Heat-

The degree of hotness or coldness of a body or environment.

A measure of the warmth or coldness of an object or substance with
reference to some standard value.
A measure of the average kinetic energy of the particles in a sample of
matter, expressed in terms of units or degrees designated on a standard
scale.
A measure of the ability of a substance, or more generally of any
physical system, to transfer heat energy to another physical system.
Any of various standardized numerical measures of this ability, such as
the Kelvin, Fahrenheit, and Celsius scale

Calorimetry is the science associated with determining the changes in energy of a

system by measuring the heat exchanged with the surroundings. Now that sounds
very textbooky; but in this last part of Lesson 2, we are going to try to make some
meaning of this definition of calorimetry. In physics class (and for some, in
chemistry class), calorimetry labs are frequently performed in order to determine
the heat of reaction or the heat of fusion or the heat of dissolution or even the
specific heat capacity of a metal. These types of labs are rather popular because
the equipment is relatively inexpensive and the measurements are usually
straightforward. In such labs, a calorimeter is used. A calorimeter is a device used
to measure the quantity of heat transferred to or from an object.

What is Temperature?
Despite our built-in feel for temperature, it remains one of those concepts in
science that is difficult to define. It seems that a tutorial page exploring the
topic of temperature and thermometers should begin with a simple definition
of temperature. But it is at this point that I'm stumped. So I turn to that
familiar resource, Dictionary.com ... where I find definitions that vary from
the simple-yet-not-too-enlightening to the too-complex-to-be-enlightening. At
the risk of doing a belly flop in the pool of enlightenment, I will list some of
those definitions here:

The degree of hotness or coldness of a body or environment.

A measure of the warmth or coldness of an object or substance with
reference to some standard value.
A measure of the average kinetic energy of the particles in a sample of
matter, expressed in terms of units or degrees designated on a standard
scale.
A measure of the ability of a substance, or more generally of any
physical system, to transfer heat energy to another physical system.
Any of various standardized numerical measures of this ability, such as
the Kelvin, Fahrenheit, and Celsius scale.

There are three temperature scales in use today, Fahrenheit, Celsius and Kelvin.
Fahrenheit temperature scale is a scale based on 32 for the freezing point of
water and 212 for the boiling point of water, the interval between the two being
divided into 180 parts. The 18th-century German physicist Daniel Gabriel
Fahrenheit originally took as the zero of his scale the temperature of an equal
ice-salt mixture and selected the values of 30 and 90 for the freezing point of
water and normal body temperature, respectively; these later were revised to 32
and 96, but the final scale required an adjustment to 98.6 for the latter value.
Until the 1970s the Fahrenheit temperature scale was in general common use in
English-speaking countries; the Celsius, or centigrade, scale was employed in
most other countries and for scientific purposes worldwide. Since that time,
however, most English-speaking countries have officially adopted the Celsius
scale. The conversion formula for a temperature that is expressed on the Celsius
(C) scale to its Fahrenheit (F) representation is: F = 9/5C + 32.


Celsius temperature scale also called centigrade temperature scale, is the scale
based on 0 for the freezing point of water and 100 for the boiling point of
water. Invented in 1742 by the Swedish astronomer Anders Celsius, it is
sometimes called the centigrade scale because of the 100-degree interval
between the defined points. The following formula can be used to convert a
temperature from its representation on the Fahrenheit ( F) scale to the Celsius
(C) value: C = 5/9(F - 32). The Celsius scale is in general use wherever metric
units have become accepted, and it is used in scientific work everywhere.


Kelvin temperature scale is the base unit of thermodynamic temperature
measurement in the International System (SI) of measurement. It is defined as
1/ 273.16 of the triple point (equilibrium among the solid, liquid, and gaseous
phases) of pure water. The kelvin (symbol K without the degree sign []) is also
the fundamental unit of the Kelvin scale, an absolute temperature scale named
for the British physicist William Thomson, Baron Kelvin. Such a scale has as
its zero point absolute zero, the theoretical temperature at which the molecules
of a substance have the lowest energy. Many physical laws and formulas can be
expressed more simply when an absolute temperature scale is used;
accordingly, the Kelvin scale has been adopted as the international standard for
scientific temperature measurement. The Kelvin scale is related to the Celsius
scale. The difference between the freezing and boiling points of water is 100

degrees in each, so that the kelvin has the same magnitude as the degree
Celsius.
Excerpt from the Encyclopedia Britannica without permission.

1. Thank you for taking a few minutes to complete this survey.

Thank you for taking a few minutes
to complete this survey. Name

(Optional)
Grade Level
Years of Teaching Experience
Subject(s)

2. What do you believe are the major reasons we use report cards and
assign grades to students work?

What do you believe are the major reasons we use report cards and assign
grades to students work?
3. Ideally, what purposes do you believe report cards or grades should
serve?

