Transcript Physics Education Research In Perspective David E. Meltzer Iowa State University

Physics Education Research In Perspective
David E. Meltzer
Department of Physics and Astronomy
Iowa State University
Ames, Iowa
Collaborators
Tom Greenbowe (Department of Chemistry, ISU)
Kandiah Manivannan (Southwest Missouri State University)
Laura McCullough (University of Wisconsin, Stout)
Leith Allen (Ohio State University)
Post-doc
Graduate Students
Irene Grimberg
Jack Dostal (ISU/Montana State)
Tina Fanetti (Western Iowa TCC)
Teaching Assistants
Ngoc-Loan Nguyen
Larry Engelhardt
Warren Christensen
Michael Fitzpatrick
Agnès Kim
Sarah Orley
David Oesper
Undergraduate Students
Nathan Kurtz
Eleanor Raulerson (Grinnell, now U. Maine)
Funding
National Science Foundation
Division of Undergraduate Education
Division of Research, Evaluation and Communication
ISU Center for Teaching Excellence
Miller Faculty Fellowship 1999-2000 (with T. Greenbowe)
CTE Teaching Scholar 2002-2003
Collaborators
Tom Greenbowe (Department of Chemistry, ISU)
Kandiah Manivannan (Southwest Missouri State University)
Laura McCullough (University of Wisconsin, Stout)
Leith Allen (Ohio State University)
Post-doc
Graduate Students
Irene Grimberg
Jack Dostal (ISU/Montana State)
Tina Fanetti (Western Iowa TCC)
Teaching Assistants
Ngoc-Loan Nguyen
Larry Engelhardt
Warren Christensen
Michael Fitzpatrick
Agnès Kim
Sarah Orley
David Oesper
Undergraduate Students
Nathan Kurtz
Eleanor Raulerson (Grinnell, now U. Maine)
Funding
National Science Foundation
Division of Undergraduate Education
Division of Research, Evaluation and Communication
ISU Center for Teaching Excellence
Miller Faculty Fellowship 1999-2000 (with T. Greenbowe)
CTE Teaching Scholar 2002-2003
Collaborators
Tom Greenbowe (Department of Chemistry, ISU)
Kandiah Manivannan (Southwest Missouri State University)
Laura McCullough (University of Wisconsin, Stout)
Leith Allen (Ohio State University)
Post-doc
Graduate Students
Irene Grimberg
Jack Dostal (ISU/Montana State)
Tina Fanetti (Western Iowa TCC)
Teaching Assistants
Ngoc-Loan Nguyen
Larry Engelhardt
Warren Christensen
Michael Fitzpatrick
Agnès Kim
Sarah Orley
David Oesper
Undergraduate Students
Nathan Kurtz
Eleanor Raulerson (Grinnell, now U. Maine)
Funding
National Science Foundation
Division of Undergraduate Education
Division of Research, Evaluation and Communication
ISU Center for Teaching Excellence
Miller Faculty Fellowship 1999-2000 (with T. Greenbowe)
CTE Teaching Scholar 2002-2003
Collaborators
Tom Greenbowe (Department of Chemistry, ISU)
Kandiah Manivannan (Southwest Missouri State University)
Laura McCullough (University of Wisconsin, Stout)
Leith Allen (Ohio State University)
Post-doc
Irene Grimberg
Teaching Assistants
Michael Fitzpatrick
Agnès Kim
Sarah Orley
David Oesper
Graduate Students
Jack Dostal (ISU/Montana State)
Tina Fanetti (M.S. 2001; now at UMSL)
Larry Engelhardt
Ngoc-Loan Nguyen
Warren Christensen
Undergraduate Students
Nathan Kurtz
Eleanor Raulerson (Grinnell, now U. Maine)
Funding
National Science Foundation
Division of Undergraduate Education
Division of Research, Evaluation and Communication
ISU Center for Teaching Excellence
Miller Faculty Fellowship 1999-2000 (with T. Greenbowe)
CTE Teaching Scholar 2002-2003
Collaborators
Tom Greenbowe (Department of Chemistry, ISU)
Kandiah Manivannan (Southwest Missouri State University)
Laura McCullough (University of Wisconsin, Stout)
Leith Allen (Ohio State University)
Post-doc
Irene Grimberg
Teaching Assistants
Michael Fitzpatrick
Agnès Kim
Sarah Orley
David Oesper
Graduate Students
Jack Dostal (ISU/Montana State)
Tina Fanetti (M.S. 2001; now at UMSL)
Larry Engelhardt
Ngoc-Loan Nguyen (M.S. 2003)
Warren Christensen
Undergraduate Students
Nathan Kurtz
Eleanor Raulerson (Grinnell, now U. Maine)
Funding
National Science Foundation
Division of Undergraduate Education
Division of Research, Evaluation and Communication
ISU Center for Teaching Excellence
Miller Faculty Fellowship 1999-2000 (with T. Greenbowe)
CTE Teaching Scholar 2002-2003
Collaborators
Tom Greenbowe (Department of Chemistry, ISU)
Kandiah Manivannan (Southwest Missouri State University)
Laura McCullough (University of Wisconsin, Stout)
Leith Allen (Ohio State University)
Post-doc
Irene Grimberg
Teaching Assistants
Michael Fitzpatrick
Agnès Kim
Sarah Orley
David Oesper
Graduate Students
Jack Dostal (ISU/Montana State)
Tina Fanetti (M.S. 2001; now at UMSL)
Larry Engelhardt
Ngoc-Loan Nguyen (M.S. 2003)
Warren Christensen
Undergraduate Students
Nathan Kurtz
Eleanor Raulerson (Grinnell, now U. Maine)
Funding
National Science Foundation
Division of Undergraduate Education
Division of Research, Evaluation and Communication
ISU Center for Teaching Excellence
Miller Faculty Fellowship 1999-2000 (with T. Greenbowe)
CTE Teaching Scholar 2002-2003
Collaborators
Tom Greenbowe (Department of Chemistry, ISU)
Kandiah Manivannan (Southwest Missouri State University)
Laura McCullough (University of Wisconsin, Stout)
Leith Allen (Ohio State University)
Post-doc
Irene Grimberg
Teaching Assistants
Michael Fitzpatrick
Agnès Kim
Sarah Orley
David Oesper
Graduate Students
Jack Dostal (ISU/Montana State)
Tina Fanetti (M.S. 2001; now at UMSL)
Larry Engelhardt
Ngoc-Loan Nguyen (M.S. 2003)
Warren Christensen
Undergraduate Students
Nathan Kurtz
Eleanor Raulerson (Grinnell, now U. Maine)
Funding
National Science Foundation
Division of Undergraduate Education
Division of Research, Evaluation and Communication
ISU Center for Teaching Excellence
Miller Faculty Fellowship 1999-2000 (with T. Greenbowe)
CTE Teaching Scholar 2002-2003
Collaborators
Tom Greenbowe (Department of Chemistry, ISU)
Kandiah Manivannan (Southwest Missouri State University)
Laura McCullough (University of Wisconsin, Stout)
Leith Allen (Ohio State University)
Post-doc
Irene Grimberg
Teaching Assistants
Michael Fitzpatrick
Agnès Kim
Sarah Orley
David Oesper
Graduate Students
Jack Dostal (ISU/Montana State)
Tina Fanetti (M.S. 2001; now at UMSL)
Larry Engelhardt
Ngoc-Loan Nguyen (M.S. 2003)
Warren Christensen
Undergraduate Students
Nathan Kurtz
Eleanor Raulerson (Grinnell, now U. Maine)
Funding
National Science Foundation
Division of Undergraduate Education
Division of Research, Evaluation and Communication
ISU Center for Teaching Excellence
Miller Faculty Fellowship 1999-2000 (with T. Greenbowe)
CTE Teaching Scholar 2002-2003
Collaborators
Tom Greenbowe (Department of Chemistry, ISU)
Kandiah Manivannan (Southwest Missouri State University)
Laura McCullough (University of Wisconsin, Stout)
Leith Allen (Ohio State University)
Post-doc
Irene Grimberg
Teaching Assistants
Michael Fitzpatrick
Agnès Kim
Sarah Orley
David Oesper
Graduate Students
Jack Dostal (ISU/Montana State)
Tina Fanetti (M.S. 2001; now at UMSL)
Larry Engelhardt
Ngoc-Loan Nguyen (M.S. 2003)
Warren Christensen
Undergraduate Students
Nathan Kurtz
Eleanor Raulerson (Grinnell, now U. Maine)
Funding
National Science Foundation
Division of Undergraduate Education
Division of Research, Evaluation and Communication
ISU Center for Teaching Excellence
Miller Faculty Fellowship 1999-2000 (with T. Greenbowe)
CTE Teaching Scholar 2002-2003
Outline
Primary Trends in Physics Education Research
Investigation of Students’ Reasoning:
• Students’ reasoning in calorimetry and thermodynamics
• Diverse representational modes in student learning
Curriculum Development:
• Curricular materials for calorimetry and thermodynamics
• Instructional methods and curricular materials for largeenrollment physics classes
Assessment of Instruction:
• Teacher Preparation: Course for Elementary Education majors
• Measurement of learning gain
Outline
Primary Trends in Physics Education Research
Investigation of Students’ Reasoning:
• Students’ reasoning in calorimetry and thermodynamics
• Diverse representational modes in student learning
Curriculum Development:
• Curricular materials for calorimetry and thermodynamics
• Instructional methods and curricular materials for largeenrollment physics classes
Assessment of Instruction:
• Teacher Preparation: Course for Elementary Education majors
• Measurement of learning gain
Outline
Primary Trends in Physics Education Research
Investigation of Students’ Reasoning:
• Students’ reasoning in calorimetry and thermodynamics
• Diverse representational modes in student learning
Curriculum Development:
• Curricular materials for calorimetry and thermodynamics
• Instructional methods and curricular materials for largeenrollment physics classes
Assessment of Instruction:
• Teacher Preparation: Course for Elementary Education majors
• Measurement of learning gain
Outline
Primary Trends in Physics Education Research
Investigation of Students’ Reasoning:
• Students’ reasoning in calorimetry and thermodynamics
• Diverse representational modes in student learning
Curriculum Development:
• Curricular materials for calorimetry and thermodynamics
• Instructional methods and curricular materials for largeenrollment physics classes
Assessment of Instruction:
• Teacher Preparation: Course for Elementary Education majors
• Measurement of learning gain
Outline
Primary Trends in Physics Education Research
Investigation of Students’ Reasoning:
• Students’ reasoning in calorimetry and thermodynamics
• Diverse representational modes in student learning
Curriculum Development:
• Curricular materials for calorimetry and thermodynamics
• Instructional methods and curricular materials for largeenrollment physics classes
Assessment of Instruction:
• Teacher Preparation: Course for Elementary Education majors
• Measurement of learning gain
Preface: Goals and Methods
• Goals of Physics Education Research
• Methods of Physics Education Research
• What PER can NOT do
Goals of PER
• Improve effectiveness and efficiency of
physics instruction
– measure and assess learning of physics (not merely
achievement)
• Develop instructional methods and materials
that address obstacles which impede learning
• Critically assess and refine instructional
innovations
Goals of PER
• Improve effectiveness and efficiency of
physics instruction
– measure and assess learning of physics (not merely
achievement)
• Develop instructional methods and materials
that address obstacles which impede learning
• Critically assess and refine instructional
innovations
Goals of PER
• Improve effectiveness and efficiency of
physics instruction
– measure and assess learning of physics (not merely
achievement)
• Develop instructional methods and materials
that address obstacles which impede learning
• Critically assess and refine instructional
innovations
Goals of PER
• Improve effectiveness and efficiency of
physics instruction
– measure and assess learning of physics (not merely
achievement)
• Develop instructional methods and materials
that address obstacles which impede learning
• Critically assess and refine instructional
innovations
Methods of PER
• Develop and test diagnostic instruments that
assess student understanding
• Probe students’ thinking through analysis of
written and verbal explanations of their
reasoning, supplemented by multiple-choice
diagnostics
• Assess learning through measures derived from
pre- and post-instruction testing
Methods of PER
• Develop and test diagnostic instruments that
assess student understanding
• Probe students’ thinking through analysis of
written and verbal explanations of their
reasoning, supplemented by multiple-choice
diagnostics
• Assess learning through measures derived from
pre- and post-instruction testing
Methods of PER
• Develop and test diagnostic instruments that
assess student understanding
• Probe students’ thinking through analysis of
written and verbal explanations of their
reasoning, supplemented by multiple-choice
diagnostics
• Assess learning through measures derived from
pre- and post-instruction testing
What PER Can NOT Do
• Determine “philosophical” approach toward
undergraduate education
– target primarily future science professionals?
– focus on maximizing achievement of best-prepared students?
– achieve significant learning gains for majority of enrolled
students?
– try to do it all?
• Specify the goals of instruction in particular learning
environments
–
–
–
–
physics concept knowledge
quantitative problem-solving ability
laboratory skills
understanding nature of scientific investigation
What PER Can NOT Do
• Determine “philosophical” approach toward
undergraduate education
– focus on majority of students, or on subgroup?
• Specify the goals of instruction in particular learning
environments
– proper balance among “concepts,” problem-solving, etc.
–
–
–
–
physics concept knowledge
quantitative problem-solving ability
laboratory skills
understanding nature of scientific investigation
What PER Can NOT Do
• Determine “philosophical” approach toward
undergraduate education
– focus on majority of students, or on subgroup?
• Specify the goals of instruction in particular learning
environments
– proper balance among “concepts,” problem-solving, etc.
–
–
–
–
physics concept knowledge
quantitative problem-solving ability
laboratory skills
understanding nature of scientific investigation
Outline
Primary Trends in Physics Education Research
Investigation of Students’ Reasoning:
• Students’ reasoning in calorimetry and thermodynamics
• Diverse representational modes in student learning
Curriculum Development:
• Curricular materials for calorimetry and thermodynamics
• Instructional methods and curricular materials for largeenrollment physics classes
Assessment of Instruction:
• Teacher Preparation: Course for Elementary Education majors
• Measurement of learning gain
Outline
Primary Trends in Physics Education Research
Investigation of Students’ Reasoning:
• Students’ reasoning in calorimetry and thermodynamics
• Diverse representational modes in student learning
Curriculum Development:
• Curricular materials for calorimetry and thermodynamics
• Instructional methods and curricular materials for largeenrollment physics classes
Assessment of Instruction:
• Teacher Preparation: Course for Elementary Education majors
• Measurement of learning gain
Active PER Groups in Ph.D.-granting Physics
Departments
> 10 yrs old
6-10 yrs old
< 6 yrs old
*U. Washington
U. Maine
Oregon State U.
*Kansas State U.
Montana State U.
Iowa State U.
*Ohio State U.
U. Arkansas
City Col. N.Y.
*North Carolina State U.
U. Virginia
Texas Tech U.
*U. Maryland
U. Central Florida
*U. Minnesota
U. Colorado
*San Diego State U. [joint with U.C.S.D.]
U. Illinois
*Arizona State U.
U. Pittsburgh
U. Mass., Amherst
Rutgers U.
Mississippi State U.
Western Michigan U.
U. Oregon
Worcester Poly. Inst.
U. California, Davis
U. Arizona
New Mexico State U.
**leading producers of Ph.D.’s
Outlook for Physics Education Research
• Experience suggests that PER is an attractive
field for prospective graduate students
• Recent employment prospects for PER
graduates have been extremely favorable
• Small numbers of personnel can have
disproportionately large national impact
Outlook for Physics Education Research
• Experience suggests that PER is an attractive
field for prospective graduate students
• Recent employment prospects for PER
graduates have been extremely favorable
• Small numbers of personnel can have
disproportionately large national impact
Outlook for Physics Education Research
• Experience suggests that PER is an attractive
field for prospective graduate students
• Recent employment prospects for PER
graduates have been extremely favorable
• Small numbers of personnel can have
disproportionately large national impact
Outlook for Physics Education Research
• Experience suggests that PER is an attractive
field for prospective graduate students
• Recent employment prospects for PER
graduates have been extremely favorable
• Small numbers of personnel can have
disproportionately large national impact
Primary Trends in PER
• Research into Student Understanding
• Research-based Curriculum Development
• Assessment of Instructional Methods
• Preparation of K-12 Physics and Science
Teachers
Primary Trends in PER
• Research into Student Understanding
• Research-based Curriculum Development
• Assessment of Instructional Methods
• Preparation of K-12 Physics and Science
Teachers
Primary Trends in PER
• Research into Student Understanding
• Research-based Curriculum Development
• Assessment of Instructional Methods
• Preparation of K-12 Physics and Science
Teachers
Primary Trends in PER
• Research into Student Understanding
• Research-based Curriculum Development
• Assessment of Instructional Methods
• Preparation of K-12 Physics and Science
Teachers
Primary Trends in PER
• Research into Student Understanding
• Research-based Curriculum Development
• Assessment of Instructional Methods
• Preparation of K-12 Physics and Science
Teachers
Major Curriculum Development
Projects
•
•
•
•
•
•
•
•
•
U.S. Air Force Academy
– Just-in-Time Teaching [large classes]
U. Arizona; Montana State
– Lecture Tutorials for Introductory Astronomy
Arizona State U.
