Temperature Quiz on Ice and Water

Thermal Concept Evaluation - Appendix I

• Purpose: This questionnaire assesses understanding of heat and temperature. Visualize the scenario of friends discussing phenomena in a kitchen.
• Question Format: Multiple choice questions with various answer options (some have 5). Choose the response closest to understanding.
• Question 1: What's the typical temperature of ice cubes in a refrigerator's freezer compartment?
  • Options include -10°C, 0°C, 5°C, and others.
• Question 2: What is the estimated water temperature after ice cubes have dissolved?
  • Options cover temperatures lower than, equal to, or greater than 7°C (the temperature of a liquid example in the same context).
• Question 3: Estimate the temperature of ice cubes that have partially melted?
  • Likely options: -10°C, 0°C, 5°C, 10°C.
• Question 4: What's the most likely temperature of rapidly boiling water on a stove? -Options include 88°C, 98°C, 110°C and 120°C.
• Question 5: What is the likely temperature of water while it's still boiling (after the initial rapid boil)? -Answer options again include those above.
• Question 6: Estimate the temperature of steam rising above boiling water. -Options include temperatures in the same ranges as previous questions.
• Question 7: What will the likely temperature be after mixing three samples of water at different temperatures? -Likely options in °C: 20°C or 25°C.
• Question 8: What do students believe about boiling water at higher altitudes? -Options include that it does not boil at same temp. or that it just isn't as hot.
• Questions 9-12: Various scenarios concerning heat transfer and temperature in different contexts; include questions regarding heat transfer between objects, temperature changes, and the reasons for these changes. -Various answer options.

Thermal Concept Evaluation - Appendix II

• Question 13: Explain what happens to eggs when placed in cold water after cooking. -Options about heat transfer and energy transfer.
• Question 14: Why do students feel metal chairs are colder than plastic ones? -Options cover concepts of heat conduction and temperature.
• Question 15: A scenario about interpreting weather forecasts; comparing temperature differences. -Focus on understanding the meaning of temperature change, not just the numerical value.
• Question 16: Students feel a metal ruler is colder than a wooden one; an explanation for why that happens. -Options about conduction between materials.
• Question 17: Water is wrapped in wet and dry washcloths; describe the water’s temperature after a certain time. -Options about temperature changes and environmental conditions.
• Question 18: Two milk cartons, one cold from the fridge, one warm from the counter; explain why one feels colder to the touch. -Options about heat transfer, conduction, and heat capacity.
• Questions 19-22: Multiple scenarios about cooking methods and heat-related aspects; consider the reasons behind certain phenomena (e.g., pressure cookers, oven temperature distribution). -Options cover scientific explanations regarding processes like heat transfer, and conduction.
• Question 23: Use of sweaters during cold weather to keep warm and reduce heat loss.
• Question 24: Popsicles and wooden sticks; considering their temperatures. -Options cover whether the materials are at the same temperature or if they feel different due to properties.
• Question 25, 26: Discussions involving very low temperatures for certain materials; considering temperature limits.

Appendix II- Statistical Procedures

• Effect size: Formula to calculate the magnitude of a difference between two groups (|X₂-X₁|/σ₁ or |X₂-X₁|/σ₂)
• Use of this Form: Calculates effect size assuming equal variances, or adjusted with unequal variances.
• Average normalized gain: A measure of learning, (Xpost-Xpre)/(100-Xpre)).
• Index of item difficulty (E): Percentage of students answering an item correctly; higher values indicate easier items.
• Index of item discrimination (D): Difference in correct responses between high- and low-achieving students; higher values mean better discrimination. Methods for quantifying and interpreting item difficulty and discrimination from test measurements.