Demonstrates misconceptions of the meaning of temperature based on classical kinetic energy. Discusses some misconceptions about negative temperatures and the effect of compression. (YP)

A discussion of what E=mc2 means and other issues associated with the equation are presented. The differences between matter, mass, and energy, a derivation of the equation, the history of the word mass and examples of how it is used, misconceptions surrounding the equation, and a discussion of uranium fission are included. (KR)

Investigated was the nature of teachers' ideas about force and gravity, changes in materials, and energy. Information was obtained by using interview-about-events and interview-about-instances techniques. Examples of teachers' conceptions and ways of thinking are included. (YP)

The forward force of water on a hose is calculated using only the pressure gradient, the radius and length of the hose. The misconception about recoil on the nozzle is discussed. Dissipation energy and the consequent heat generation in a fluid flow are also described. (KR)

Reports on a study designed to determine the importance of images to experienced chemists and the nature of images among learners, with particular attention to correlations with level of learning. Suggests that instructional methods should consider the student's ability to develop specific images appropriate to the chemical concepts. (TW)

Discusses the commonly held misconceptions on heat and examines potential contributing factors. Defines and provides examples of internal energy and heat. Suggests approaches to the teaching of heat for secondary level students. (ML)

Advocates the accuracy of the common belief that the possession of energy drives, gives potential for, or accounts for change. Argues that the term "free energy" or entropy represents the possibility of change. Recommends that educators reexamine their use of these terms to prevent common misconceptions about energy. (TW)

Discussed is the idea that models should be taught by emphasizing limitations rather than focusing on their generality. Two examples of gas behavior models are included--the kinetic and static models. (KR)

This study tested the effectiveness of having fifth-grade students generate their own examples of selected concepts on energy. Hypotheses were that subjects would perform better on sections of a test related to definitions and recognition of exemplars of the concepts for which they found their own examples than on sections related to comparible…