– Modeling Instruction [primarily high-school teachers]
Davidson College
– Physlets
Harvard
– ConcepTests [“Peer Instruction”]
Indiana University
– Socratic-Dialogue Inducing Labs
Iowa State U.
– Workbook for Introductory Physics
Kansas State U.
– Visual Quantum Mechanics
U. Massachusetts, Amherst
– Minds-On Physics [high school]
Major Curriculum Development
Projects [cont’d]
•
•
•
•
•
•
•
•
•
U. Maryland; U. Maine; CCNY
– New Model Course in Quantum Physics; Activity-based Physics Tutorials
U. Minnesota
– Cooperative Group Problem Solving
U. Nebraska; Texas Tech U.
– Physics with Human Applications
North Carolina State; U. Central Florida
– SCALE-UP [large classes]; Matter and Interactions
Oregon State U.
– Paradigms in Physics [upper-level]
Rutgers; Ohio State U.
– Investigative Science Learning Environment
San Diego State U.
– Constructing Physics Understanding
Tufts; U. Oregon; Dickinson College
– Real-time Physics; Workshop Physics [“MBL”]
U. Wash
– Physics by Inquiry; Tutorials in Introductory Physics
Types of Curriculum Development
(lots of overlaps)
• Lab-based
• Large-class (interactive lectures)
• Small-class (group learning)
• High-School
• Technology-based
• Upper-level
• Teacher Preparation
Types of Curriculum Development
(lots of overlaps)
• Lab-based
• Large-class (interactive lectures)*
• Small-class (group learning)*
• High-School
• Technology-based
• Upper-level*
• Teacher Preparation*
*ISU PER projects
Major PER Research Trends
• Students’ conceptual understanding
• Development and analysis of diagnostic and
assessment instruments and methods
• Students’ attitudes toward and beliefs about learning
physics
• Analysis of students’ knowledge structure (contextdependence of students’ knowledge)
• Assessment of students’ problem-solving skills
• Faculty beliefs about teaching problem solving
• Investigation of group-learning dynamics
Major PER Research Trends
• Students’ conceptual understanding*
• Development and analysis of diagnostic and
assessment instruments and methods*
• Students’ attitudes toward and beliefs about learning
physics
• Analysis of students’ knowledge structure (contextdependence of students’ knowledge)*
• Assessment of students’ problem-solving skills
• Faculty beliefs about teaching problem solving
• Investigation of group-learning dynamics *ISU PER projects
Major PER Research Trends
• Students’ conceptual understanding*
• Development and analysis of diagnostic and
assessment instruments and methods*
• Students’ attitudes toward and beliefs about learning
physics
• Analysis of students’ knowledge structure (contextdependence of students’ knowledge)*
• Assessment of students’ problem-solving skills
• Faculty beliefs about teaching problem solving
• Investigation of group-learning dynamics *ISU PER projects
www.physics.iastate.edu/per/
Outline
Primary Trends in Physics Education Research
Investigation of Students’ Reasoning:
• Students’ reasoning in calorimetry and thermodynamics
• Diverse representational modes in student learning
Curriculum Development:
• Curricular materials for calorimetry and thermodynamics
• Instructional methods and curricular materials for largeenrollment physics classes
Assessment of Instruction:
• Teacher Preparation: Course for Elementary Education majors
• Measurement of learning gain
Outline
Primary Trends in Physics Education Research
Investigation of Students’ Reasoning:
• Students’ reasoning in calorimetry and thermodynamics
• Diverse representational modes in student learning
Curriculum Development:
• Curricular materials for calorimetry and thermodynamics
• Instructional methods and curricular materials for largeenrollment physics classes
Assessment of Instruction:
• Teacher Preparation: Course for Elementary Education majors
• Measurement of learning gain
Teacher Preparation
(1998-1999)
• Development of “Elementary Physics Course
Based on Guided Inquiry”
Supported by NSF “Course and Curriculum Development”
Program
• Multiple Goals
– Improve students’ content knowledge through “guided
discovery”
– Develop students’ teaching ability and understanding of
scientific process
• Mixed Outcomes
– Measurable, but limited, learning gains
– Student attitudes dependent on previous background
Teacher Preparation
(1998-1999)
• Development of “Elementary Physics Course
Based on Guided Inquiry”
Supported by NSF “Course and Curriculum Development”
Program
• Multiple Goals
– Improve students’ content knowledge through “guided
discovery”
– Develop students’ teaching ability and understanding of
scientific process
• Mixed Outcomes
– Measurable, but limited, learning gains
– Student attitudes dependent on previous background
Teacher Preparation
(1998-1999)
• Development of “Elementary Physics Course
Based on Guided Inquiry”
Supported by NSF “Course and Curriculum Development”
Program
• Multiple Goals
– Improve students’ content knowledge through “guided
discovery”
– Develop students’ teaching ability and understanding of
scientific process
• Mixed Outcomes
– Measurable, but limited, learning gains
– Student attitudes dependent on previous background
Teacher Preparation
(1998-1999)
• Development of “Elementary Physics Course
Based on Guided Inquiry”
Supported by NSF “Course and Curriculum Development”
Program
• Multiple Goals
– Improve students’ content knowledge through “guided
discovery”
– Develop students’ teaching ability and understanding of
scientific process
• Mixed Outcomes
– Measurable, but limited, learning gains
– Student attitudes dependent on previous background
Outline
Primary Trends in Physics Education Research
Investigation of Students’ Reasoning:
• Students’ reasoning in calorimetry and thermodynamics
• Diverse representational modes in student learning
Curriculum Development:
• Curricular materials for calorimetry and thermodynamics
• Instructional methods and curricular materials for largeenrollment physics classes
Assessment of Instruction:
• Teacher Preparation: Course for Elementary Education majors
• Measurement of learning gain
Outline
Primary Trends in Physics Education Research
Investigation of Students’ Reasoning:
• Students’ reasoning in calorimetry and thermodynamics
• Diverse representational modes in student learning
Curriculum Development:
• Curricular materials for calorimetry and thermodynamics
• Instructional methods and curricular materials for largeenrollment physics classes
Assessment of Instruction:
• Teacher Preparation: Course for Elementary Education majors
• Measurement of learning gain
Research-Based Curriculum Development
Example: Thermodynamics Project
• Investigate student learning with standard
instruction
• Explore areas of conceptual difficulty
• Develop new materials based on research
• Test and modify materials
• Iterate as needed
Research-Based Curriculum Development
Example: Thermodynamics Project
• Investigate student learning with standard
instruction
• Explore areas of conceptual difficulty
• Develop new materials based on research
• Test and modify materials
• Iterate as needed
Research-Based Curriculum Development
Example: Thermodynamics Project
• Investigate student learning with standard
instruction
• Explore areas of conceptual difficulty
• Develop new materials based on research
• Test and modify materials
• Iterate as needed
Research-Based Curriculum Development
Example: Thermodynamics Project
• Investigate student learning with standard
instruction
• Explore areas of conceptual difficulty
• Develop new materials based on research
• Test and modify materials
• Iterate as needed
Research-Based Curriculum Development
Example: Thermodynamics Project
• Investigate student learning with standard
instruction
• Explore areas of conceptual difficulty
• Develop new materials based on research
• Test and modify materials
• Iterate as needed
Research-Based Curriculum Development
Example: Thermodynamics Project
• Investigate student learning with standard
instruction
• Explore areas of conceptual difficulty
• Develop new materials based on research
• Test and modify materials
• Iterate as needed
Addressing Learning Difficulties:
A Model Problem
Student Concepts of Gravitation
[Jack Dostal and DEM]
• 10-item free-response diagnostic administered to over
2000 ISU students during 1999-2000.
– Newton’s third law in context of gravity; direction and superposition of
gravitational forces; inverse-square law.
• Worksheets developed to address learning difficulties;
tested in Physics 111 and 221, Fall 1999
Addressing Learning Difficulties:
A Model Problem
Student Concepts of Gravitation
[Jack Dostal and DEM]
• 10-item free-response diagnostic administered to over
2000 ISU students during 1999-2000.
– Newton’s third law in context of gravity; direction and superposition of
gravitational forces; inverse-square law.
• Worksheets developed to address learning difficulties;
tested in Physics 111 and 221, Fall 1999
Addressing Learning Difficulties:
A Model Problem
Student Concepts of Gravitation
[Jack Dostal and DEM]
• 10-item free-response diagnostic administered to over
2000 ISU students during 1999-2000.
– Newton’s third law in context of gravity; direction and superposition of
gravitational forces; inverse-square law.
• Worksheets developed to address learning difficulties;
tested in Physics 111 and 221, Fall 1999
Example: Newton’s Third Law in the Context
of Gravity
Earth
asteroid
Is the magnitude of the force exerted by the asteroid on the Earth larger
than, smaller than, or the same as the magnitude of the force exerted by the
Earth on the asteroid? Explain the reasoning for your choice.
[Presented during first week of class to all students taking calculus-based
introductory physics (PHYS 221-222) at ISU during Fall 1999.]
First-semester Physics (N = 546): 15% correct responses
Second-semester Physics (N = 414): 38% correct responses
Most students claim that Earth exerts greater force because it is larger
Example: Newton’s Third Law in the Context
of Gravity
Earth
asteroid
Is the magnitude of the force exerted by the asteroid on the Earth larger
than, smaller than, or the same as the magnitude of the force exerted by the
Earth on the asteroid? Explain the reasoning for your choice.
[Presented during first week of class to all students taking calculus-based
introductory physics (PHYS 221-222) at ISU during Fall 1999.]
First-semester Physics (N = 546): 15% correct responses
Second-semester Physics (N = 414): 38% correct responses
Most students claim that Earth exerts greater force because it is larger
Example: Newton’s Third Law in the Context
of Gravity
Earth
asteroid
Is the magnitude of the force exerted by the asteroid on the Earth larger
than, smaller than, or the same as the magnitude of the force exerted by the
Earth on the asteroid? Explain the reasoning for your choice.
[Presented during first week of class to all students taking calculus-based
introductory physics (PHYS 221-222) at ISU during Fall 1999.]
First-semester Physics (N = 546): 15% correct responses
Second-semester Physics (N = 414): 38% correct responses
Most students claim that Earth exerts greater force because it is larger
Example: Newton’s Third Law in the Context
of Gravity
Earth
asteroid
Is the magnitude of the force exerted by the asteroid on the Earth larger
than, smaller than, or the same as the magnitude of the force exerted by the
Earth on the asteroid? Explain the reasoning for your choice.
[Presented during first week of class to all students taking calculus-based
introductory physics (PHYS 221-222) at ISU during Fall 1999.]
First-semester Physics (N = 546): 15% correct responses
Second-semester Physics (N = 414): 38% correct responses
Most students claim that Earth exerts greater force because it is larger
Example: Newton’s Third Law in the Context
of Gravity
Earth
asteroid
Is the magnitude of the force exerted by the asteroid on the Earth larger
than, smaller than, or the same as the magnitude of the force exerted by the
Earth on the asteroid? Explain the reasoning for your choice.
[Presented during first week of class to all students taking calculus-based
introductory physics (PHYS 221-222) at ISU during Fall 1999.]
First-semester Physics (N = 546): 15% correct responses
Second-semester Physics (N = 414): 38% correct responses
Most students claim that Earth exerts greater force because it is larger
Implementation of Instructional Model
“Elicit, Confront, Resolve” (U. Washington)
• Guide students through reasoning process in
which they tend to encounter targeted conceptual
difficulty
• Allow students to commit themselves to a
response that reflects conceptual difficulty
• Guide students along alternative reasoning track
that bears on same concept
• Direct students to compare responses and
resolve any discrepancies
Implementation of Instructional Model
“Elicit, Confront, Resolve” (U. Washington)
• Guide students through reasoning process in
which they tend to encounter targeted conceptual
difficulty
• Allow students to commit themselves to a
response that reflects conceptual difficulty
• Guide students along alternative reasoning track
that bears on same concept
• Direct students to compare responses and
resolve any discrepancies
Implementation of Instructional Model
“Elicit, Confront, Resolve” (U. Washington)
• Guide students through reasoning process in
which they tend to encounter targeted conceptual
difficulty
• Allow students to commit themselves to a
response that reflects conceptual difficulty
• Guide students along alternative reasoning track
that bears on same concept
• Direct students to compare responses and
resolve any discrepancies
Implementation of Instructional Model
“Elicit, Confront, Resolve” (U. Washington)
• Guide students through reasoning process in
which they tend to encounter targeted conceptual
difficulty
• Allow students to commit themselves to a
response that reflects conceptual difficulty
• Guide students along alternative reasoning track
that bears on same concept
• Direct students to compare responses and
resolve any discrepancies
Implementation of Instructional Model
“Elicit, Confront, Resolve” (U. Washington)
• Guide students through reasoning process in
which they tend to encounter targeted conceptual
difficulty
• Allow students to commit themselves to a
response that reflects conceptual difficulty
• Guide students along alternative reasoning track
that bears on same concept
• Direct students to compare responses and
resolve any discrepancies
Implementation of Instructional Model
“Elicit, Confront, Resolve” (U. Washington)
One of the central tasks in curriculum reform is
development of “Guided Inquiry” worksheets
• Worksheets consist of sequences of closely linked
problems and questions
– focus on conceptual difficulties identified through research
– emphasis on qualitative reasoning
• Worksheets designed for use by students working
together in small groups (3-4 students each)
• Instructors provide guidance through “Socratic”
questioning
Implementation of Instructional Model
“Elicit, Confront, Resolve” (U. Washington)
One of the central tasks in curriculum reform is
development of “Guided Inquiry” worksheets
• Worksheets consist of sequences of closely linked
problems and questions
– focus on conceptual difficulties identified through research
– emphasis on qualitative reasoning
• Worksheets designed for use by students working
together in small groups (3-4 students each)
• Instructors provide guidance through “Socratic”
questioning
Implementation of Instructional Model
“Elicit, Confront, Resolve” (U. Washington)
One of the central tasks in curriculum reform is
development of “Guided Inquiry” worksheets
• Worksheets consist of sequences of closely linked
problems and questions
– focus on conceptual difficulties identified through research
– emphasis on qualitative reasoning
• Worksheets designed for use by students working
together in small groups (3-4 students each)
• Instructors provide guidance through “Socratic”
questioning
Implementation of Instructional Model
“Elicit, Confront, Resolve” (U. Washington)
One of the central tasks in curriculum reform is
development of “Guided Inquiry” worksheets
• Worksheets consist of sequences of closely linked
problems and questions
– focus on conceptual difficulties identified through research
– emphasis on qualitative reasoning
• Worksheets designed for use by students working
together in small groups (3-4 students each)
• Instructors provide guidance through “Socratic”
questioning
Example: Gravitation Worksheet
(Jack Dostal and DEM)
• Design based on research (interviews +
written diagnostic tests), as well as
instructional experience
• Targeted at difficulties with Newton’s third law,
and with use of proportional reasoning in
inverse-square force law
Example: Gravitation Worksheet
(Jack Dostal and DEM)
• Design based on research (interviews +
written diagnostic tests), as well as
instructional experience
• Targeted at difficulties with Newton’s third law,
and with use of proportional reasoning in
inverse-square force law
Example: Gravitation Worksheet
(Jack Dostal and DEM)
• Design based on research (interviews +
written diagnostic tests), as well as
instructional experience
• Targeted at difficulties with Newton’s third law,
and with use of proportional reasoning in
inverse-square force law
Protocol for Testing Worksheets
(Fall 1999)
• 30% of recitation sections yielded half of one
period for students to do worksheets
• Students work in small groups, instructors
circulate
• Remainder of period devoted to normal activities
• No net additional instructional time on gravitation
• Conceptual questions added to final exam with
instructor’s approval
Protocol for Testing Worksheets
(Fall 1999)
• 30% of recitation sections yielded half of one
period for students to do worksheets
• Students work in small groups, instructors
circulate
• Remainder of period devoted to normal activities
• No net additional instructional time on gravitation
• Conceptual questions added to final exam with
instructor’s approval
Protocol for Testing Worksheets
(Fall 1999)
• 30% of recitation sections yielded half of one
period for students to do worksheets
• Students work in small groups, instructors
circulate
• Remainder of period devoted to normal activities
• No net additional instructional time on gravitation
• Conceptual questions added to final exam with
instructor’s approval
Protocol for Testing Worksheets
(Fall 1999)
• 30% of recitation sections yielded half of one
period for students to do worksheets
• Students work in small groups, instructors
circulate
• Remainder of period devoted to normal activities
• No net additional instructional time on gravitation
• Conceptual questions added to final exam with
instructor’s approval
Protocol for Testing Worksheets
(Fall 1999)
• 30% of recitation sections yielded half of one
period for students to do worksheets
• Students work in small groups, instructors
circulate
• Remainder of period devoted to normal activities
• No net additional instructional time on gravitation
• Conceptual questions added to final exam with
instructor’s approval
Protocol for Testing Worksheets
(Fall 1999)
• 30% of recitation sections yielded half of one
period for students to do worksheets
• Students work in small groups, instructors
circulate
• Remainder of period devoted to normal activities
• No net additional instructional time on gravitation
• Conceptual questions added to final exam with
instructor’s approval
Name_______________________
Gravitation Worksheet
Physics 221
a) In the picture below, a person is standing on the surface of the Earth.
