Calorimetric experiments for teaching energy as a crosscutting quantitative concept

This paper presents a set of accessible, quantitative calorimetric experiments designed to support the teaching of energy change as a crosscutting concept across scientific domains. Building on an operational definition of energy change based on temperature variation of a standard body, the proposed approach treats calorimetry as an empirical unifying framework for studying diverse processes, including mechanical, electrical, radiative, and chemical processes. In contrast to traditional instruction that often rests on a predefined abstract concept (work), these experiments engage learners in constructing quantitative relationships empirically by identifying proportional dependencies between temperature change and relevant variables that characterize different processes. The experiments are intentionally simple to implement in classroom settings and adaptable across educational levels. Through this approach, students can develop a coherent understanding of energy change as a measurable quantity associated with a range of processes, rather than categorizing distinct forms of energy. We illustrate how this framework supports interdisciplinary connections, promotes inquiry-based learning, and provides a foundation for linking macroscopic observations with later microscopic explanations. Implications for teaching, including the role of experimental design, variable control, and the transition from temperature change to energy change, are discussed.