 1999. “Investigating a Grade 11 Student’s Evolving Conceptions of Heat and Temperature”. Journal of Research in Science Teaching 36: 55-87.
Jara-Guerrero S. (1993). "Misconceptions on heat and temperature"in The Proceedings of the Third International Seminar on Misconceptions and Educational Strategies in Science and Mathematics, Misconceptions Trust: Ithaca, NY (1993). 110 Başer

Kesidou, S. & Duit, R. (1993). Students’ conceptions of the second law of thermodynamics - An interpretative study. Journal of Research in Science Teaching, 30, 85-106.
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Lewis, E. L. & Linn, M. C. (1994). Heat energy and temperature concepts of adolescents, adults, and experts: Implications for curricular improvements. Journal of Research in Science Teaching, 31, 657-677.
Lubben, F., Netshisuaulu, T., Campell, B. (1999). Students’ Use of Cultural Metaphors and Their Scientific Understandings Related to Heating. Science Education, 83, 761-774.
Luera, G. R., Otto, C. A. & Zitzewitz, P. W. (2005). A conceptual change approach to teaching energy & thermodynamics to pre-service elementary teachers. J. Phys. Tchr. Educ. Online 2(4), 3-8
Meltzer D. E. (2004). Investigation of students’ reasoning regarding heat, work, and the first law of thermodynamic in an introductory calculus-based general course. American Journal of Physics, 72, pp14321443.

Novak, J. D. and H. Helm. 1983. Proceedings of the International Seminar: Misconceptions in Science and Mathematics. Ithaca, NY: Cornell University.
Robbins, D. 1998. “Questionnaire Construction” In G. Miller (ed.). Handbook of Research Methods in Public Administration. New York:
Thomaz, M. F. et al. 2003. An Attempt to Overcome Alternative Conceptions Related to Heat and Temperature. Available: http://jcbmac.chem. brown.edu, February 13, 2003.
Thomaz, M. F., Malaquias, I. M., Valente, M. C., & Antunes, M. J. (1995). An attempt to overcome alternative conceptions related to heat and temperature. Physics Education, 30, 19-26.
Tiberghien, A. 1985. “Heat and Temperature: Part B: The Development Ideas with Teaching”. pp. 67 - 84. In R. Driver, E. Guesne and A.

White R. T. (1992). Implications of recent research on learning for curriculum and assessment. Journal of Curriculum
Yeo, S., & Zadnik, M. (2001). Introductory Thermal Concept Evaluation: Assessing Students’ Understanding. The Physics Teacher, 39, 495-504.

Table No (1)
Students’ conceptions of heat

Table No (2)
Students’ conceptions of temperature

Table No (3)
Students’ conceptions about heat transfer and temperature change

Table No (4)
Students’ conceptions about “thermal properties” of materials.

Thermal physics Concepts Evaluation

1. What is the most likely temperature of ice cubes stored in a refrigerator’s freezer compartment?

a. −10∘C-10^{\circ} \mathrm{C}
b. 0∘C0^{\circ} \mathrm{C}
c. 5∘C5^{\circ} \mathrm{C}
d. It depends on the size of the ice cubes.

1. Ali takes six ice cubes from the freezer and puts four of them into a glass of water. He leaves two on the countertop. He stirs and stirs until the ice cubes are much smaller and have stopped melting. What is the most likely temperature of the water at this stage?