Draw an arrow (a vector) to represent the force exerted by the Earth
on the person.
Earth
b) In the picture below, both the Earth and the Moon are shown. Draw
an arrow to represent the force exerted by the Earth on the Moon.
Label this arrow (b).
Earth
Moon
c) Now, in the same picture (above), draw an arrow which represents the
force exerted by the Moon on the Earth. Label this arrow (c).
Remember to draw the arrow with the correct length and direction as
compared to the arrow you drew in (b).
d) Are arrows (b) and (c) the same size? Explain why or why not.
Name_______________________
Gravitation Worksheet
Physics 221
a) In the picture below, a person is standing on the surface of the Earth.
Draw an arrow (a vector) to represent the force exerted by the Earth
on the person.
Earth
b) In the picture below, both the Earth and the Moon are shown. Draw
an arrow to represent the force exerted by the Earth on the Moon.
Label this arrow (b).
Earth
Moon
c) Now, in the same picture (above), draw an arrow which represents the
force exerted by the Moon on the Earth. Label this arrow (c).
Remember to draw the arrow with the correct length and direction as
compared to the arrow you drew in (b).
d) Are arrows (b) and (c) the same size? Explain why or why not.
Name_______________________
Gravitation Worksheet
Physics 221
a) In the picture below, a person is standing on the surface of the Earth.
Draw an arrow (a vector) to represent the force exerted by the Earth
on the person.
Earth
b) In the picture below, both the Earth and the Moon are shown. Draw
an arrow to represent the force exerted by the Earth on the Moon.
Label this arrow (b).
Earth
b
Moon
c) Now, in the same picture (above), draw an arrow which represents the
force exerted by the Moon on the Earth. Label this arrow (c).
Remember to draw the arrow with the correct length and direction as
compared to the arrow you drew in (b).
d) Are arrows (b) and (c) the same size? Explain why or why not.
Name_______________________
Gravitation Worksheet
Physics 221
a) In the picture below, a person is standing on the surface of the Earth.
Draw an arrow (a vector) to represent the force exerted by the Earth
on the person.
Earth
b) In the picture below, both the Earth and the Moon are shown. Draw
an arrow to represent the force exerted by the Earth on the Moon.
Label this arrow (b).
common student response
Earth
c
b
Moon
c) Now, in the same picture (above), draw an arrow which represents the
force exerted by the Moon on the Earth. Label this arrow (c).
Remember to draw the arrow with the correct length and direction as
compared to the arrow you drew in (b).
d) Are arrows (b) and (c) the same size? Explain why or why not.
e) Consider the magnitude of the gravitational force in (b). Write down an algebraic
expression for the strength of the force. (Refer to Newton’s Universal Law of
Gravitation at the top of the previous page.) Use Me for the mass of the Earth and Mm
for the mass of the Moon.
f)
Consider the magnitude of the gravitational force in (c). Write down an algebraic
expression for the strength of the force. (Again, refer to Newton’s Universal Law of
Gravitation at the top of the previous page.) Use Me for the mass of the Earth and Mm
for the mass of the Moon.
g)
Look at your answers for (e) and (f). Are they the same?
h) Check your answers to (b) and (c) to see if they are consistent with (e) and (f). If
necessary, make changes to the arrows in (b) and (c).
e) Consider the magnitude of the gravitational force in (b). Write down an algebraic
expression for the strength of the force. (Refer to Newton’s Universal Law of
Gravitation at the top of the previous page.) Use Me for the mass of the Earth and Mm
for the mass of the Moon.
Fb = G
MeMm
r2
f)
Consider the magnitude of the gravitational force in (c). Write down an algebraic
expression for the strength of the force. (Again, refer to Newton’s Universal Law of
Gravitation at the top of the previous page.) Use Me for the mass of the Earth and Mm
for the mass of the Moon.
g)
Look at your answers for (e) and (f). Are they the same?
h) Check your answers to (b) and (c) to see if they are consistent with (e) and (f). If
necessary, make changes to the arrows in (b) and (c).
e) Consider the magnitude of the gravitational force in (b). Write down an algebraic
expression for the strength of the force. (Refer to Newton’s Universal Law of
Gravitation at the top of the previous page.) Use Me for the mass of the Earth and Mm
for the mass of the Moon.
Fb = G
MeMm
r2
f)
Consider the magnitude of the gravitational force in (c). Write down an algebraic
expression for the strength of the force. (Again, refer to Newton’s Universal Law of
Gravitation at the top of the previous page.) Use Me for the mass of the Earth and Mm
for the mass of the Moon.
Fc = G
g)
MeMm
r2
Look at your answers for (e) and (f). Are they the same?
h) Check your answers to (b) and (c) to see if they are consistent with (e) and (f). If
necessary, make changes to the arrows in (b) and (c).
e) Consider the magnitude of the gravitational force in (b). Write down an algebraic
expression for the strength of the force. (Refer to Newton’s Universal Law of
Gravitation at the top of the previous page.) Use Me for the mass of the Earth and Mm
for the mass of the Moon.
Fb = G
MeMm
r2
f)
Consider the magnitude of the gravitational force in (c). Write down an algebraic
expression for the strength of the force. (Again, refer to Newton’s Universal Law of
Gravitation at the top of the previous page.) Use Me for the mass of the Earth and Mm
for the mass of the Moon.
Fc = G
g)
MeMm
r2
Look at your answers for (e) and (f). Are they the same?
h) Check your answers to (b) and (c) to see if they are consistent with (e) and (f).
If necessary, make changes to the arrows in (b) and (c).
2) In the following diagrams, draw arrows representing force vectors, such that the
length of the arrow is proportional to the magnitude of the force it represents.
Diagram (i): In this figure, two equal spherical masses (mass = “M”) are shown.
Draw the vectors representing the gravitational forces the masses exert on each other.
Draw your shortest vector to have a length equal to one of the grid squares.
M
M
Diagram (ii): Now, one of the spheres is replaced with a sphere of mass 2M.
Draw a new set of vectors representing the mutual gravitational forces in this case.
2M
M
Diagram (iii): In this case, the spheres have masses 2M and 3M. Again, draw the
vectors representing the mutual gravitational forces.
3M
2M
2) In the following diagrams, draw arrows representing force vectors, such that the
length of the arrow is proportional to the magnitude of the force it represents.
Diagram (i): In this figure, two equal spherical masses (mass = “M”) are shown.
Draw the vectors representing the gravitational forces the masses exert on each other.
Draw your shortest vector to have a length equal to one of the grid squares.
M
M
Diagram (ii): Now, one of the spheres is replaced with a sphere of mass 2M.
Draw a new set of vectors representing the mutual gravitational forces in this case.
2M
M
Diagram (iii): In this case, the spheres have masses 2M and 3M. Again, draw the
vectors representing the mutual gravitational forces.
3M
2M
2) In the following diagrams, draw arrows representing force vectors, such that the
length of the arrow is proportional to the magnitude of the force it represents.
Diagram (i): In this figure, two equal spherical masses (mass = “M”) are shown.
Draw the vectors representing the gravitational forces the masses exert on each other.
Draw your shortest vector to have a length equal to one of the grid squares.
M
M
Diagram (ii): Now, one of the spheres is replaced with a sphere of mass 2M.
Draw a new set of vectors representing the mutual gravitational forces in this case.
2M
M
Diagram (iii): In this case, the spheres have masses 2M and 3M. Again, draw the
vectors representing the mutual gravitational forces.
3M
2M
2) In the following diagrams, draw arrows representing force vectors, such that the
length of the arrow is proportional to the magnitude of the force it represents.
Diagram (i): In this figure, two equal spherical masses (mass = “M”) are shown.
Draw the vectors representing the gravitational forces the masses exert on each other.
Draw your shortest vector to have a length equal to one of the grid squares.
M
M
Diagram (ii): Now, one of the spheres is replaced with a sphere of mass 2M.
Draw a new set of vectors representing the mutual gravitational forces in this case.
2M
M
Diagram (iii): In this case, the spheres have masses 2M and 3M. Again, draw the
vectors representing the mutual gravitational forces.
3M
2M
Post-test Question (Newton’s third law)
The rings of the planet Saturn are composed of millions
of chunks of icy debris. Consider a chunk of ice in one of
Saturn's rings. Which of the following statements is true?
A.
The gravitational force exerted by the chunk of ice on Saturn is
greater than the gravitational force exerted by Saturn on the chunk
of ice.
B.
The gravitational force exerted by the chunk of ice on Saturn is the
same magnitude as the gravitational force exerted by Saturn on the
chunk of ice.
C. The gravitational force exerted by the chunk of ice on Saturn is
nonzero, and less than the gravitational force exerted by Saturn on
the chunk of ice.
D. The gravitational force exerted by the chunk of ice on Saturn is zero.
E.
Not enough information is given to answer this question.
Results on Newton’s Third Law Question
(All students)
N
Post-test Correct
Non-Worksheet
384
61%
Worksheet
116
87%
(Physics 221 Fall 1999: calculus-based course, first semester)
Results on Newton’s Third Law Question
(Students who gave incorrect answer on pretest question)
N
Post-test Correct
Non-Worksheet
289
58%
Worksheet
82
84%
(Physics 221 Fall 1999: calculus-based course, first semester)
Outline
Primary Trends in Physics Education Research
Investigation of Students’ Reasoning:
• Students’ reasoning in calorimetry and thermodynamics
• Diverse representational modes in student learning
Curriculum Development:
• Curricular materials for calorimetry and thermodynamics
• Instructional methods and curricular materials for largeenrollment physics classes
Assessment of Instruction:
• Teacher Preparation: Course for Elementary Education majors
• Measurement of learning gain
Outline
Primary Trends in Physics Education Research
Investigation of Students’ Reasoning:
• Students’ reasoning in calorimetry and thermodynamics
• Diverse representational modes in student learning
Curriculum Development:
• Curricular materials for calorimetry and thermodynamics
• Instructional methods and curricular materials for largeenrollment physics classes
Assessment of Instruction:
• Teacher Preparation: Course for Elementary Education majors
• Measurement of learning gain
Research-Based Curriculum Development
Example: Thermodynamics Project
• Joint project with Tom Greenbowe, ISU
Chemistry Department
• Initial support from ISU Center for Teaching
Excellence
• Additional support from NSF, “Course,
Curriculum, and Laboratory Improvement –
Educational Materials Development” program
Research-Based Curriculum Development
Example: Thermodynamics Project
• Joint project with Tom Greenbowe, ISU
Chemistry Department
• Initial support from ISU Center for Teaching
Excellence
• Additional support from NSF, “Course,
Curriculum, and Laboratory Improvement –
Educational Materials Development” program
Research-Based Curriculum Development
Example: Thermodynamics Project
• Joint project with Tom Greenbowe, ISU
Chemistry Department
• Initial support from ISU Center for Teaching
Excellence
• Additional support from NSF, “Course,
Curriculum, and Laboratory Improvement –
Educational Materials Development” program
Research-Based Curriculum Development
Example: Thermodynamics Project
• Joint project with Tom Greenbowe, ISU
Chemistry Department
• Initial support from ISU Center for Teaching
Excellence
• Additional support from NSF, “Course,
Curriculum, and Laboratory Improvement –
Educational Materials Development” program
Investigation of Physics Students’
Reasoning in Thermodynamics
DEM, Proc. of PER Conference (2002);
DEM, submitted to PER Section, Am. J. Phys. (2003)
• Investigation of second-semester calculus-based
physics course (mostly engineering students).
• Written diagnostic questions administered last week
of class in 1999, 2000, and 2001 (Ntotal = 653).
• Detailed interviews (avg. duration  one hour)
carried out with 32 volunteers during 2002 (total
class enrollment: 424).
This P-V diagram represents a system consisting of a fixed amount
of ideal gas that undergoes two different processes in going from
state A to state B:
[In these questions, W represents the work done by the system during a process; Q
represents the heat absorbed by the system during a process.]
1. Is W for Process #1 greater than, less than, or equal to that for Process #2?
Explain.
2. Is Q for Process #1 greater than, less than, or equal to that for Process #2?
3. Which would produce the largest change in the total energy of all the atoms in the
system: Process #1, Process #2, or both processes produce the same change?
This P-V diagram represents a system consisting of a fixed amount
of ideal gas that undergoes two different processes in going from
state A to state B:
U1 = U2
[In these questions, W represents the work done by the system during a process; Q
represents the heat absorbed by the system during a process.]
1. Is W for Process #1 greater than, less than, or equal to that for Process #2?
Explain.
2. Is Q for Process #1 greater than, less than, or equal to that for Process #2?
3. Which would produce the largest change in the total energy of all the atoms in the
system: Process #1, Process #2, or both processes produce the same change?
Students seem to have adequate
grasp of state-function concept
• Consistently high percentage (70-90%) of
correct responses on relevant questions.
• Large proportion of correct explanations.
Students’ major conceptual difficulties
stemmed from overgeneralization of statefunction concept.
This P-V diagram represents a system consisting of a fixed amount
of ideal gas that undergoes two different processes in going from
state A to state B:
[In these questions, W represents the work done by the system during a process; Q
represents the heat absorbed by the system during a process.]
1. Is W for Process #1 greater than, less than, or equal to that for Process #2?
Explain.
2. Is Q for Process #1 greater than, less than, or equal to that for Process #2?
3. Which would produce the largest change in the total energy of all the atoms in the
system: Process #1, Process #2, or both processes produce the same change?
This P-V diagram represents a system consisting of a fixed amount
of ideal gas that undergoes two different processes in going from
state A to state B:
[In these questions, W represents the work done by the system during a process; Q
represents the heat absorbed by the system during a process.]
1. Is W for Process #1 greater than, less than, or equal to that for Process #2?
Explain.
2. Is Q for Process #1 greater than, less than, or equal to that for Process #2?
3. Which would produce the largest change in the total energy of all the atoms in the
system: Process #1, Process #2, or both processes produce the same change?
This P-V diagram represents a system consisting of a fixed amount
of ideal gas that undergoes two different processes in going from
state A to state B:
W 
VB
V A
P dV
W1 > W2
[In these questions, W represents the work done by the system during a process; Q
represents the heat absorbed by the system during a process.]
1. Is W for Process #1 greater than, less than, or equal to that for Process #2?
Explain.
2. Is Q for Process #1 greater than, less than, or equal to that for Process #2?
3. Which would produce the largest change in the total energy of all the atoms in the
system: Process #1, Process #2, or both processes produce the same change?
Explanations Given by Interview
Subjects to Justify W1 = W2
• “Work is a state function.”
• “No matter what route you take to get to state
B from A, it’s still the same amount of work.”
• “For work done take state A minus state B;
the process to get there doesn’t matter.”
Many students come to associate work with
properties (and descriptive phrases) only used by
instructors in connection with state functions.
This P-V diagram represents a system consisting of a fixed amount
of ideal gas that undergoes two different processes in going from
state A to state B:
[In these questions, W represents the work done by the system during a process; Q
represents the heat absorbed by the system during a process.]
1. Is W for Process #1 greater than, less than, or equal to that for Process #2?
Explain.
2. Is Q for Process #1 greater than, less than, or equal to that for Process #2?
3. Which would produce the largest change in the total energy of all the atoms in the
system: Process #1, Process #2, or both processes produce the same change?
This P-V diagram represents a system consisting of a fixed amount
of ideal gas that undergoes two different processes in going from
state A to state B:
[In these questions, W represents the work done by the system during a process; Q
represents the heat absorbed by the system during a process.]
1. Is W for Process #1 greater than, less than, or equal to that for Process #2?
Explain.
2. Is Q for Process #1 greater than, less than, or equal to that for Process #2?
3. Which would produce the largest change in the total energy of all the atoms in the
system: Process #1, Process #2, or both processes produce the same change?
This P-V diagram represents a system consisting of a fixed amount
of ideal gas that undergoes two different processes in going from
state A to state B:
Algebraic Method:
U1 = U2
Q1 – W 1 = Q2 – W 2
W 1 – W 2 = Q1 – Q2
W 1 > W2  Q1 > Q2
[In these questions, W represents the work done by the system during a process; Q
represents the heat absorbed by the system during a process.]
1. Is W for Process #1 greater than, less than, or equal to that for Process #2?
Explain.
2. Is Q for Process #1 greater than, less than, or equal to that for Process #2?
3. Which would produce the largest change in the total energy of all the atoms in the
system: Process #1, Process #2, or both processes produce the same change?
Explanations Given by Interview
Subjects to Justify Q1 = Q2
• “I believe that heat transfer is like energy in the fact
that it is a state function and doesn’t matter the path
since they end at the same point.”
• “Transfer of heat doesn’t matter on the path you
take.”
• “They both end up at the same PV value so . . . They
both have the same Q or heat transfer.”
 Almost 150 students offered arguments similar to
these either in their written responses or during
the interviews.
Primary Findings
Even after instruction, many students (40-80%):
• believe that heat and/or work are state
functions independent of process
• believe that net work done and net heat
absorbed by a system undergoing a cyclic
process must be zero
• are unable to apply the First Law of
Thermodynamics in problem solving
Interview Questions
A fixed quantity of ideal gas is contained within a
metal cylinder that is sealed with a movable,
frictionless, insulating piston.
