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Video analysis tools such as Tracker are used to study mechanical motion captured by photography. One can also imagine a similar tool for tracking thermal motion captured by thermography. Since its introduction to physics education, thermal imaging has been used to visualize phenomena that are invisible to the naked eye and teach a variety of physics concepts across different educational settings. But thermal cameras are still scarce in schools. Hence, videos recorded using thermal cameras such as those featured in “YouTube Physics” are suggested as alternatives. The downside is that students do not have interaction opportunities beyond playing those videos.

Heat transfer is widely taught in secondary Earth science and physics. Researchers have identified many misconceptions related to heat and temperature.1These misconceptions primarily stem from hunches developed in everyday life (though the confusions in terminology often worsen them). Interactive computer simulations that visualize thermal energy, temperature distribution, and heat transfer may provide a straightforward method for teaching and learning these concepts. Through interacting with visual representations of the concepts and observing how they respond to manipulations, the misconceptions may be dispelled more effectively. This paper presents a new educational simulation tool called Energy2D developed to explore this idea.

Based on detecting long-wavelength infrared (IR) radiation emitted by the subject, IR imaging shows temperature distribution instantaneously and heat flow dynamically. As a picture is worth a thousand words, an IR camera has great potential in teaching heat transfer, which is otherwise invisible. The idea of using IR imaging in teaching was first discussed by Vollmer et al. in 2001.1–3 IR cameras were then too expensive for most schools. Thanks to the growing need of home energy inspection using IR thermography, the price of IR cameras has plummeted and they have become easy to use. As of 2011, the price of an entry-level handheld IR camera such as the FLIR I3 has fallen below $900 for educators. A slightly better version, FLIR I5, was used to take the IR images in this paper. As easy to use as a digital camera, the I5 camera automatically generates IR images of satisfactory quality with a temperature sensitivity of 0.1°C. The purpose of this paper is to demonstrate how these affordable IR cameras can be used as a visualization, inquiry, and discovery tool. As the prices of IR cameras continue to drop, it is time to give teachers an update about the educational power of this fascinating tool, especially in supporting inquiry-based learning.