This paper describes the design of and experience with an activity designed to dispel a temperature–energy misconception. I encountered an error in a latent heat calculation where students used a temperature difference. This is related to a misconception in the literature where students mistakenly predict that a temperature increase will result from any increase in the internal energy of a substance. Inspired by related examples of inquiry-based misconception repair, this paper describes the design and use of an activity to address the misconception. The activity, based on prediction–observation research, highlights connections between the heating curve of water; the phases of melting, heating, and boiling; and the energy delivered to the water. If students make incorrect predictions based on this misconception, the observation of the heating curve provides contradictory evidence and an opportunity to repair the misconception. This paper describes the technical and pedagogical issues I encountered in the design, implementation,...

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