The cylinder is surrounded by a large container of
water with high walls as shown. We are going to
describe two separate processes, Process #1 and
Process #2.
Interview Questions
A fixed quantity of ideal gas is contained within a
metal cylinder that is sealed with a movable,
frictionless, insulating piston.
The cylinder is surrounded by a large container of
water with high walls as shown. We are going to
describe two separate processes, Process #1 and
Process #2.
At initial time A, the gas, cylinder, and water have
all been sitting in a room for a long period of time,
and all of them are at room temperature
movable
piston
Time A
Entire system at room temperature.
ideal gas
water
[This diagram was not shown to students]
initial state
[This diagram was not shown to students]
[This diagram was not shown to students]
[This diagram was not shown to students]
[This diagram was not shown to students]
[This diagram was not shown to students]
TBC = 0
[This diagram was not shown to students]
[This diagram was not shown to students]
[This diagram was not shown to students]
Step 1. We now begin Process #1: The water container is gradually
heated, and the piston very slowly moves upward. At time B the
heating of the water stops, and the piston stops moving when it is in
the position shown in the diagram below:
Time D
Piston in same position as at time A.
Temperature same as at time A.
Question #6: Consider the entire process from time A to time D.
(i) Is the net work done by the gas on the environment during
that process (a) greater than zero, (b) equal to zero, or (c)
less than zero?
(ii) Is the total heat transfer to the gas during that process (a)
greater than zero, (b) equal to zero, or (c) less than zero?
Time D
Piston in same position as at time A.
Temperature same as at time A.
Question #6: Consider the entire process from time A to time D.
(i) Is the net work done by the gas on the environment during
that process (a) greater than zero, (b) equal to zero, or (c)
less than zero?
(ii) Is the total heat transfer to the gas during that process (a)
greater than zero, (b) equal to zero, or (c) less than zero?
Explanations offered for Wnet = 0
“[Student #1:] The physics definition of work is like
force times distance. And basically if you use the
same force and you just travel around in a circle and
come back to your original spot, technically you did
zero work.”
“[Student #2:] At one point the volume increased and
then the pressure increased, but it was returned back
to that state . . . The piston went up so far and then
it’s returned back to its original position, retracing that
exact same distance.”
Explanations offered for Wnet = 0
“[Student #1:] The physics definition of work is like
force times distance. And basically if you use the
same force and you just travel around in a circle and
come back to your original spot, technically you did
zero work.”
“[Student #2:] At one point the volume increased and
then the pressure increased, but it was returned back
to that state . . . The piston went up so far and then
it’s returned back to its original position, retracing that
exact same distance.”
Time D
Piston in same position as at time A.
Temperature same as at time A.
Question #6: Consider the entire process from time A to time D.
(i) Is the net work done by the gas on the environment during
that process (a) greater than zero, (b) equal to zero, or (c)
less than zero?
(ii) Is the total heat transfer to the gas during that process (a)
greater than zero, (b) equal to zero, or (c) less than zero?
Time D
Piston in same position as at time A.
Temperature same as at time A.
Question #6: Consider the entire process from time A to time D.
(i) Is the net work done by the gas on the environment during
that process (a) greater than zero, (b) equal to zero, or (c)
less than zero?
(ii) Is the total heat transfer to the gas during that process (a)
greater than zero, (b) equal to zero, or (c) less than zero?
Explanations offered for Qnet = 0
“[Student #1] The net heat absorbed is going to be
zero. . . Same initial position, volume, pressure,
number of molecules, same temperature. So even if it
did absorb and lose some during the process, the
ending result is equal to zero.”
“[Student #4] The heat transferred to the gas . . . is
equal to zero . . . . The gas was heated up, but it still
returned to its equilibrium temperature. So whatever
energy was added to it was distributed back to the
room.”
Explanations offered for Qnet = 0
“[Student #1] The net heat absorbed is going to be
zero. . . Same initial position, volume, pressure,
number of molecules, same temperature. So even if it
did absorb and lose some during the process, the
ending result is equal to zero.”
“[Student #2] The heat transferred to the gas . . . is
equal to zero . . . . The gas was heated up, but it still
returned to its equilibrium temperature. So whatever
energy was added to it was distributed back to the
room.”
Most students thought that both Qnet
and Wnet are equal to zero
• 56% believed that both the net work done
and the total heat transferred would be zero.
• Only three out of 32 students (9%)
answered both parts of Interview Question
#6 correctly.
Most students thought that both Qnet
and Wnet are equal to zero
• 56% believed that both the net work done
and the total heat transferred would be zero.
• Only three out of 32 students (9%)
answered both parts of Interview Question
#6 correctly.
Primary Findings
Even after instruction, many students (40-80%):
• believe that heat and/or work are state
functions independent of process
• believe that net work done and net heat
absorbed by a system undergoing a cyclic
process must be zero
• are unable to apply the First Law of
Thermodynamics in problem solving
Primary Findings
Even after instruction, many students (40-80%):
• believe that heat and/or work are state
functions independent of process
• believe that net work done and net heat
absorbed by a system undergoing a cyclic
process must be zero
• are unable to apply the First Law of
Thermodynamics in problem solving
This P-V diagram represents a system consisting of a fixed amount
of ideal gas that undergoes two different processes in going from
state A to state B:
[In these questions, W represents the work done by the system during a process; Q
represents the heat absorbed by the system during a process.]
1. Is W for Process #1 greater than, less than, or equal to that for Process #2?
Explain.
2. Is Q for Process #1 greater than, less than, or equal to that for Process #2?
3. Which would produce the largest change in the total energy of all the atoms in the
system: Process #1, Process #2, or both processes produce the same change?
This P-V diagram represents a system consisting of a fixed amount
of ideal gas that undergoes two different processes in going from
state A to state B:
Change in internal
energy is the same
for Process #1 and
Process #2.
[In these questions, W represents the work done by the system during a process; Q
represents the heat absorbed by the system during a process.]
1. Is W for Process #1 greater than, less than, or equal to that for Process #2?
Explain.
2. Is Q for Process #1 greater than, less than, or equal to that for Process #2?
3. Which would produce the largest change in the total energy of all the atoms in the
system: Process #1, Process #2, or both processes produce the same change?
This P-V diagram represents a system consisting of a fixed amount
of ideal gas that undergoes two different processes in going from
state A to state B:
Change
in does
internal
The
system
more
energy
is the same
work
in Process
#1, so
Process
and
it for
must
absorb#1more
Process
#2. same
heat
to reach
final value of internal
energy:
Q1 > Q2
[In these questions, W represents the work done by the system during a process; Q
represents the heat absorbed by the system during a process.]
1. Is W for Process #1 greater than, less than, or equal to that for Process #2?
Explain.
2. Is Q for Process #1 greater than, less than, or equal to that for Process #2?
3. Which would produce the largest change in the total energy of all the atoms in the
system: Process #1, Process #2, or both processes produce the same change?
This P-V diagram represents a system consisting of a fixed amount
of ideal gas that undergoes two different processes in going from
state A to state B:
Change
in does
internal
The
system
more
energy
is the same
work
in Process
#1, so
Process
and
it for
must
absorb#1more
Process
#2. same
heat
to reach
final value of internal
energy:
Q1 > Q2
[In these questions, W represents the work done by the system during a process; Q
represents the heat absorbed by the system during a process.]
1. Is W for Process #1 greater than, less than, or equal to that for Process #2?
Explain.
2. Is Q for Process #1 greater than, less than, or equal to that for Process #2?
3. Which would produce the largest change in the total energy of all the atoms in the
system: Process #1, Process #2, or both processes produce the same change?
Fewer than 20% of Students are Able
to Apply First Law
• Fewer than 20% of students could explain why
Q1 > Q2.
• 13% of students in interview sample were able
to use first law to correctly answer Question
#6(ii).
Fewer than 20% of Students are Able
to Apply First Law
• Fewer than 20% of students could explain why
Q1 > Q2.
• 13% of students in interview sample were able
to use first law to correctly answer Question
#6(ii).
Fewer than 20% of Students are Able
to Apply First Law
• Fewer than 20% of students could explain why
Q1 > Q2.
• 13% of students in interview sample were able
to use first law to correctly answer Question
#6(ii).
Large majority of students finish general physics
course unable to apply first law of thermodynamics.
Consistent with results of Loverude, Kautz, and Heron, Am. J. Phys.
(2002), for Univ. Washington, Univ. Maryland, and Univ. Illinois
Fewer than 20% of Students are Able
to Apply First Law
• Fewer than 20% of students could explain why
Q1 > Q2.
• 13% of students in interview sample were able
to use first law to correctly answer Question
#6(ii).
Students very often attribute state-function
properties to process-dependent quantities.
Primary Findings
Even after instruction, many students (40-80%):
• believe that heat and/or work are state
functions independent of process
• believe that net work done and net heat
absorbed by a system undergoing a cyclic
process must be zero
• are unable to apply the First Law of
Thermodynamics in problem solving
Primary Findings
Even after instruction, many students (40-80%):
• believe that heat and/or work are state
functions independent of process
• believe that net work done and net heat
absorbed by a system undergoing a cyclic
process must be zero
• are unable to apply the First Law of
Thermodynamics in problem solving
Some Strategies for Instruction
• Try to build on students’ understanding of statefunction concept.
• Focus on meaning of heat as transfer of energy, not
quantity of energy residing in a system.
• Develop concept of work as energy transfer
mechanism.
• Make more extensive use of P-V diagrams so
students can develop alternate routes for
understanding.
Some Strategies for Instruction
• Try to build on students’ understanding of
state-function concept.
• Focus on meaning of heat as transfer of energy, not
quantity of energy residing in a system.
• Develop concept of work as energy transfer
mechanism.
• Make more extensive use of P-V diagrams so
students can develop alternate routes for
understanding.
Some Strategies for Instruction
• Try to build on students’ understanding of
state-function concept.
• Focus on meaning of heat as transfer of
energy, not quantity of energy residing in a
system.
• Develop concept of work as energy transfer
mechanism.
• Make more extensive use of P-V diagrams so
students can develop alternate routes for
understanding.
Some Strategies for Instruction
• Try to build on students’ understanding of
state-function concept.
• Focus on meaning of heat as transfer of
energy, not quantity of energy residing in a
system.
• Develop concept of work as energy transfer
mechanism in thermodynamics context.
• Make more extensive use of P-V diagrams so
students can develop alternate routes for
understanding.
Thermodynamics Worksheet
For an ideal gas, the internal energy U is directly proportional to the temperature T. (This is
because the internal energy is just the total kinetic energy of all of the gas molecules, and the
temperature is defined to be equal to the average molecular kinetic energy.) For a monatomic ideal
3
2
gas, the relationship is given by U =
nRT, where n is the number of moles of gas, and R is the
universal gas constant.
1.
Find a relationship between the internal energy of n moles of ideal gas, and pressure and
volume of the gas. Does the relationship change when the number of moles is varied?
2.
Suppose that m moles of an ideal gas are contained inside a cylinder with a movable piston (so
the volume can vary). At some initial time, the gas is in state A as shown on the PV-diagram
in Figure 1. A thermodynamic process is carried out and the gas eventually ends up in State B.
Is the internal energy of the gas in State B greater than, less than, or equal to its internal
energy in State A? (That is, how does UB compare to UA?) Explain.
P
State B
State A
0
3.
V
0
If a system starts with an initial internal energy of Uinitial and ends up with Ufinal some time
later, we symbolize the change in the system’s internal energy by U and define it as follows:
U = Ufinal – Uinitial.
a. For the process described in #2 (where the system goes from State A to State B), is
U for the gas system greater than zero, equal to zero, or less than zero?
b. During this process, was there any energy transfer between the gas system and its
surrounding environment? Explain.
Thermodynamics
Worksheet
Figure 2
P
A
B
Process #1
i
C
7.
8.
Process #2
D
V
0
Rank the temperature of the gas at the six points i, A, B, C, D, and f. (Remember this is an ideal gas.)
Consider all sub-processes represented by straight-line segments. For each one, state whether the
work is positive, negative, or zero. In the second column, rank all six processes according to their
U. (Pay attention to the sign of U.) If two segments have the same U, give them the same rank.
In the last column, state whether heat is added to the gas, taken away from the gas, or is zero (i.e., no
heat transfer). Hint: First determine U for each point using the result of #1 on page 1.
Process
iA
AB
Bf
iC
CD
Df
9.
f
Is W +, –, or 0?
rank according to U
heat added to, taken away, or zero?
Consider only the sub-processes that have W = 0. Of these, which has the greatest absolute value of
heat transfer Q? Which has the smallest absolute value of Q?
10. Rank the six segments in the table above according to the absolute value of their W. Hint: For
processes at constant pressure, W = P V.
11. Using your answers to #8 and #10, explain whether W1 is greater than, less than, or equal to W2.
[Refer to definitions, page 3.] Is there also a way to answer this question using an “area” argument?
12. Is Q1 greater than, less than, or equal to Q2? Explain. Hint: Compare the magnitude of U1 and
U2, and make use of the answer to #6.
Step 1. We now begin Process #1: The water container is gradually
heated, and the piston very slowly moves upward. At time B the
heating of the water stops, and the piston stops moving when it is in
the position shown in the diagram below:
Cyclic Process Worksheet
(adapted from interview questions)
Step 1. We now begin Process #1: The water container is gradually
heated, and the piston very slowly moves upward. At time B the
heating of the water stops, and the piston stops moving when it is in
the position shown in the diagram below:
Time B
Piston in new position.
Temperature of system has changed.
[This diagram was not shown to students]
initial state
[This diagram was not shown to students]
[This diagram was not shown to students]
1) For the process A  B, is the work done by the
system (WAB) positive, negative, or zero?
2) For the process B  C, is the work done by the
system (WBC) positive, negative, or zero?
3) For the process C  D, is the work done by the
system (WCD) positive, negative, or zero?
4) Rank the absolute values WAB, WBC,
andWCD from largest to smallest; if two or more are
equal, use the “=” sign:
largest _________________________ smallest
Explain your reasoning.
Step 1. We now begin Process #1: The water container is gradually
heated, and the piston very slowly moves upward. At time B the
heating of the water stops, and the piston stops moving when it is in
the position shown in the diagram below:
Time B
Piston in new position.
Temperature of system has changed.
Step 2. Now, empty containers are placed on top of the piston
as shown. Small lead weights are gradually placed in the
containers, one by one, and the piston is observed to move
down slowly. While this happens, the temperature of the water
is nearly unchanged, and the gas temperature remains
practically constant. (That is, it remains at the temperature it
reached at time B, after the water had been heated up.)
containers
lead
weight
Step 2. Now, empty containers are placed on top of the piston
as shown. Small lead weights are gradually placed in the
containers, one by one, and the piston is observed to move
down slowly. While this happens, the temperature of the water
is nearly unchanged, and the gas temperature remains
practically constant. (That is, it remains at the temperature it
reached at time B, after the water had been heated up.)
containers
lead
weight
weights being added
Piston moves down slowly.
Temperature remains same as at time B.
Step 2. Now, empty containers are placed on top of the piston
as shown. Small lead weights are gradually placed in the
containers, one by one, and the piston is observed to move
down slowly. While this happens, the temperature of the water
is nearly unchanged, and the gas temperature remains
practically constant. (That is, it remains at the temperature it
reached at time B, after the water had been heated up.)
weights being added
Piston moves down slowly.
Temperature remains same as at time B.
Step 3. At time C we stop adding lead weights to the container
and the piston stops moving. (The weights that we have
already added up until now are still in the containers.) The
piston is now found to be at exactly the same position it was at
time A .
Step 3. At time C we stop adding lead weights to the container
and the piston stops moving. (The weights that we have
already added up until now are still in the containers.) The
piston is now found to be at exactly the same position it was at
time A .
Time C
Weights in containers.
Piston in same position as at time A.
Temperature same as at time B.
[This diagram was not shown to students]
[This diagram was not shown to students]
[This diagram was not shown to students]
TBC = 0
1) For the process A  B, is the work done by the
system (WAB) positive, negative, or zero?
2) For the process B  C, is the work done by the
system (WBC) positive, negative, or zero?
3) For the process C  D, is the work done by the
system (WCD) positive, negative, or zero?
4) Rank the absolute values WAB, WBC,
andWCD from largest to smallest; if two or more are
equal, use the “=” sign:
largest _________________________ smallest
Explain your reasoning.
Step 3. At time C we stop adding lead weights to the container
and the piston stops moving. (The weights that we have
already added up until now are still in the containers.) The
piston is now found to be at exactly the same position it was at
time A .
Time C
Weights in containers.
Piston in same position as at time A.
Temperature same as at time B.
Step 4. Now, the piston is locked into place so it cannot move;
the weights are removed from the piston. The system is left to
sit in the room for many hours, and eventually the entire system
cools back down to the same room temperature it had at time A.
When this finally happens, it is time D.
Step 4. Now, the piston is locked into place so it cannot move;
the weights are removed from the piston. The system is left to
sit in the room for many hours, and eventually the entire system
cools back down to the same room temperature it had at time A.
