Addressing a Sensible and Latent Heat Misconception Using an Inquiry-Based Activity.

This article discusses the design and implementation of an inquiry-based activity aimed at addressing a temperature-energy misconception among students. The activity focuses on the heating curve of water and the phases of melting, heating, and boiling, highlighting the energy delivered to the water. By making incorrect predictions based on the misconception, students are able to observe contradictory evidence and correct their misconceptions. The article describes the technical and pedagogical issues encountered in designing and implementing the activity, and includes a lesson template in the appendix. The activity aims to promote cognitive conflict and update students' mental models through the use of predictions, observations, and technology. The article concludes by emphasizing the importance of addressing misconceptions in interdisciplinary programs such as sustainable energy. [Extracted from the article]