Measuring thermal conductivity via basic home equipment
Abstract
This work reports a trouble-free alternative measuring approach for instructing the puzzling concept of thermal conductivity. In order to accomplish the task, a basic daily used home equipment is employed together with a mathematical modelling approach. Specifically, a simple approach to measure the thermal conductivity coefficient is described and temperature dependence of the thermal conductivity is mathematically modelled. Developed method is interesting in the sense that the experimental equipment is very practical and minimal costing, hence the approach offers physics educators fresh teaching routes and opportunities to clarify the puzzling concept of thermal conductivity and related concepts.
References
Alwan, A. A. (2011). Misconception of heat and temperature Among physics students. Procedia - Social and Behavioral Sciences, 12, 600–614. https://doi.org/10.1016/j.sbspro.2011.02.074
Brewe, E. (2008). Modeling theory applied: Modeling Instruction in introductory physics. American Journal of Physics, 76(12), 1155–1160. https://doi.org/10.1119/1.2983148
Cotignola, M. I., Bordogna, C., Punte, G., & Cappannini, O. M. (2002). Difficulties in learning thermodynamic concepts are they linked to the historical development of this field? Science & Education, 11(3), 279–291. https://doi.org/10.1023/A:1015205123254
Fenditasari, K., Jumadi, Istiyono, E., & Hendra. (2020). Identification of misconceptions on heat and temperature among physics education students using four-tier diagnostic test. Journal of Physics: Conference Series, 1470(1), 012055. https://doi.org/10.1088/1742-6596/1470/1/012055
Gilbert, J. K. (2004). Models and modelling: Routes to more authentic science education. International Journal of Science and Mathematics Education, 2(2), 115–130. https://doi.org/10.1007/s10763-004-3186-4
Gilbert, J. K., Boulter, C. J., & Elmer, R. (2000). Positioning models in science education and in design and technology education. In Developing Models in Science Education (pp. 3–17). Springer Netherlands. https://doi.org/10.1007/978-94-010-0876-1_1
Greca, I. M., & Moreira, M. A. (2002). Mental, physical, and mathematical models in the teaching and learning of physics. Science Education, 86(1), 106–121. https://doi.org/10.1002/sce.10013
Grosslight, L., Unger, C., Jay, E., & Smith, C. L. (1991). Understanding models and their use in science: Conceptions of middle and high school students and experts. Journal of Research in Science Teaching, 28(9), 799–822. https://doi.org/10.1002/tea.3660280907
Hestenes, D. (1987). Toward a modeling theory of physics instruction. American Journal of Physics, 55(5), 440–454. https://doi.org/10.1119/1.15129
Hestenes, D. (1997). Modeling methodology for physics teachers. AIP Conference Proceedings, 399, 935–958. https://doi.org/10.1063/1.53196
Jasien, P. G., & Oberem, G. E. (2002). Understanding of elementary concepts in heat and temperature among college students and K-12 teachers. Journal of Chemical Education, 79(7), 889. https://doi.org/10.1021/ed079p889
Kemp, H. R. (1984). The concept of energy without heat or work. Physics Education, 19(5), 003. https://doi.org/10.1088/0031-9120/19/5/003
Kulkarni, V. D., & Tambade, P. S. (2017). Assessing the conceptual understanding about heat and thermodynamics at undergraduate level. European Journal Of Physics Education, 4(2), 9–16. http://www.eu-journal.org/index.php/EJPE/article/view/85
Pathare, S., & Pradhan, H. C. (2011). Students’ alternative conceptions in pressure, heat and temperature. Physics Education, 21(3–4), 213–218. https://www.hbcse.tifr.res.in/episteme/episteme-1/allabs/shirish_abs.pdf
Ratnasari, D., Sukarmin, S., & Suparmi, S. (2017). Effect of problem type toward students’ conceptual understanding level on heat and temperature. Journal of Physics: Conference Series, 909(1), 012054. https://doi.org/10.1088/1742-6596/909/1/012054
Retnawati, H., Arlinwibowo, J., Wulandari, N., & Pradani, R. (2018). Teachers’ difficulties and strategies in physics teaching and learning that applying mathematics. Journal of Baltic Science Education, 17(1), 120–135. http://www.scientiasocialis.lt/jbse/?q=node/643
Stylos, G., Sargioti, A., Mavridis, D., & Kotsis, K. T. (2021). Validation of the thermal concept evaluation test for Greek university students’ misconceptions of thermal concepts. International Journal of Science Education, 43(2), 247–273. https://doi.org/10.1080/09500693.2020.1865587
Tatar, E., & Oktay, M. (2011). The effectiveness of problem-based learning on teaching the first law of thermodynamics. Research in Science & Technological Education, 29(3), 315–332. https://doi.org/10.1080/02635143.2011.599318
Thomaz, M. F., Malaquias, I. M., Valente, M. C., & Antunes, M. J. (1993). Case study of a sixth grade class: Attitudes and conceptions of the marine environment. Third International Seminar on Misconceptions and Educational Strategies in Science and Mathematics.
Wiser, M., & Kipman, D. (1988). The differentiation of heat and temperature: an evaluation of the effect of microcomputer models on students’ misconceptions. ETC-TR-88-20
Xie, C. (2012). Interactive heat transfer simulations for everyone. The Physics Teacher, 50(4), 237–240. https://doi.org/10.1119/1.3694080
Zacharia, Z. C., & Constantinou, C. P. (2008). Comparing the influence of physical and virtual manipulatives in the context of the Physics by Inquiry curriculum: The case of undergraduate students’ conceptual understanding of heat and temperature. American Journal of Physics, 76(4), 425–430. https://doi.org/10.1119/1.2885059
Zhang, C., Wang, H., Liu, Y., & Jiang, J. (2018). Investigation and the improvement strategy of the inquiry physics experiment teaching in senior high school. American Journal of Physics and Applications, 6(5), 104. https://doi.org/10.11648/j.ajpa.20180605.11
Zheng, W., Feng, L., Liu, B., Fu, P., Yin, H., & Qiao, J. (2019). Instrument design for digital thermal conductivity measurement. 2019 IEEE International Instrumentation and Measurement Technology Conference (I2MTC), 1–5. https://doi.org/10.1109/I2MTC.2019.8827026
Authors
Momentum: Physisc Education Journal allows readers to read, download, copy, distribute, print, search, or link to the full texts of its articles and allow readers to use them for any other lawful purpose.
This work is licensed under a Creative Commons Attribution 4.0 International License. The Authors submitting a manuscript do so with the understanding that if accepted for publication, copyright of the article shall be assigned to Momentum: Physics Education Journal