When this finally happens, it is time D.
Time D
Piston in same position as at time A.
Temperature same as at time A.
[This diagram was not shown to students]
[This diagram was not shown to students]
[This diagram was not shown to students]
1) For the process A  B, is the work done by the
system (WAB) positive, negative, or zero?
2) For the process B  C, is the work done by the
system (WBC) positive, negative, or zero?
3) For the process C  D, is the work done by the
system (WCD) positive, negative, or zero?
4) Rank the absolute values WAB, WBC,
andWCD from largest to smallest; if two or more are
equal, use the “=” sign:
largest _________________________ smallest
Explain your reasoning.
1) For the process A  B, is the work done by the
system (WAB) positive, negative, or zero?
2) For the process B  C, is the work done by the
system (WBC) positive, negative, or zero?
3) For the process C  D, is the work done by the
system (WCD) positive, negative, or zero?
4) Rank the absolute values WAB, WBC,
andWCD from largest to smallest; if two or more are
equal, use the “=” sign:
largest _________________________ smallest
Explain your reasoning.
1) For the process A  B, is the work done by the
system (WAB) positive, negative, or zero?
2) For the process B  C, is the work done by the
system (WBC) positive, negative, or zero?
3) For the process C  D, is the work done by the
system (WCD) positive, negative, or zero?
4) Rank the absolute values WAB, WBC,
andWCD from largest to smallest; if two or more are
equal, use the “=” sign:
largest _________________________ smallest
Explain your reasoning.
Consider the net work done by the system during the
complete process A  D, where
Wnet = WAB + WBC + WCD
i) Is this quantity greater than zero, equal to zero, or
less than zero?
ii) Is your answer consistent with the answer you gave
for #6 (i)? Explain.
Consider the net work done by the system during the
complete process A  D, where
Wnet = WAB + WBC + WCD
i) Is this quantity greater than zero, equal to zero, or
less than zero?
ii) Is your answer consistent with the answer you gave
for #6 (i)? Explain.
Thermodynamics Curricular
Materials
• Preliminary versions and initial testing of worksheets
for:
–
–
–
–
–
–
–
calorimetry
thermochemistry
first-law of thermodynamics
cyclic processes
Preliminary testing in
Carnot cycle
PHYS 222 and PHYS
entropy
304
free energy
Related Work on Calorimetry
• Investigate students’ understanding of chemical
calorimetry
– with T. J. Greenbowe, ISU Chemistry Dep’t., and postdoc Irene Grimberg
– paper in International Journal of Science Education
(2003)
• Probe understanding of students in physics
courses
– with N.-L. Nguyen and Warren Christensen
• Develop and test worksheets for both physics
and chemistry
Related Work on Calorimetry
• Investigate students’ understanding of chemical
calorimetry
– with T. J. Greenbowe, ISU Chemistry Dep’t., and postdoc Irene Grimberg
– paper in International Journal of Science Education
(2003)
• Probe understanding of students in physics
courses
– with N.-L. Nguyen and Warren Christensen
• Develop and test worksheets for both physics
and chemistry
Student Learning of Thermochemical
Concepts
T. J. Greenbowe and DEM, Int. J. Sci. Educ. 25, 779 (2003)
• Investigated students’ misunderstanding of
role of bond breaking and forming in
determining heats of reaction
– student belief that heat flows from one reactant to the other
• Uncovered students’ misinterpretation of role
of mass in relationship Q = mcT
– strong tendency to associate “m” with reactants only, instead
of with total mass undergoing temperature change
Student Learning of Thermochemical
Concepts
T. J. Greenbowe and DEM, Int. J. Sci. Educ. 25, 779 (2003)
• Investigated students’ misunderstanding of
role of bond breaking and forming in
determining heats of reaction
– student belief that heat flows from one reactant to the other
• Uncovered students’ misinterpretation of role
of mass in relationship Q = mcT
– strong tendency to associate “m” with reactants only, instead
of with total mass undergoing temperature change
Student Learning of Thermochemical
Concepts
T. J. Greenbowe and DEM, Int. J. Sci. Educ. 25, 779 (2003)
• Investigated students’ misunderstanding of
role of bond breaking and forming in
determining heats of reaction
– student belief that heat flows from one reactant to the other
• Uncovered students’ misinterpretation of role
of mass in relationship Q = mcT
– strong tendency to associate “m” with reactants only, instead
of with total mass undergoing temperature change
Thermochemistry Tutorial
Related Work on Calorimetry
• Investigate students’ understanding of chemical
calorimetry
– with T. J. Greenbowe, ISU Chemistry Dep’t., and postdoc Irene Grimberg
– paper in International Journal of Science Education
(2003)
• Probe understanding of students in physics
courses
– with N.-L. Nguyen and Warren Christensen
• Develop and test worksheets for both physics
and chemistry
Related Work on Calorimetry
• Investigate students’ understanding of chemical
calorimetry
– with T. J. Greenbowe, ISU Chemistry Dep’t., and postdoc Irene Grimberg
– paper in International Journal of Science Education
(2003)
• Probe understanding of students in physics
courses
– with N.-L. Nguyen and Warren Christensen
• Develop and test worksheets for both physics
and chemistry
Physics Students’ Reasoning in
Calorimetry
N.-L. Nguyen, W. Christensen, and DEM
• Investigation of reasoning regarding
calorimetric concepts among students in
calculus-based general physics course
• Development and testing of curricular
materials based on research
Physics Students’ Reasoning in
Calorimetry
N.-L. Nguyen, W. Christensen, and DEM
• Investigation of reasoning regarding
calorimetric concepts among students in
calculus-based general physics course
• Development and testing of curricular
materials based on research
Investigation of student learning in calculusbased physics course (PHYS 222)
Pretest Question #1
Written pretest given after lecture instruction completed
The specific heat of water is greater than that of copper.
A piece of copper metal is put into an insulated calorimeter
which is nearly filled with water. The mass of the copper is the
same as the mass of the water, but the initial temperature of
the copper is lower than the initial temperature of the water.
The calorimeter is left alone for several hours.
During the time it takes for the system to reach equilibrium,
will the temperature change (number of degrees Celsius) of
the copper be more than, less than, or equal to the
temperature change of the water? Please explain your
answer.
Answer: The temperature change for copper is larger.
Pretest Question #1 Solution
Q  mcT
QCu  QW
and
mCu  mW
 cCu TCu  cW TW
Notation: T  absolute value of temperature change
Pretest Question #1 Solution
Q  mcT
QCu  QW
and
mCu  mW
 cCu TCu  cW TW
TCu
cW

TW
cCu
cW  cCu  TCu  TW
Notation: T  absolute value of temperature change
Pretest Question #1 Results
Second-semester calculus-based course (PHYS 222)
N=311
Correct
TLSH > TGSH
With correct explanation
62%
54%
Incorrect
TLSH = TGSH
TLSH < TGSH
22%
16%
LSH = lower specific heat
GSH = greater specific heat
(five different versions of question were administered)
Pretest: Question #1
All
students
N=311
Correct (Tlower specific heat > Tgreater specific heat)
With correct explanation
55%
Incorrect
(Tlower specific heat = Tgreater specific heat)
temperature changes are equal since energy
transfers are equal
9%
temperature changes are equal since system
goes to equilibrium
6%
Other
6%
(Tlower specific heat < Tgreater specific heat)
specific heat directly proportional to rate of
temperature change
7%
Other
8%
Example of Incorrect Student Explanation
“Equal, to reach thermal equilibrium, the
change in heat must be the same, heat can’t
be lost, they reach a sort of “middle ground”
so copper decreases the same amount of
temp that water increases.”
“Equal energy transfer” is assumed to
imply “equal temperature change”
Pretest Question #2
Suppose we have two separate containers: One
container holds Liquid A, and another contains
Liquid B. The mass and initial temperature of the
two liquids are the same, but the specific heat of
Liquid A is two times that of Liquid B.
Each container is placed on a heating plate that
delivers the same rate of heating in joules per
second to each liquid beginning at initial time t0.
Pretest Question #2 Graph
[cA = 2cB]
Temperature
Liquid A
Liquid B
Heating Plate
t0
Time
The specific heat of A is greater
than the specific heat of B.
Pretest Question #2 (cont’d)
On the grid below, graph the temperature as a
function of time for each liquid, A and B. Use a
separate line for each liquid, even if they
overlap. Make sure to clearly label your lines,
and use proper graphing techniques.
Please explain the reasoning that you used in
drawing your graph.
Pretest Question #2 Graph
[cA = 2cB]
Temperature
Liquid A
Liquid B
Heating Plate
t0
Time
The specific heat of A is greater
than the specific heat of B.
Pretest Question #2 Graph
[cA = 2cB]
Temperature
Liquid A
Liquid B
Liquid B
Liquid A
Heating Plate
t0
Time
The specific heat of A is greater
than the specific heat of B.
Pretest Question #2 Results (N = 311)
Second-semester calculus-based course (PHYS 222)
Correct (Slope of B > A)
with correct explanation
70%
50%
Incorrect
Slope of B < A
28%
Other
2%
Example of Incorrect Student Explanation
“Since the specific heat of A is two times that
of liquid B, and everything else is held constant
 the liquid of solution A will heat up two times
as fast as liquid B.”
Confusion about meaning of “specific heat”
Belief that specific heat is proportional
to rate of temperature change
Worksheet Strategy
• Guide students to confront distinction between
temperature of a system, and its internal energy
• Explore meaning of specific heat by finding
temperature changes of different objects in
thermal contact with each other
• Practice proportional reasoning and algebraic
skills by varying system parameters, gradually
increasing problem complexity.
Worksheet Strategy
• Guide students to confront distinction between
temperature of a system, and its internal energy
• Explore meaning of specific heat by finding
temperature changes of different objects in
thermal contact with each other
• Practice proportional reasoning and algebraic
skills by varying system parameters, gradually
increasing problem complexity.
Worksheet Strategy
• Guide students to confront distinction between
temperature of a system, and its internal energy
• Explore meaning of specific heat by finding
temperature changes of different objects in
thermal contact with each other
• Practice proportional reasoning and algebraic
skills by varying system parameters, gradually
increasing problem complexity.
Worksheet Strategy
• Guide students to confront distinction between
temperature of a system, and its internal energy
• Explore meaning of specific heat by finding
temperature changes of different objects in
thermal contact with each other
• Practice proportional reasoning and algebraic
skills by varying system parameters, gradually
increasing problem complexity.
Calorimetry Worksheet
. Suppose we again have two samples, A and B, of an ideal gas placed in a partitioned insulated
container. The gas in Sample A is the same gas that is in Sample B; however, Sample A now has
twice the mass of sample B (and the volume of sample A is twice the volume of sample B). Energy but
no material can pass through the conducting partition; the partition is rigid and cannot move.
A
B
On the bar chart on the next page, the values of the samples' internal energy are shown at some initial
time (“Time Zero”); "Long After" refers to a time long after that initial time. The mass of sample A is still
twice the mass of sample B, However, note carefully: In this case, A and B do NOT have the same
initial internal energy. Refer to the set of three bar charts to answer the following questions.
a.
Find the absolute temperature of sample A at time zero (the initial time), and plot it on the chart.
b.
A long time after time zero, what ratio do you expect for the temperatures of the two samples?
c.
A long time after time zero, what ratio do you expect for the internal energies of the two samples?
Explain.
Calorimetry Worksheet
e.
Complete the bar charts by finding the “Long After” values for temperature and internal
energy, and also the amounts of energy transferred to each sample. (This is the net transfer that occurs
between time zero and the time “long after.”) If any quantity is zero, label that quantity as zero on the bar
chart. Explain your reasoning below. NOTE: The missing values – indicated by a thick line on the horizontal
axis – are not necessarily zero – you need to determine whether or not they are actually zero!
Internal Energy
Absolute Temperature
10 kJ
8 kJ
6 kJ
4 kJ
2 kJ
0
0
A
B
Time Zero
A
B
Long After
A
B
Time Zero
A
B
Long After
Ideal Gas Problem
Suppose we have two samples, A and B, of an ideal gas
placed in a partitioned insulated container which neither
absorbs energy nor allows it to pass in or out. The gas in
sample A is the same gas that is in Sample B. Sample A
has the same mass as sample B and each side of the
partition has the same volume. Energy but no material can
pass through the conducting partition; the partition is rigid
and cannot move.
insulation
A
B
Find the absolute temperature of sample A at time zero (the initial
time), and plot it on the chart. Complete the bar charts by finding the
“Long After” values for temperature and internal energy. Explain your
reasoning.
Internal Energy
Absolute Temperature
10 kJ
8 kJ
6 kJ
4 kJ
2 kJ
0
A
B
Time Zero
A
B
Long After
0
A
B
Time Zero
A
B
Long After
Ideal Gas Bar Graph Solution
with same mass
Equal masses of ideal gas 
3
U  NkT ;
2
Internal Energy
TA U A

TB U B
Absolute Temperature
10 kJ
8 kJ
6 kJ
4 kJ
2 kJ
0
A
B
Time Zero
A
B
Long After
0
A
B
Time Zero
A
B
Long After
Ideal Gas Bar Graph Solution
with same mass
energy lost by A = energy gained by B
Internal Energy
Absolute Temperature
10 kJ
8 kJ
6 kJ
4 kJ
2 kJ
0
A
B
Time Zero
A
B
Long After
0
A
B
Time Zero
A
B
Long After
Ideal Gas Bar Graph Solution
with same mass
temperature decrease of A = temperature increase of B
Internal Energy
Absolute Temperature
10 kJ
8 kJ
6 kJ
4 kJ
2 kJ
0
A
B
Time Zero
A
B
Long After
0
A
B
Time Zero
A
B
Long After
Problem Sequence
Ideal Gas with equal masses
insulation
A
B
Ideal Gas, mA= 2mB
A
B
Change of Context
Problem: A and B in thermal contact; given TA find TB.
A and B are same material
and have same masses, but
have different initial
temperatures
A and B are same material,
have different initial
temperatures, and mA= 3mB
A
B
A
B
More examples
A and B are different
materials with different
initial temperatures, cA= 2cB
and mA= mB.
A and B are different
materials with different
initial temperatures, cA=
0.5cB and mA= 1.5mB
A
B
A
B
Classroom Testing
• Use worksheets in randomly chosen
recitation sections (assisted by PERG
graduate students).
• Compare exam performance of students in
experimental sections to those in control
sections.
• Modify worksheets based on input from recitation
instructors and PERG graduate students.
Classroom Testing
• Use worksheets in randomly chosen
recitation sections (assisted by PERG
graduate students).
• Compare exam performance of students in
experimental sections to those in control
sections.
• Modify worksheets based on input from recitation
instructors and PERG graduate students.
Classroom Testing
• Use worksheets in randomly chosen
recitation sections (assisted by PERG
graduate students).
• Compare exam performance of students in
experimental sections to those in control
sections.
• Modify worksheets based on input from recitation
instructors and PERG graduate students.
Classroom Testing
• Use worksheets in randomly chosen
recitation sections (assisted by PERG
graduate students).
• Compare exam performance of students in
experimental sections to those in control
sections.
• Modify worksheets based on input from
recitation instructors and PERG graduate
students.
Preliminary Results
Second-semester calculus-based course (PHYS 222)
• Experimental group had lower pretest scores than
control group (45% vs. 57%), but higher posttest
scores (49% vs. 41%).
– posttest problem more challenging than pretest problem
– random selection failed to produce equivalent experimental and
control groups
• Posttest-score difference not statistically significant
• No difference between groups on qualitative or
quantitative multiple-choice questions
Preliminary Results
Second-semester calculus-based course (PHYS 222)
• Experimental group had lower pretest scores than
control group (45% vs. 57%), but higher posttest
scores (49% vs. 41%).
– posttest problem more challenging than pretest problem
– random selection failed to produce equivalent experimental and
control groups
• Posttest-score difference not statistically significant
• No difference between groups on qualitative or
quantitative multiple-choice questions
Preliminary Results
Second-semester calculus-based course (PHYS 222)
• Experimental group had lower pretest scores than
control group (45% vs. 57%), but higher posttest
scores (49% vs. 41%).
– posttest problem more challenging than pretest problem
– random selection failed to produce equivalent experimental and
control groups
• Posttest-score difference not statistically significant
• No difference between groups on qualitative or
quantitative multiple-choice questions
Preliminary Results
Second-semester calculus-based course (PHYS 222)
• Experimental group had lower pretest scores than
control group (45% vs. 57%), but higher posttest
scores (49% vs. 41%).
– posttest problem more challenging than pretest problem
– random selection failed to produce equivalent experimental and
control groups
• Posttest-score difference not statistically significant
• No difference between groups on qualitative or
quantitative multiple-choice questions
Preliminary Results
Second-semester calculus-based course (PHYS 222)
• Experimental group had lower pretest scores than
control group (45% vs. 57%), but higher posttest
scores (49% vs. 41%).
– posttest problem more challenging than pretest problem
– random selection failed to produce equivalent experimental and
control groups
• Posttest-score difference not statistically significant
• No difference between groups on qualitative or
quantitative multiple-choice questions
Preliminary Results
Second-semester calculus-based course (PHYS 222)
• Experimental group had lower pretest scores than
control group (45% vs. 57%), but higher posttest
scores (49% vs. 41%).