a. −10∘C-10^{\circ} \mathrm{C}
b. 0∘C0^{\circ} \mathrm{C}
c. 5∘C5^{\circ} \mathrm{C}
d. 10∘C10^{\circ} \mathrm{C}
3. The ice cubes Ramli left on the counter have almost melted and are lying in a puddle of water. What is the most likely temperature of these smaller ice cubes?
a. −10∘C-10^{\circ} \mathrm{C}
b. 0∘C0^{\circ} \mathrm{C}
c. 5∘C5^{\circ} \mathrm{C}
d. 10∘C10^{\circ} \mathrm{C}
4. On the stove is a kettle full of water. The water has started to boil rapidly. The most likely temperature of the water is about:
a. 88∘C88^{\circ} \mathrm{C}
b. 98∘C98^{\circ} \mathrm{C}
c. 110∘C110^{\circ} \mathrm{C}
d. None of the above answers could be right.
5. Five minutes later, the water in the kettle is still boiling. The most likely temperature of the water now is about:
a. 88∘C88^{\circ} \mathrm{C}
b. 98∘C98^{\circ} \mathrm{C}
c. 110∘C110^{\circ} \mathrm{C}
d. 120∘C120^{\circ} \mathrm{C}
6. What do you think is the temperature of the steam above the boiling water in the kettle?
a. 88∘C88^{\circ} \mathrm{C}
b. 98∘C98^{\circ} \mathrm{C}
c. 110∘C110^{\circ} \mathrm{C}
d. 120∘C120^{\circ} \mathrm{C}
7. Lee takes two cups of water at 40∘C40^{\circ} \mathrm{C} and mixes them with one cup of water at 10∘C10^{\circ} \mathrm{C}. What is the most likely temperature of the mixture?
a. 20∘C20^{\circ} \mathrm{C}
b. 25∘C25^{\circ} \mathrm{C}
c. 30∘C30^{\circ} \mathrm{C}
d. 50∘C50^{\circ} \mathrm{C}
8. Ross believes he must use boiling water to make a cup of tea. He tells his friends: “I couldn’t make tea if I was camping on a high mountain because water doesn’t boil at high altitudes.”
a. Joy says: “Yes it does, but the boiling water is just not as hot as it is here.”
b. Tay says: “That’s not true. Water always boils at the same temperature.”
c. Lou says: “The boiling point of the water decreases, but the water itself is still at 100 degrees.”
d. Mai says: “I agree with Jim. The water never gets to its boiling point.”

Who do you agree with?
9. Nabila takes a can of cola and a plastic bottle of cola from the refrigerator, where they have been overnight. He quickly puts a thermometer in the cola in the can. The temperature is 7∘C7^{\circ} \mathrm{C}.
What are the most likely temperatures of the plastic bottle and cola it holds?
a. They are both less than 7∘C7^{\circ} \mathrm{C}.
b. They are both equal to 7∘C7^{\circ} \mathrm{C}.
c. They are both greater than 7∘C7^{\circ} \mathrm{C}.
d. The cola is at 7∘C7^{\circ} \mathrm{C} but the bottle is greater than 7∘C7^{\circ} \mathrm{C}.
e. It depends on the amount of cola and/or the size of the bottle.
10. A few minutes later, Ned picks up the cola can and then tells everyone that the countertop underneath it feels colder than the rest of the counter.
a. Nor says: “The cold has been transferred from the cola to the counter.”
b. Anoer says: “There is no energy left in the counter beneath the can.”
c. Sergo says: “Some heat has been transferred from the counter to the cola.”
d. Hany says: “The can causes heat beneath the can to move away through the countertop.”

Whose explanation do you think is best?
11. Pam asks one group of friends: "If I put 100 grams of ice at 0∘C0^{\circ} \mathrm{C} and 100 grams of water at 0∘C0^{\circ} \mathrm{C} into a freezer, which one will eventually lose the greatest amount of heat?
a. Rozlina says: “The 100 grams of ice.”
b. Norayni says: “The 100 grams of water.”

c. Shafi says: “Neither because they both contain the same amount of heat.”
d. Matt says: “There’s no answer, because ice doesn’t contain any heat.”
e. Jed says: “There’s no answer, because you can’t get water at 0∘C0^{\circ} \mathrm{C}.”