Ideally, what purposes do you believe report cards or grades should serve?
4. Although classes certainly differ, on average, what percent of the
students in your classes receive the following grades:
Although classes certainly differ, on
average, what percent of the
students in your classes receive
the following grades: A
B
C
D
E or F

5. What would you consider an ideal distribution of grades (in percent)

in your classes?
What would you consider an ideal
distribution of grades (in percent) in
your classes? A
B

C
D
E or F

6. The current grading system in many schools uses the following

combination of letter grades, percentages, and/or categories:
A 100% - 90% Excellent Exceptional
B 89% - 80% Good Proficient
C 79% - 70% Average Basic
D 69% - 60% Poor Below Basic
E or F 59% - Failing
If you could make any changes in this system, what would they be?

The current grading system in many schools uses the following combination of
letter grades, percentages, and/or categories: A 100% - 90% Excellent
Exceptional B 89% - 80% Good Proficient C 79% - 70% Average Basic D 69%
- 60% Poor Below Basic E or F 59% - Failing If you could make any changes
in this system, what would they be?
7. Is there an established, uniform grading policy in your school or
district?
Is there an established, uniform grading policy in your school or district? Yes
No
I don't know

8. How well would you say you understand those policies?

How well would you say you understand those policies? Not at all
Somewhat
Very well

9. Grades and other reporting systems serve a variety of purposes.

Based on your beliefs, rank order the following purposes from 1 (Most
important) to 6 (Least important).
Grades and other reporting
systems serve a variety of
purposes. Based on your beliefs,
rank order the following purposes
from 1 (Most important) to 6 (Least
important). Communicate
information to parents about
students achievement and
performance in school
Provide information to students for
self-evaluation
Select, identify, or group students
for certain educational programs
(Honor classes, etc.)
Provide incentives for students to
learn
Document students' performance
to evaluate the effectiveness of
school programs
Provide evidence of students' lack
of effort or inappropriate
responsibility

10. Teachers use a variety of elements in determining students' grades.

Among those listed below, please indicate those that you use and about
what percent (%) each contributes to students grades.
Teachers use a variety of elements
in determining students' grades.
Among those listed below, please
indicate those that you use and
about what percent (%) each
contributes to students grades.
Major examinations
Oral presentations
Major compositions
Homework completion
Unit tests

Homework quality
Class quizzes
Class participation
Reports or projects
Work habits and neatness
Student portfolios
Effort put forth
Exhibits of students work
Class attendance
Laboratory projects
Punctuality of assignments
Students notebooks or journals
Class behavior or attitude
Classroom observations
Progress made
Other (Describe)
Other (Describe)

11. What are the most positive aspects of report cards and the process
of assigning grades?

What are the most positive aspects of report cards and the process of
assigning grades?
12. What do you like least about report cards and the process of
assigning grades?

What do you like least about report cards and the process of assigning
grades?

Thank you for your responses.

1. Student Grading System Survey
NIU is considering changes to the grading system. An NIU student currently cannot
receive a +/- (this is the case for the vast majority of students, and any exceptions
to this are unknown to us). NIU is considering a +/- grading system.
While it is unclear what exactly a +/- grading system at NIU would entail, a
description of a typical +/- grading system can be found here:
http://registrar.illinois.edu/grades/GPA.html

The NIU Student Association wants student feedback on the proposed changes to
NIU's grading system. This survey asks you a few questions so that student opinion
on the proposed grading system changes can be voiced. The NIU Student
Association will update you about any developments regarding this issue if you
provide your e-mail address in the comment box at the end of the survey. (Your Email will not be shared with any third parties for any reason.)
1. What is your current major?

2. Which best describes you?

Undergrad Student

Graduate Student

Former Student

None of the above

No Response

3. Which best describes you?

0-29 Credit Hours

30 - 59 Credit Hours

60 - 89 Credit Hours

90 - 120 + Credit Hours

None of the above

No Response

4. You prefer most a grading system that is

+/-

Non +/-

Other than the above

No Response

5. Would a +/- system negatively affect you in some way (e.g. scholarship
or employment opportunities)?
Yes

Maybe

No

No Response

6. Which grading system(s) do you have experience with?

+/-

Non +/-

Other

No Response

7. Would more information about this issue be helpful?

Yes

No

Maybe

No Response

8. Please add any additional comments in the box below. If you would like
further information about this issue, please include your E-mail address.
(Your E-mail will not be shared with any third parties for any reason.)