– posttest problem more challenging than pretest problem
– random selection failed to produce equivalent experimental and
control groups
• Posttest-score difference not statistically significant
• No difference between groups on qualitative or
quantitative multiple-choice questions
Preliminary conclusion: Worksheet too lengthy in
present form for single recitation session in PHYS 222
Outline
Primary Trends in Physics Education Research
Investigation of Students’ Reasoning:
• Students’ reasoning in calorimetry and thermodynamics
• Diverse representational modes in student learning
Curriculum Development:
• Curricular materials for calorimetry and thermodynamics
• Instructional methods and curricular materials for largeenrollment physics classes
Assessment of Instruction:
• Teacher Preparation: Course for Elementary Education majors
• Measurement of learning gain
Outline
Primary Trends in Physics Education Research
Investigation of Students’ Reasoning:
• Students’ reasoning in calorimetry and thermodynamics
• Diverse representational modes in student learning
Curriculum Development:
• Curricular materials for calorimetry and thermodynamics
• Instructional methods and curricular materials for largeenrollment physics classes
Assessment of Instruction:
• Teacher Preparation: Course for Elementary Education majors
• Measurement of learning gain
Investigation of Diverse Representational Modes
in the Learning of Physics and Chemistry
Supported by NSF “Research on Learning and Education”
program, Co-PI: T. J. Greenbowe
• Probe students’ reasoning with widely used
representations
– e.g., force-vector, free-body, P-V, and field-vector diagrams
• Compare student reasoning with different forms
of representation of same concept
– e.g., verbal, diagrammatic, mathematical/symbolic,
graphical
Investigation of Physics Learning
with Diverse Representations
• Probe student understanding of standard
physics representations
• Compare student reasoning with different
forms of representation
Investigation of Physics Learning
with Diverse Representations
• Probe student understanding of standard
physics representations
• Compare student reasoning with different
forms of representation
Physics Students’ Understanding of
Vector Concepts
N.-L. Nguyen and DEM, Am. J. Phys. 70, 630 (2003)
• Seven-item quiz administered in all ISU general
physics courses during 2000-2001
• Quiz items focus on basic vector concepts
posed in graphical form
• Given during first week of class; 2031 responses
received
Two Key Items
• Question #5: Two-dimensional vector
addition (vectors shown on grid)
• Question #7: Two-dimensional vector
addition (no grid present)
Two Key Items
• Question #5: Two-dimensional vector
addition (vectors shown on grid)
• Question #7: Two-dimensional vector
addition (no grid present)
5. In the figure below there are two vectors A and B. Draw a
vector R that is the sum of the two, (i.e. R = A + B ). Clearly
label the resultant vector as R.
B
A
5. In the figure below there are two vectors A and B. Draw a
vector R that is the sum of the two, (i.e. R = A + B ). Clearly
label the resultant vector as R.
A
B
A
5. In the figure below there are two vectors A and B. Draw a
vector R that is the sum of the two, (i.e. R = A + B ). Clearly
label the resultant vector as R.
A
B
R
A
Many Students Have Difficulties with
Vectors
• 56% of PHYS 112 students were
unsuccessful in solving #5
• 44% of PHYS 222 students were
unsuccessful in solving #5, or #7, or both.
Two Key Items
• Question #5: Two-dimensional vector
addition (vectors shown on grid)
• Question #7: Two-dimensional vector
addition (no grid present)
7. In the boxes below are two pairs of vectors, pair A and pair B.
(All arrows have the same length.) Consider the magnitude of the
resultant (the vector sum) of each pair of vectors. Is the
magnitude of the resultant of pair A larger than, smaller than, or
equal to the magnitude of the resultant of pair B? Write an
explanation justifying this conclusion.
7. In the boxes below are two pairs of vectors, pair A and pair B.
(All arrows have the same length.) Consider the magnitude of the
resultant (the vector sum) of each pair of vectors. Is the
magnitude of the resultant of pair A larger than, smaller than, or
equal to the magnitude of the resultant of pair B? Write an
explanation justifying this conclusion.
7. In the boxes below are two pairs of vectors, pair A and pair B.
(All arrows have the same length.) Consider the magnitude of the
resultant (the vector sum) of each pair of vectors. Is the
magnitude of the resultant of pair A larger than, smaller than, or
equal to the magnitude of the resultant of pair B? Write an
explanation justifying this conclusion.
7. In the boxes below are two pairs of vectors, pair A and pair B.
(All arrows have the same length.) Consider the magnitude of the
resultant (the vector sum) of each pair of vectors. Is the
magnitude of the resultant of pair A larger than, smaller than, or
equal to the magnitude of the resultant of pair B? Write an
explanation justifying this conclusion.
7. In the boxes below are two pairs of vectors, pair A and pair B.
(All arrows have the same length.) Consider the magnitude of the
resultant (the vector sum) of each pair of vectors. Is the
magnitude of the resultant of pair A larger than, smaller than, or
equal to the magnitude of the resultant of pair B? Write an
explanation justifying this conclusion.
7. In the boxes below are two pairs of vectors, pair A and pair B.
(All arrows have the same length.) Consider the magnitude of the
resultant (the vector sum) of each pair of vectors. Is the
magnitude of the resultant of pair A larger than, smaller than, or
equal to the magnitude of the resultant of pair B? Write an
explanation justifying this conclusion.
|RA| < |RB|
7. In the boxes below are two pairs of vectors, pair A and pair B.
(All arrows have the same length.) Consider the magnitude of the
resultant (the vector sum) of each pair of vectors. Is the
magnitude of the resultant of pair A larger than, smaller than, or
equal to the magnitude of the resultant of pair B? Write an
explanation justifying this conclusion.
Many Students Have Difficulties with
Vectors
• 56% of PHYS 112 students were
unsuccessful in solving #5
• 44% of PHYS 222 students were
unsuccessful in solving #5, or #7, or both.
Many Students Have Difficulties with
Vectors
• 56% of PHYS 112 students were
unsuccessful in solving #5
• 44% of PHYS 222 students were
unsuccessful in solving #5, or #7, or both.
Difficulties with Vector Concepts
• Imprecise understanding of vector direction
• Vague notion of vector addition
“R should be a combination of A and B so I tried
to put it between A and B”
• Confusion regarding parallel transport
(must maintain magnitude and direction as vector
“slides”)
Difficulties with Vector Concepts
• Imprecise understanding of vector direction
• Vague notion of vector addition
“R should be a combination of A and B so I tried
to put it between A and B”
• Confusion regarding parallel transport
(must maintain magnitude and direction as vector
“slides”)
Difficulties with Vector Concepts
• Imprecise understanding of vector direction
• Vague notion of vector addition
“R should be a combination of A and B so I tried
to put it between A and B”
• Confusion regarding parallel transport
(must maintain magnitude and direction as vector
“slides”)
Difficulties with Vector Concepts
• Imprecise understanding of vector direction
• Vague notion of vector addition
“R should be a combination of A and B so I tried
to put it between A and B”
• Confusion regarding parallel transport
(must maintain magnitude and direction as vector
“slides”)
Difficulties with Vector Concepts
• Imprecise understanding of vector direction
• Vague notion of vector addition
“R should be a combination of A and B so I tried
to put it between A and B”
• Confusion regarding parallel transport
(must maintain magnitude and direction as vector
“slides”)
Difficulties with Graphical Representation
of Vectors
• Dependence on grid: many students were
unable to add vectors without a grid
– 23% of Phys 222 students who solved #5 (2-D, with grid)
could not solve #7 (no grid); also observed among interview
subjects
• Little gain: Relatively small gains resulting from
first-semester instruction
– 43% of Phys 222 students failed to solve one or both of #5
and #7 (Phys 221: 58%)
Difficulties with Graphical Representation
of Vectors
• Dependence on grid: many students
were unable to add vectors without a grid
• Little gain: Relatively small gains
resulting from first-semester instruction
– 43% of Phys 222 students failed to solve one or
both of #5 and #7 (Phys 221: 58%)
Difficulties with Graphical Representation
of Vectors
• Dependence on grid: many students
were unable to add vectors without a grid
• Little gain: Relatively small gains
resulting from first-semester instruction
Investigation of Physics Learning
with Diverse Representations
• Probe student understanding of standard
physics representations
• Compare student reasoning with different
forms of representation
Investigation of Physics Learning
with Diverse Representations
• Probe student understanding of standard
physics representations
• Compare student reasoning with different
forms of representation
Investigation of Physics Learning
with Diverse Representations
• Probe student understanding of standard
physics representations
• Compare student reasoning with different
forms of representation
Investigation of Physics Learning
with Diverse Representations
• Probe student understanding of standard
physics representations
• Compare student reasoning with different
forms of representation
Students’ Problem-Solving Performance
and Representational Mode
DEM, submitted to Am. J. Phys. (2003)
• Significant discrepancy between student responses on
Newton’s third-law questions in “verbal” and
“diagrammatic” representations
– diagrams often evoke “larger mass  larger force”
misconception
– strong tendency to confuse “force exerted on” and “force
exerted by” when using diagrams
• Even after identical instruction, consistent discrepancy
between female and male performance on circuitdiagram questions
– 50% higher error rates for female students in PHYS 112
“Multiple-Representation” Quiz
• Same or similar question asked in more than
one form of representation
– e.g., verbal [words only], diagrammatic, mathematical,
etc.
• Comparison of responses yields information on
students’ reasoning patterns with diverse
representations
“Multiple-Representation” Quiz
• Same or similar question asked in more than
one form of representation
– e.g., verbal [words only], diagrammatic, mathematical,
etc.
• Comparison of responses yields information on
students’ reasoning patterns with diverse
representations
Must ensure that students have first had extensive
practice with each form of representation
[Chemistry Multi-representation Quiz]
Investigation of Physics Students’
Understanding of Representations
• Second-semester, algebra-based general
physics course (PHYS 112)
• Five separate years (1998-2002) at Iowa
State University
• Several “multi-representation” quizzes given
in class
Example: Quiz on Gravitation
• 11-item quiz given on second day of class (all
students have completed study of mechanics)
• Two questions on quiz relate to Newton’s third
law in astronomical context
– verbal version and diagrammatic version
#1. The mass of the sun is about 3 x 105 times the mass of the earth. How
does the magnitude of the gravitational force exerted by the sun on the earth
compare with the magnitude of the gravitational force exerted by the earth on the
sun?
The force exerted by the sun on the earth is:
A. about 9 x 1010 times larger
B.
C.
D.
E.
“verbal”
about 3 x 105 times larger
exactly the same
about 3 x 105 times smaller
about 9 x 1010 times smaller
#8. Which of these diagrams most closely represents the gravitational forces that the
earth and moon exert on each other? (Note: The mass of the earth is about 80
times larger than that of the moon.)
“diagrammatic”
A
E
M
C
E
M
E
E
M
B
E
M
D
E
M
F
E
M
#1. The mass of the sun is about 3 x 105 times the mass of the earth. How
does the magnitude of the gravitational force exerted by the sun on the earth
compare with the magnitude of the gravitational force exerted by the earth on the
sun?
The force exerted by the sun on the earth is:
A. about 9 x 1010 times larger
B.
C.
D.
E.
about 3 x 105 times larger
exactly the same
about 3 x 105 times smaller
about 9 x 1010 times smaller
#8. Which of these diagrams most closely represents the gravitational forces that the
earth and moon exert on each other? (Note: The mass of the earth is about 80
times larger than that of the moon.)
A
E
M
C
E
M
E
E
M
B
E
M
D
E
M
F
E
M
#1. The mass of the sun is about 3 x 105 times the mass of the earth. How
does the magnitude of the gravitational force exerted by the sun on the earth
compare with the magnitude of the gravitational force exerted by the earth on the
sun?
The force exerted by the sun on the earth is:
A. about 9 x 1010 times larger
B.
C.
D.
E.
about 3 x 105 times larger
exactly the same
about 3 x 105 times smaller
about 9 x 1010 times smaller
Results of Quiz on Gravitation
1998-2002
#1. force by sun is:
larger
* the same
smaller
N = 408
79%
16%
(s.d. = 5%)
5%
#8. earth/moon force
48%
9%
41%
[wrong direction]
2%
(s.d. = 3%)
#8. Which of these diagrams most closely represents the gravitational forces that the
earth and moon exert on each other? (Note: The mass of the earth is about 80
times larger than that of the moon.)
A
E
M
C
E
M
E
E
M
B
E
M
D
E
M
F
E
M
Results of Quiz on Gravitation
1998-2002
#1. force by sun is:
N = 408
79%
larger
* the same
16%
(s.d. = 5%)
5%
smaller
#8. earth/moon force
48%
*
E
M
E
M
E
M
9%
41%
[wrong direction]
2%
(s.d. = 3%)
Comparison of Responses
• Proportion of correct responses on diagrammatic
version of question is consistently lower than on
verbal version.
• Pattern of incorrect responses is dramatically
different on two versions of question:
– most common response on verbal version: force exerted by
more massive object has larger magnitude
– on diagrammatic version: force exerted by more massive or
less massive object has larger magnitude
Comparison of Responses
• Proportion of correct responses on diagrammatic
version of question is consistently lower than on
verbal version.
• Pattern of incorrect responses is dramatically
different on two versions of question:
– most common response on verbal version: force exerted by
more massive object has larger magnitude
– on diagrammatic version: force exerted by more massive or
less massive object has larger magnitude
Comparison of Responses
• Proportion of correct responses on diagrammatic
version of question is consistently lower than on
verbal version.
• Pattern of incorrect responses is dramatically
different on two versions of question:
– most common response on verbal version: force exerted by
more massive object has larger magnitude
– on diagrammatic version: force exerted by more massive or
less massive object has larger magnitude
Comparison of Responses
• Proportion of correct responses on diagrammatic
version of question is consistently lower than on
verbal version.
• Pattern of incorrect responses is dramatically
different on two versions of question:
– most common response on verbal version: force exerted by
more massive object has larger magnitude
– on diagrammatic version: force exerted by more massive or
less massive object has larger magnitude
Comparison of Responses
• Proportion of correct responses on diagrammatic
version of question is consistently lower than on
verbal version.
• Pattern of incorrect responses is dramatically
different on two versions of question:
– most common response on verbal version: force exerted by
more massive object has larger magnitude
– on diagrammatic version: force exerted by more massive or
less massive object has larger magnitude
Students’ written explanations confirm that most
believed that more massive object exerts larger force.
Comparison of Responses
• Proportion of correct responses on diagrammatic
version of question is consistently lower than on
verbal version.
• Pattern of incorrect responses is dramatically
different on two versions of question:
– most common response on verbal version: force exerted by
more massive object has larger magnitude
– on diagrammatic version: force exerted by more massive or
less massive object has larger magnitude
Apparently, many students have difficulty translating
phrase “force exerted on” into vector diagram form.
In the figure below, particle q1 has a charge of +10 C, and particle q2 has a
charge of –2 C.
A
q1
q2
D
q1
q2
G
q1
q2
B
q1
q2
E
q1
q2
H
q1
q2
C
q1
q2
F
q1
q2
I
q1
q2
Question on 2002 Final Exam
(A) [3 points] Which of these diagrams most closely represents the electrical
forces that the two charges exert on each other?
(B) [2 points] Explain your answer to part (A).
Students’ explanations confirm hypothesis regarding “arrow” error
Students’ Problem-Solving Performance
and Representational Mode
DEM, submitted to Am. J. Phys. (2003)
• Significant discrepancy between student responses on
Newton’s third-law questions in “verbal” and
“diagrammatic” representations
– diagrams often evoke “larger mass  larger force”
misconception
– strong tendency to confuse “force exerted on” and “force
exerted by” when using diagrams
• Even after identical instruction, consistent discrepancy
between female and male performance on circuitdiagram questions
– 50% higher error rates for female students in PHYS 112
Students’ Problem-Solving Performance
and Representational Mode
DEM, submitted to Am. J. Phys. (2003)
• Significant discrepancy between student responses on
Newton’s third-law questions in “verbal” and
“diagrammatic” representations
– diagrams often evoke “larger mass  larger force”
misconception
– strong tendency to confuse “force exerted on” and “force
exerted by” when using diagrams
• Even after identical instruction, consistent discrepancy
between female and male performance on circuitdiagram questions
– 50% higher error rates for female students in PHYS 112
Students’ Problem-Solving Performance
and Representational Mode
DEM, submitted to Am. J. Phys. (2003)
• Significant discrepancy between student responses on
Newton’s third-law questions in “verbal” and
“diagrammatic” representations
– diagrams often evoke “larger mass  larger force”
misconception
– strong tendency to confuse “force exerted on” and “force
exerted by” when using diagrams
• Even after identical instruction, consistent discrepancy
between female and male performance on circuitdiagram questions
– 50% higher error rates for female students in PHYS 112
Coulomb’s Law Quiz in Multiple Representations
V
[verbal]
D
[diagrammatic]
M
[mathematical/symbolic]
G
[graphical]
DC Circuits Quiz
1. In a parallel circuit, a three-ohm resistor and a six-ohm resistor are connected to a
battery. In a series circuit, a four-ohm and an eight-ohm resistor are connected to a
battery that has the same voltage as the battery in the parallel circuit. What will be the
ratio of the current through the six-ohm resistor to the current through the four-ohm
resistor? Current through six-ohm resistor divided by current through four-ohm
resistor is:
A. greater than one
B. equal to one
C. less than one
D. equal to negative one
E. cannot determine without knowing the battery voltage
Grade out of 3? Write “3” here: _____
V
2.
