Investigating Heat and Temperature
Initial Publication Date: August 3, 2009
Summary
In this chemistry or physical science lab students identify the common misconception that heat and temperature are one in the same. Students feel several objects at room temperature and predict their temperature based on feel. The students almost always identify thermal conductors as feeling colder. The students measure the actual temperature, finding that it is at room temperature. The lab then relates conductivity and specific heat.
CollapseLearning Goals
Describe the difference between heat and temperature.
Relate thermal conductivity to specific heat.
Identify basic principles of calorimetry.
Relate thermal conductivity to specific heat.
Identify basic principles of calorimetry.
Context for Use
This has been used after some general heat and temperature information was given to the students. It has provided a good introduction to break misconceptions of students. Be sure the objects being tested do not produce heat or are exposed to another system, such as computers and outdoor windows.
Description and Teaching Materials
Allow students a chance to describe heat and temperature in their own words and ask them to explain the difference between the two terms. I allow students to work in pairs so less thermometers are needed. We all agree on the room temperature and body temperature. The students then go around the room and feel surfaces to predict the temperature and after the prediction, a temperature measurement is taken. They should answer the questions together as a pair. They will then move on to relating the specific heat of common objects to the thermal conductivity they observed. The end goal is to identify that heat is transferred until temperature is equal.
Student Handout (Word) (Microsoft Word 2007 (.docx) 18kB Aug3 09)
Student Handout (PDF) (Acrobat (PDF) 156kB Aug3 09)
Student Handout (Word) (Microsoft Word 2007 (.docx) 18kB Aug3 09)
Student Handout (PDF) (Acrobat (PDF) 156kB Aug3 09)
Teaching Notes and Tips
Only allow the students to answer write the final question when everyone is finished with the assignment. I allow them to discuss the answer openly until it is time to write the answer.
Assessment
The final question should be done on their own.
Standards
9.2.3.2.1 Energy transformation/conservation