Which of her friends do you most agree with?
12. Mohamed is boiling water in a saucepan on the stovetop. What do you think is in the bubbles that form in the boiling water?
Mostly:
a. Air
b. Oxygen and hydrogen gas
c. Water vapor
d. There’s nothing in the bubbles.
13. After cooking some eggs in the boiling water, Mohamed cools the eggs by putting them into a bowl of cold water. Which of the following explains the cooling process?
a. Temperature is transferred from the eggs to the water.
b. Cold moves from the water into the eggs.
c. Hot objects naturally cool down.
d. Energy is transferred from the eggs to the water.
14. Jamal announces that he does not like sitting on the metal chairs in the room because “they are colder than the plastic ones.”
a. Salah agrees and says: “They are colder because metal is naturally colder than plastic.”
b. Naser says: “They are not colder, they are at the same temperature.”
c. Ibrahim says: “They are not colder, the metal ones just feel colder because they are heavier.”
d. Fathi says: “They are colder because metal has less heat to lose than plastic.”

Who do you think is right?
15. A group is listening to the weather forecast on a radio. They hear: “… tonight it will be a chilly 5∘C5^{\circ} \mathrm{C}, colder than the 10∘C10^{\circ} \mathrm{C} it was last night.”
a. Jen says: “That means it will be twice as cold tonight as it was last night.”
b. Ali says: “That’s not right. 5∘C5^{\circ} \mathrm{C} is not twice as cold as 10∘C10^{\circ} \mathrm{C}.”
c. Raj says: “It’s partly right, but she should have said that 10∘C10^{\circ} \mathrm{C} is twice as warm as 5∘C5^{\circ} \mathrm{C}.”
d. Guy says: “It’s partly right, but she should have said that 5∘C5^{\circ} \mathrm{C} is half as cold as 10∘C10^{\circ} \mathrm{C}.”

Whose statement do you most agree with?
16. Kim takes a metal ruler and a wooden ruler from his pencil case. He announces that the metal one feels colder than the wooden one. What is your preferred explanation?
a. Metal conducts energy away from his hand more rapidly than wood.
b. Wood is a naturally warmer substance than metal.
c. The wooden ruler contains more heat than the metal ruler.
d. Metals are better heat radiators than wood.
e. Cold flows more readily from a metal.
17. Amy took two glass bottles containing water at 20∘C20^{\circ} \mathrm{C} and wrapped them in washcloths. One of the washcloths was wet and the other was dry. 20 minutes later, she measured the water temperature in each. The water in the bottle with the wet
washcloth was 18∘C18^{\circ} \mathrm{C}, the water in the bottle with the dry washcloth was 22∘C22^{\circ} \mathrm{C}. The most likely room temperature during this experiment was:
a. 26∘C26^{\circ} \mathrm{C}
b. 21∘C21^{\circ} \mathrm{C}
c. 20∘C20^{\circ} \mathrm{C}
d. 18∘C18^{\circ} \mathrm{C}
18. Dan simultaneously picks up two cartons of chocolate milk, a cold one from the refrigerator and a warm one that has been sitting on the countertop for some time. Why do you think the carton from the refrigerator feels colder than the one from the countertop? Compared with the warm carton, the cold carton -
a. contains more cold.
b. contains less heat.
c. is a poorer heat conductor.
d. conducts heat more rapidly from Dan’s hand.
e. conducts cold more rapidly to Dan’s hand.

1. Ron reckons his mother cooks soup in a pressure cooker because it cooks faster than in a normal saucepan but he doesn’t know why. [Pressure cookers have a sealed lid so that the pressure inside rises well above atmospheric pressure.]

a. Emi says: “It’s because the pressure causes water to boil above 100∘C100^{\circ} \mathrm{C}.”
b. Col says: “It’s because the high pressure generates extra heat.”
c. Fay says: “It’s because the steam is at a higher temperature than the boiling soup.”
d. Tom says: “It’s because pressure cookers spread the heat more evenly through the food.”

Which person do you most agree with?
20. Pat believes her Dad cooks cakes on the top shelf inside the electric oven because it is hotter at the top than at the bottom.
a. Pam says that it’s hotter at the top because heat rises.
b. Sam says that it is hotter because metal trays concentrate the heat.
c. Ray says it’s hotter at the top because the hotter the air the less dense it is.
d. Tim disagrees with them all and says that it’s not possible to be hotter at the top.