Parallel circuit: RA = 6 ; RB = 9 .
Series circuit: RC = 7 ; RD = 3 .
Vbat(series) = Vbat(parallel)
A.
IB
1
IC
B.
IB
1
IC
C.
M
IB
1
IC
Grade out of 3? Write “3” here: _____
D.
IB
 1
IC
E. need Vbat
D
3. The arrows represent the magnitude and direction of the current through
resistors A and C. Choose the correct diagram.
A.
B.
C.
D.
E. need to know Vbat
IA
IC
RA
RC
ID
2
6
RD
[A]
16 
RB
IB
IA
IC
[B]
3
+
+
–
Vbat
[C]
–
Vbat
[D]
Grade out of 3? Write “3” here: _____
[E] (need to know Vbat)
4. Graph #1 represents the relative resistances of resistors A, B, C, and D.
Resistors A and B are connected in a parallel circuit. Resistors C and D are
connected in a series circuit. The battery voltage in both circuits is the same.
Graph #2 represents the currents in resistors C and B respectively. Which
pair is correct?
A.
#1
B.
resistance
C.
D.
E. need to know voltage
#2
+
[D]
current
C
A
B
C
G
C
B
B
B
D
C
C
0
parallel
B
series
–
[A]
[B]
[C]
Students’ Problem-Solving Performance
and Representational Mode
DEM, submitted to Am. J. Phys. (2003)
• Significant discrepancy between student responses on
Newton’s third-law questions in “verbal” and
“diagrammatic” representations
– diagrams often evoke “larger mass  larger force”
misconception
– strong tendency to confuse “force exerted on” and “force
exerted by” when using diagrams
• Even after identical instruction, consistent discrepancy
between female and male performance on circuitdiagram questions
– 50% higher error rates for female students in PHYS 112
Students’ Problem-Solving Performance
and Representational Mode
DEM, submitted to Am. J. Phys. (2003)
• Significant discrepancy between student responses on
Newton’s third-law questions in “verbal” and
“diagrammatic” representations
– diagrams often evoke “larger mass  larger force”
misconception
– strong tendency to confuse “force exerted on” and “force
exerted by” when using diagrams
• Even after identical instruction, consistent discrepancy
between female and male performance on circuitdiagram questions
– 50% higher error rates for female students in PHYS 112
Current Work: Students’ Understanding
of Representations in Electricity and
Magnetism
• Analysis of responses to multiple-choice
diagnostic test “Conceptual Survey in
Electricity”
• Administered 1998-2002 in algebra-based
physics course at ISU (PHYS 112)
• Additional data from students’ written
explanations of their reasoning (2002)
Current Work: Students’ Understanding
of Representations in Electricity and
Magnetism
• Analysis of responses to multiple-choice
diagnostic test “Conceptual Survey in
Electricity”
• Administered 1998-2002 in algebra-based
physics course at ISU (PHYS 112)
• Additional data from students’ written
explanations of their reasoning (2002)
Current Work: Students’ Understanding
of Representations in Electricity and
Magnetism
• Analysis of responses to multiple-choice
diagnostic test “Conceptual Survey in
Electricity”
• Administered 1998-2002 in algebra-based
physics course at ISU (PHYS 112)
• Additional data from students’ written
explanations of their reasoning (2002)
Current Work: Students’ Understanding
of Representations in Electricity and
Magnetism
• Analysis of responses to multiple-choice
diagnostic test “Conceptual Survey in
Electricity”
• Administered 1998-2002 in algebra-based
physics course at ISU (PHYS 112)
• Additional data from students’ written
explanations of their reasoning (2002)
#24
D. Maloney, T. O’Kuma, C. Hieggelke,
and A. Van Heuvelen, PERS of Am. J. Phys.
69, S12 (2001).
#24
#28
#28
*
#28
*
#28
*
(b) or (d) consistent with correct answer on #24
Pre-Instruction
#24 Pre-test
N = 299
A, B
E
consistent
D
inconsistent
C
“D”: closer spacing of equipotential lines  stronger field
“consistent”: consistent with answer on #28
Correct Answer, Incorrect Reasoning
• Nearly half of pre-instruction responses are
correct, despite the fact that most students
say they have not studied this topic
• Explanations offered include:
–
–
–
–
–
–
“chose them in the order of closest lines”
“magnitude decreases with increasing distance”
“greatest because 50 [V] is so close”
“more force where fields are closest”
“because charges are closer together”
“guessed”
Correct Answer, Incorrect Reasoning
• Nearly half of pre-instruction responses are
correct, despite the fact that most students
say they have not studied this topic
• Explanations offered include:
–
–
–
–
–
–
“chose them in the order of closest lines”
“magnitude decreases with increasing distance”
“greatest because 50 [V] is so close”
“more force where fields are closest”
“because charges are closer together”
“guessed”
Correct Answer, Incorrect Reasoning
• Nearly half of pre-instruction responses are
correct, despite the fact that most students
say they have not studied this topic
• Explanations offered include:
–
–
–
–
–
–
“chose them in the order of closest lines”
“magnitude decreases with increasing distance”
“greatest because 50 [V] is so close”
“more force where fields are closest”
“because charges are closer together”
“guessed”
students’ initial “intuitions” may influence their learning
Pre-Instruction
#24 Pre-test
N = 299
A, B
E
consistent
D
inconsistent
C
“D”: closer spacing of equipotential lines  stronger field
“consistent”: consistent with answer on #28
Post-Instruction
#24 Post-test
N = 299
A, B
E
D
C
consistent
inconsistent
 Sharp increase in correct responses
 Correct responses more consistent with other answers
Pre-Instruction
#24 Pre-test
N = 299
D
consistent
C
inconsistent
A,B
E
“C”: wider spacing of equipotential lines  stronger field
“consistent”: consistent with answer on #28
Post-Instruction
#24 Post-test
N = 299
D
C
E
A, B
 Proportion of responses in this category drastically reduced
Pre-Instruction
#24 Pre-test
N = 299
C
consistent
E
inconsistent
D
A,B
“E”: field magnitude independent of equipotential line spacing
“consistent”: consistent with answer on #28
Post-Instruction
#24 Post-test
N = 299
C
consistent
E
inconsistent
A,B
D
 Proportion of responses in this category virtually unchanged
 Incorrect responses less consistent with other answers
Some Student Conceptions Persist,
Others Fade
• Initial association of wider spacing with larger
field magnitude effectively resolved through
instruction
• Initial tendency to associate field magnitude
with magnitude of potential at a given point
persists even after instruction
 but less consistently applied after instruction
Some Student Conceptions Persist,
Others Fade
• Initial association of wider spacing with larger
field magnitude effectively resolved through
instruction
• Initial tendency to associate field magnitude
with magnitude of potential at a given point
persists even after instruction
 but less consistently applied after instruction
Some Student Conceptions Persist,
Others Fade
• Initial association of wider spacing with larger
field magnitude effectively resolved through
instruction
• Initial tendency to associate field magnitude
with magnitude of potential at a given point
persists even after instruction
 but less consistently applied after instruction
Some Student Conceptions Persist,
Others Fade
• Initial association of wider spacing with larger
field magnitude effectively resolved through
instruction
• Initial tendency to associate field magnitude
with magnitude of potential at a given point
persists even after instruction
 but less consistently applied after instruction
Outline
Primary Trends in Physics Education Research
Investigation of Students’ Reasoning:
• Students’ reasoning in calorimetry and thermodynamics
• Diverse representational modes in student learning
Curriculum Development:
• Curricular materials for calorimetry and thermodynamics
• Instructional methods and curricular materials for largeenrollment physics classes
Assessment of Instruction:
• Teacher Preparation: Course for Elementary Education majors
• Measurement of learning gain
Outline
Primary Trends in Physics Education Research
Investigation of Students’ Reasoning:
• Students’ reasoning in calorimetry and thermodynamics
• Diverse representational modes in student learning
Curriculum Development:
• Curricular materials for calorimetry and thermodynamics
• Instructional methods and curricular materials for largeenrollment physics classes
Assessment of Instruction:
• Teacher Preparation: Course for Elementary Education majors
• Measurement of learning gain
Keystones of Innovative Pedagogy
• problem-solving activities during class time
• deliberately elicit and address common
learning difficulties
• guide students to “figure things out for
themselves” as much as possible
Keystones of Innovative Pedagogy
• problem-solving activities during class time
• deliberately elicit and address common
learning difficulties
• guide students to “figure things out for
themselves” as much as possible
Keystones of Innovative Pedagogy
• problem-solving activities during class time
• deliberately elicit and address common
learning difficulties
• guide students to “figure things out for
themselves” as much as possible
Keystones of Innovative Pedagogy
• problem-solving activities during class time
• deliberately elicit and address common
learning difficulties
• guide students to “figure things out for
themselves” as much as possible
“Fully Interactive” Physics Lecture
DEM and K. Manivannan, Am. J. Phys. 70, 639 (2002)
• Higher levels of student-student and student-instructor
interaction than other methods
• Simulate one-on-one dialogue of instructor’s office
• Use numerous structured question sequences, focused
on specific concept: small conceptual “step size”
• Use student response system to obtain instantaneous
responses from all students simultaneously (e.g., “flash
cards”)
– Extension to highly interactive physics demonstrations (K. Manivannan
and DEM, Proc. of PER Conf. 2001)
v
“Fully Interactive” Physics Lecture
DEM and K. Manivannan, Am. J. Phys. 70, 639 (2002)
• Very high levels of student-student and studentinstructor interaction
• Simulate one-on-one dialogue of instructor’s office
• Use numerous structured question sequences, focused
on specific concept: small conceptual “step size”
• Use student response system to obtain instantaneous
responses from all students simultaneously (e.g., “flash
cards”)
– Extension to highly interactive physics demonstrations (K. Manivannan
and DEM, Proc. of PER Conf. 2001)
v
“Fully Interactive” Physics Lecture
DEM and K. Manivannan, Am. J. Phys. 70, 639 (2002)
• Very high levels of student-student and studentinstructor interaction
• Simulate one-on-one dialogue of instructor’s office
• Use numerous structured question sequences, focused
on specific concept: small conceptual “step size”
• Use student response system to obtain instantaneous
responses from all students simultaneously (e.g., “flash
cards”)
– Extension to highly interactive physics demonstrations (K. Manivannan
and DEM, Proc. of PER Conf. 2001)
v
“Fully Interactive” Physics Lecture
DEM and K. Manivannan, Am. J. Phys. 70, 639 (2002)
• Very high levels of student-student and studentinstructor interaction
• Simulate one-on-one dialogue of instructor’s office
• Use numerous structured question sequences, focused
on specific concept: small conceptual “step size”
• Use student response system to obtain instantaneous
responses from all students simultaneously (e.g., “flash
cards”)
– Extension to highly interactive physics demonstrations (K. Manivannan
and DEM, Proc. of PER Conf. 2001)
v
“Fully Interactive” Physics Lecture
DEM and K. Manivannan, Am. J. Phys. 70, 639 (2002)
• Very high levels of student-student and studentinstructor interaction
• Simulate one-on-one dialogue of instructor’s office
• Use numerous structured question sequences, focused
on specific concept: small conceptual “step size”
• Use student response system to obtain instantaneous
responses from all students simultaneously (e.g., “flash
cards”)
– Extension to highly interactive physics demonstrations (K. Manivannan
and DEM, Proc. of PER Conf. 2001)
v
Curriculum Requirements for Fully
Interactive Lecture
• Many question sequences employing multiple
representations, covering full range of topics
• Free-response worksheets adaptable for use
in lecture hall
• Text reference (“Lecture Notes”) with strong
focus on conceptual and qualitative questions
Workbook for Introductory Physics
Manivannan, CD-ROM, 2002)
(DEM and K.
Curriculum Requirements for Fully
Interactive Lecture
• Many question sequences employing multiple
representations, covering full range of topics
• Free-response worksheets adaptable for use
in lecture hall
• Text reference (“Lecture Notes”) with strong
focus on conceptual and qualitative questions
Workbook for Introductory Physics
Manivannan, CD-ROM, 2002)
(DEM and K.
Curriculum Requirements for Fully
Interactive Lecture
• Many question sequences employing multiple
representations, covering full range of topics
• Free-response worksheets adaptable for use
in lecture hall
• Text reference (“Lecture Notes”) with strong
focus on conceptual and qualitative questions
Workbook for Introductory Physics
Manivannan, CD-ROM, 2002)
(DEM and K.
Curriculum Requirements for Fully
Interactive Lecture
• Many question sequences employing multiple
representations, covering full range of topics
• Free-response worksheets adaptable for use
in lecture hall
• Text reference (“Lecture Notes”) with strong
focus on conceptual and qualitative questions
Workbook for Introductory Physics
Manivannan, CD-ROM, 2002)
(DEM and K.
Curriculum Requirements for Fully
Interactive Lecture
• Many question sequences employing multiple
representations, covering full range of topics
• Free-response worksheets adaptable for use
in lecture hall
• Text reference (“Lecture Notes”) with strong
focus on conceptual and qualitative questions
Workbook for Introductory Physics
Manivannan, CD-ROM, 2002)
(DEM and K.
Curriculum Requirements for Fully
Interactive Lecture
• Many question sequences employing multiple
representations, covering full range of topics
• Free-response worksheets adaptable for use
in lecture hall
• Text reference (“Lecture Notes”) with strong
focus on conceptual and qualitative questions
Workbook for Introductory Physics
(DEM and K.