Which person do you think is right?
21. Bev is reading a multiple-choice question from a textbook: “Sweating cools you down because the sweat lying on your skin:
a. wets the surface, and wet surfaces draw more heat out than dry surfaces.”
b. drains heat from the pores and spreads it out over the surface of the skin."
c. is the same temperature as your skin but is evaporating and so is carrying heat away."
d. is slightly cooler than your skin because of evaporation and so heat is transferred from your skin to the sweat."

Which answer would you tell her to select?
22. When Zack uses a bicycle pump to pump up his bike tires, he notices that the pump becomes quite hot. Which explanation below seems to be the best one?
a. Energy has been transferred to the pump.
b. Temperature has been transferred to the pump.
c. Heat flows from his hands to the pump.
d. The metal in the pump causes the temperature to rise.
23. Why do we wear sweaters in cold weather?
a. To keep cold out.
b. To generate heat.
c. To reduce heat loss.
d. All three of the above reasons are correct.
24. Vic takes some Popsicles from the freezer, where he had placed them the day before, and tells everyone that the wooden sticks are at a higher temperature than the ice part.
a. Deb says: “You’re right because the wooden sticks don’t get as cold as ice does.”
b. Ian says: “You’re right because ice contains more cold than wood does.”
c. Ross says: “You’re wrong, they only feel different because the sticks contain more heat.”
d. Ann says: “I think they are at the same temperature because they are together.”

Which person do you most agree with?
25. Gay is describing a TV segment she saw the night before: “I saw physicists make super-conductor magnets, which were at a temperature of −260∘C-260^{\circ} \mathrm{C}.”
a. Joe doubts this: “You must have made a mistake. You can’t have a temperature as low as that.”
b. Kay disagrees: “Yes you can. There’s no limit on the lowest temperature.”
c. Leo believes he is right: “I think the magnet was near the lowest temperature possible.”
d. Gay is not sure: “I think super-conductors are good heat conductors so you can’t cool them to such a low temperature.”
Who do you think is right?

1. Four students were discussing things they did as kids. The following conversation was heard: Ami: “I used to wrap my dolls in blankets but could never understand why they didn’t warm up.”

a. Nick replied: “It’s because the blankets you used were probably poor insulators.”
b. Lyn replied: “It’s because the blankets you used were probably poor conductors.”
c. Jay replied: “It’s because the dolls were made of material which did not hold heat well.”
d.Kev replied:“It’s because the dolls were made of material which took a long time to warm up.”
e. Joy replied: “You’re all wrong.”

Who do you agree with?
27. Choice the concept for the meaning of temperature
a. Temperature is the scale of value of heat.
b. Temperature is related to the velocity of particles of matter.
c. Temperature is not affected by pressure.
d. Temperature is the value of heat.
28. We have two cans (A & B ) are on similar flames, there is the thermometer for both, in A Cans there is a little of water, in B Cans there is many of water.

The first: when the water start boiling in two Cans.
What is the reading of thermometer in Cans (A).
a. Should be Greater than reading of the thermometer in Cans (B).
b. Should be similar of the both reading in thermometer
c. Should be less than reading in thermometer for Cans (B).

The second:

a. What is the reading of thermometer in Cans (A). (……….∘C)\quad\left(\ldots \ldots \ldots .{ }^{\circ} \mathbf{C}\right)
b. What is the reading of thermometer in Cans (B). (……….∘C)\quad\left(\ldots \ldots \ldots .{ }^{\circ} \mathbf{C}\right)
29. A solid piece of zinc placed in the oven temperature up to 1000∘C1000{ }^{\circ} \mathrm{C}, recorded consecutive readings of temperature for a piece of zinc in every minute and are as follows: - 30-70-200-420-420-420-420 … … … (∘C)\left({ }^{\circ} \mathrm{C}\right) Why log temperature readings several No. 420∘C420^{\circ} \mathrm{C} ?

30. Heat is:

a - External energy of the body.
b - Is a gas has no weight, enter in the objects expand, and contract when he came out of them.
c - Energy in transit between two objects due to differences in temperature.
d - The amount of body heat.