Manivannan, CD-ROM, 2002)
Supported by NSF under
“Assessment of Student Achievement” program
Part 1: Table of Contents
Part 2: In-Class Questions and
Worksheets, Chapters 1-8
Part 3: Lecture Notes
Chapter 1: Electric Charges and Forces
Chapter 2: Electric Fields
Chapter 3: Electric Potential Energy
Chapter 4: Electric Potential
Chapter 5: Current and Resistance
Chapter 6: Series Circuits
Chapter 7: Electrical Power
Chapter 8: Parallel Circuits
Chapter 9: Magnetic Forces & Fields
Chapter 10: Magnetic Induction
Chapter 11: Electromagnetic Waves
Chapter 12: Optics
Chapter 13: Photons and Atomic Spectra
Chapter 14: Nuclear Structure and
Radioactivity
Part 4: Additional Worksheets
Chapter 1: Experiments with Sticky Tape
Chapter 2: Electric Fields
Chapters 6 & 8: More Experiments with
Electric Circuits
Chapter 7: Electric Power, Energy Changes
in Circuits
Chapter 8: Circuits Worksheet
Chapter 9: Investigating the Force on a
Current-Carrying Wire
Chapter 9: Magnetism Worksheet
Chapter 9: Magnetic Force
Chapter 9: Torque on a Current Loop in a
Magnetic Field
Chapter 10: Magnetic Induction Activity
Chapter 10: Magnetic Induction Worksheet
Chapter 10: Motional EMF Worksheet
Chapter 9-10: Homework on Magnetism
Chapter 11: Electromagnetic Waves
Worksheet
Chapter 12: Optics Worksheet
Chapter 13: Atomic Physics Worksheet
Chapter 14: Nuclear Physics Worksheet
Part 5: Quizzes
Part 6: Exams and Answers
Part 7: Additional Material
Part 8: “How-to” Articles
Promoting Interactivity in Lecture Classes
Enhancing Active Learning
The Fully Interactive Physics Lecture
Part 9: Flash-Card Masters
Part 10: Video of Class
video
AUTHORS:
David E. Meltzer: Department of
Physics and Astronomy, Iowa State
University, Ames, IA 50011
[email protected]
Kandiah Manivannan: Department of
Physics, Astronomy, and Materials
Science, Southwest Missouri State
University, Springfield, MO 65804
[email protected]
Curriculum Development on the Fast Track
• Need curricular materials for complete course
 must create, test, and revise “on the fly”
• Daily feedback through in-class use aids
assessment
• Pre- and post-testing with standardized
diagnostics helps monitor progress
Curriculum Development on the Fast Track
• Need curricular materials for complete course
 must create, test, and revise “on the fly”
• Daily feedback through in-class use aids
assessment
• Pre- and post-testing with standardized
diagnostics helps monitor progress
Curriculum Development on the Fast Track
• Need curricular materials for complete course
 must create, test, and revise “on the fly”
• Daily feedback through in-class use aids
assessment
• Pre- and post-testing with standardized
diagnostics helps monitor progress
Curriculum Development on the Fast Track
• Need curricular materials for complete course
 must create, test, and revise “on the fly”
• Daily feedback through in-class use aids
assessment
• Pre- and post-testing with standardized
diagnostics helps monitor progress
Workbook for Introductory Physics
(CD-ROM;  400 pages)
• Conceptual-Question Sequences for
Interactive Lecture (“Flash-card Questions”)
• Worksheets (tutorial-style, for group work)
• Lecture notes (text-style reference)
• Quizzes, Exams, Solution Sets
• Video of Class
Workbook for Introductory Physics
(CD-ROM;  400 pages)
• Conceptual-Question Sequences for
Interactive Lecture (“Flash-card Questions”)
• Worksheets (tutorial-style, for group work)
• Lecture notes (text-style reference)
• Quizzes, Exams, Solution Sets
• Video of Class
Workbook for Introductory Physics
(CD-ROM;  400 pages)
• Conceptual-Question Sequences for
Interactive Lecture (“Flash-card Questions”)
• Worksheets (tutorial-style, for group work)
• Lecture notes (text-style reference)
• Quizzes, Exams, Solution Sets
• Video of Class
Workbook for Introductory Physics
(CD-ROM;  400 pages)
• Conceptual-Question Sequences for
Interactive Lecture (“Flash-card Questions”)
• Worksheets (tutorial-style, for group work)
• Lecture notes (text-style reference)
• Quizzes, Exams, Solution Sets
• Video of Class
Workbook for Introductory Physics
(CD-ROM;  400 pages)
• Conceptual-Question Sequences for
Interactive Lecture (“Flash-card Questions”)
• Worksheets (tutorial-style, for group work)
• Lecture notes (text-style reference)
• Quizzes, Exams, Solution Sets
• Video of Class
Workbook for Introductory Physics
(CD-ROM;  400 pages)
• Conceptual-Question Sequences for
Interactive Lecture (“Flash-card Questions”)
• Worksheets (tutorial-style, for group work)
• Lecture notes (text-style reference)
• Quizzes, Exams, Solution Sets
• Video of Class
“Flash-Card” Questions
“Flash-Card” Questions
Worksheets (free-response)
Lecture Notes
Quizzes
( 50)
Exams and Solutions
(11 exams)
Assessment Data
Scores on Conceptual Survey of Electricity and Magnetism, 14-item
electricity subset
Sample
National sample
N
402
(algebra-based)
National sample
(calculus-based)
1496
Assessment Data
Scores on Conceptual Survey of Electricity and Magnetism, 14-item
electricity subset
Sample
National sample
N
Mean pre-test score
402
27%
(algebra-based)
National sample
(calculus-based)
1496
Assessment Data
Scores on Conceptual Survey of Electricity and Magnetism, 14-item
electricity subset
Sample
National sample
N
Mean pre-test score
402
27%
1496
37%
(algebra-based)
National sample
(calculus-based)
Assessment Data
Scores on Conceptual Survey of Electricity and Magnetism, 14-item
electricity subset
Sample
National sample
N
Mean pre-test score
Mean post-test
score
402
27%
43%
1496
37%
51%
(algebra-based)
National sample
(calculus-based)
Assessment Data
Scores on Conceptual Survey of Electricity and Magnetism, 14-item
electricity subset
Sample
National sample
N
Mean pre-test score
Mean post-test
score
<g>
402
27%
43%
0.22
1496
37%
51%
0.22
(algebra-based)
National sample
(calculus-based)
Assessment Data
Scores on Conceptual Survey of Electricity and Magnetism, 14-item
electricity subset
Sample
National sample
N
Mean pre-test score
Mean post-test
score
<g>
402
27%
43%
0.22
1496
37%
51%
0.22
(algebra-based)
National sample
(calculus-based)
ISU 1998
70
30%
ISU 1999
87
26%
ISU 2000
66
29%
Assessment Data
Scores on Conceptual Survey of Electricity and Magnetism, 14-item
electricity subset
Sample
National sample
N
Mean pre-test score
Mean post-test
score
<g>
402
27%
43%
0.22
1496
37%
51%
0.22
(algebra-based)
National sample
(calculus-based)
ISU 1998
70
30%
75%
ISU 1999
87
26%
79%
ISU 2000
66
29%
79%
Assessment Data
Scores on Conceptual Survey of Electricity and Magnetism, 14-item
electricity subset
Sample
National sample
N
Mean pre-test score
Mean post-test
score
<g>
402
27%
43%
0.22
1496
37%
51%
0.22
(algebra-based)
National sample
(calculus-based)
ISU 1998
70
30%
75%
0.64
ISU 1999
87
26%
79%
0.71
ISU 2000
66
29%
79%
0.70
Conceptual Learning Gains in Electricity
and Magnetism
ISU Physics 112 compared to nationwide sample:
four magnetism questions from the
Conceptual Survey of Electricity and Magnetism
N
Pretest
Score
Posttest
Score
g
[gain / max.
possible gain]
Algebra-based Courses
431
16%
39%
0.27
Calculus-based Courses
1420
20%
42%
0.28
ISU Physics 112 (99-00)
164
--
61%
--
Quantitative Problem Solving: Are skills
being sacrificed?
ISU Physics 112 compared to ISU Physics 221 (calculus-based),
numerical final exam questions on electricity
N
Mean Score
Physics 221: F97 & F98
Six final exam questions
320
56%
Physics 112: F98
Six final exam questions
76
77%
Physics 221: F97 & F98
Subset of three questions
372
59%
Physics 112: F98, F99, F00
241
78%
Subset of three questions
Trade-Offs
• Fewer topics covered (e.g., reduced
coverage of modern physics)
• Two teaching assistants needed in
recitation/tutorials (may use qualified
undergraduates)
Ongoing Curricular Development
(Projects starting 2003)
• “Formative Assessment Materials for LargeEnrollment Physics Lecture Classes”
Funded through NSF’s “Assessment of Student
Achievement” program
• “Active-Learning Curricular Materials for Fully
Interactive Physics Lectures”
Funded through NSF’s “Course, Curriculum, and Laboratory
Improvement – Adaptation and Implementation” program
Ongoing Curricular Development
(Projects starting 2003)
• “Formative Assessment Materials for LargeEnrollment Physics Lecture Classes”
Funded through NSF’s “Assessment of Student
Achievement” program
• “Active-Learning Curricular Materials for Fully
Interactive Physics Lectures”
Funded through NSF’s “Course, Curriculum, and
Laboratory Improvement – Adaptation and
Implementation” program
Formative Assessment Materials for LargeEnrollment Physics Lecture Classes
Detailed assessment of previously
developed conceptual-question sequences;
begin development of new materials
Primary Objectives:
1)
2)
3)
analyze reliability and validity of materials through
student interviews
evaluate effectiveness of materials in instruction
acquire baseline data regarding student performance
through use of electronic response systems
Formative Assessment Materials for LargeEnrollment Physics Lecture Classes
Detailed assessment of previously
developed conceptual-question sequences;
begin development of new materials
Primary Objectives:
1)
2)
3)
analyze reliability and validity of materials through
student interviews
evaluate effectiveness of materials in instruction
acquire baseline data regarding student performance
through use of electronic response systems
Formative Assessment Materials for LargeEnrollment Physics Lecture Classes
Detailed assessment of previously
developed conceptual-question sequences;
begin development of new materials
Primary Objectives:
1)
2)
3)
analyze reliability and validity of materials through
student interviews
evaluate effectiveness of materials in instruction
acquire baseline data regarding student performance
through use of electronic response systems
Active-Learning Curricular Materials for
Fully Interactive Physics Lectures
•
Development of new conceptual-question
sequences for interactive lectures
–
–
–
•
focus on materials for first-semester topics
carry out class testing
build response database with use of electronic
response system
Test at other institutions
Active-Learning Curricular Materials for
Fully Interactive Physics Lectures
•
Development of new conceptual-question
sequences for interactive lectures
–
–
–
•
focus on materials for first-semester topics
carry out class testing
build response database with use of electronic
response system
Test at other institutions
Active-Learning Curricular Materials for
Fully Interactive Physics Lectures
•
Development of new conceptual-question
sequences for interactive lectures
–
–
–
•
focus on materials for first-semester topics
carry out class testing
build response database with use of electronic
response system
Test at other institutions
Outline
Primary Trends in Physics Education Research
Investigation of Students’ Reasoning:
• Students’ reasoning in calorimetry and thermodynamics
• Diverse representational modes in student learning
Curriculum Development:
• Curricular materials for calorimetry and thermodynamics
• Instructional methods and curricular materials for largeenrollment physics classes
Assessment of Instruction:
• Teacher Preparation: Course for Elementary Education majors
• Measurement of learning gain
Outline
Primary Trends in Physics Education Research
Investigation of Students’ Reasoning:
• Students’ reasoning in calorimetry and thermodynamics
• Diverse representational modes in student learning
Curriculum Development:
• Curricular materials for calorimetry and thermodynamics
• Instructional methods and curricular materials for largeenrollment physics classes
Assessment of Instruction:
• Teacher Preparation: Course for Elementary Education majors
• Measurement of learning gain
Measures of Learning Gain
.
Measures of Learning Gain
• Single exam measures only instantaneous
knowledge state, but instructors are interested in
improving learning, i.e., transitions between states.
Measures of Learning Gain
• Single exam measures only instantaneous
knowledge state, but instructors are interested in
improving learning, i.e., transitions between states.
• Need a measure of learning gain that has maximum
dependence on instruction, and minimum
dependence on students’ pre-instruction state.
Measures of Learning Gain
• Single exam measures only instantaneous
knowledge state, but instructors are interested in
improving learning, i.e., transitions between states.
• Need a measure of learning gain that has maximum
dependence on instruction, and minimum
dependence on students’ pre-instruction state.
 search for measure that is correlated with
instructional activities, but has minimum correlation
with pretest scores.
Normalized Learning Gain “g”
R. R. Hake, Am. J. Phys. 66, 64 (1998)
g
posttest score  pretest score
gain

maximum possible score  pretest score maximum possible gain
In a study of 62 mechanics courses enrolling over 6500
students, Hake found that mean normalized gain <g> on
the Force Concept Inventory is:
• virtually independent of class mean pretest score (r =
+0.02);
• highly correlated with instructional method
These findings have been largely confirmed in hundreds of
physics courses worldwide
Normalized Learning Gain “g”
R. R. Hake, Am. J. Phys. 66, 64 (1998)
g
posttest score  pretest score
gain

maximum possible score  pretest score maximum possible gain
In a study of 62 mechanics courses enrolling over 6500
students, Hake found that mean normalized gain <g> on
the Force Concept Inventory is:
• virtually independent of class mean pretest score (r =
+0.02);
• highly correlated with instructional method
These findings have been largely confirmed in hundreds of
physics courses worldwide
Normalized Learning Gain “g”
R. R. Hake, Am. J. Phys. 66, 64 (1998)
g
posttest score  pretest score
gain

maximum possible score  pretest score maximum possible gain
In a study of 62 mechanics courses enrolling over 6500
students, Hake found that mean normalized gain <g> on
the Force Concept Inventory is:
• virtually independent of class mean pretest score (r =
+0.02);
• highly correlated with instructional method
These findings have been largely confirmed in hundreds of
physics courses worldwide
But is g really independent of preinstruction state?
Possible “hidden variables” in students’
pre-instruction mental state:
But is g really independent of preinstruction state?
Possible “hidden variables” in students’
pre-instruction mental state
Relationship between Mathematical Ability
and Learning Gains in Physics
DEM, Am. J. Phys. 70, 1259 (2002)
• Investigation of four separate introductory E & M
courses (algebra-based, second semester)
• No correlation between individual students’
normalized learning gain g and their pre-instruction
score on physics concept test (Conceptual Survey of
Electricity, “CSE”)
• Significant correlation (r = +0.30  +0.46) between
individual students’ g and their pre-instruction
score on algebra/trigonometry skills test (ACT Math
Test and ISU Math Diagnostic)
Relationship between Mathematical Ability
and Learning Gains in Physics
DEM, Am. J. Phys. 70, 1259 (2002)
• Investigation of four separate introductory E & M
courses (algebra-based, second semester)
• No correlation between individual students’
normalized learning gain g and their pre-instruction
score on physics concept test (Conceptual Survey of
Electricity, “CSE”)
• Significant correlation (r = +0.30  +0.46) between
individual students’ g and their pre-instruction
score on algebra/trigonometry skills test (ACT Math
Test and ISU Math Diagnostic)
Relationship between Mathematical Ability
and Learning Gains in Physics
DEM, Am. J. Phys. 70, 1259 (2002)
• Investigation of four separate introductory E & M
courses (algebra-based, second semester)
• No correlation between individual students’
normalized learning gain g and their pre-instruction
score on physics concept test (Conceptual Survey of
Electricity, “CSE”)
• Significant correlation (r = +0.30  +0.46) between
individual students’ g and their pre-instruction
score on algebra/trigonometry skills test (ACT Math
Test and ISU Math Diagnostic)
Normalized Gain vs. CSE Pretest Score
(ISU 1998)
Normalized Gain "g"
1.0
r = 0.0
0.8
0.6
0.4
0.2
0.0
0
15
30
45
60
CSE Pretest Score (% correct)
75
Distribution of Gains: ISU 1998
10
8
6
4
2
0
g
0.90-1.00
0.80-0.89
0.70-0.79
0.60-0.69
0.50-0.59
0.40-0.49
0.30-0.39
0.20-0.29
0.10-0.19
Bottom half CSE
pretest scores
Top half CSE
pretest scores
0.00-0.09
# students
(high and low CSE pretest scores)
Distribution of Gains: ISU 1998
10
8
6
4
2
0
g
0.90-1.00
0.80-0.89
0.70-0.79
0.60-0.69
0.50-0.59
0.40-0.49
0.30-0.39
0.20-0.29
0.10-0.19
Bottom half CSE
pretest scores
Top half CSE
pretest scores
0.00-0.09
# students
(high and low CSE pretest scores)
Relationship between Mathematical Ability
and Learning Gains in Physics
DEM, Am. J. Phys. 70, 1259 (2002)
• Investigation of four separate introductory E & M
courses (algebra-based, second semester)
• No correlation between individual students’
normalized learning gain g and their pre-instruction
score on physics concept test (Conceptual Survey of
Electricity, “CSE”)
• Significant correlation (r = +0.30  +0.46) between
individual students’ g and their pre-instruction
score on algebra/trigonometry skills test (ACT Math
Test and ISU Math Diagnostic)
Relationship between Mathematical Ability
and Learning Gains in Physics
DEM, Am. J. Phys. 70, 1259 (2002)
• Investigation of four separate introductory E & M
courses (algebra-based, second semester)
• No correlation between individual students’
normalized learning gain g and their pre-instruction
score on physics concept test (Conceptual Survey of
Electricity, “CSE”)
• Significant correlation (r = +0.30  +0.46) between
individual students’ g and their pre-instruction
score on algebra/trigonometry skills test (ACT Math
Test and ISU Math Diagnostic)
Normalized Gain vs. Math Pretest
(ISU 1998)
Normalized Gain "g "
1.0
r = +0.46
p = 0.0002
0.8
0.6
0.4
0.2
0.0
0
10
20
30
Math Pretest Score (Max = 38)
40
Distribution of Gains: ISU 1998
10
8
6
4
2
0
g
0.90-1.00
0.80-0.89
0.70-0.79
0.60-0.69
0.50-0.59
0.40-0.49
0.30-0.39
0.20-0.29
0.10-0.19
Bottom half math
pretest scores
0.00-0.09
# students
(high and low math pretest scores)
Distribution of Gains: ISU 1998
Bottom half math
pretest scores
Top half math
pretest scores
g
0.90-1.00
0.80-0.89
0.70-0.79
0.60-0.69
0.50-0.59
0.40-0.49
0.30-0.39
0.20-0.29
0.10-0.19
10
8
6
4
2
0
0.00-0.09
# students
(high and low math pretest scores)
Second-Order Effects on g
• Normalized gain g not correlated with preinstruction physics knowledge
• Normalized gain g is correlated with preinstruction math skill
• When comparing g for diverse student
populations, may need to take students’ preinstruction state into account
Second-Order Effects on g
• Normalized gain g not correlated with preinstruction physics knowledge
• Normalized gain g is correlated with preinstruction math skill
• When comparing g for diverse student
populations, may need to take students’ preinstruction state into account
Second-Order Effects on g
• Normalized gain g not correlated with preinstruction physics knowledge
• Normalized gain g is correlated with preinstruction math skill
• When comparing g for diverse student
populations, may need to take students’ preinstruction state into account
Second-Order Effects on g
• Normalized gain g not correlated with preinstruction physics knowledge
• Normalized gain g is correlated with preinstruction math skill
• When comparing g for diverse student
populations, may need to take into account
students’ pre-instruction state
Outline
• Local Impact
• New Projects
Local Impact
• Recognition and financial support from ISU
Center for Teaching Excellence
• Workshops for other faculty
• Media coverage
New Projects
• Instruction and Assessment of Problem-Solving
Skills
– Collaboration led by Craig Ogilvie, with David
Atwood (grant proposal to National Science
Foundation)
• Development of Visually Based Active-Learning
Physical Science Course
– Collaboration with Departments of Chemistry, Art
and Design, and Curriculum and Instruction (grant
proposal to Department of Education)
New Projects
• Instruction and Assessment of Problem-Solving
Skills
– Collaboration led by Craig Ogilvie, with David
Atwood (grant proposal to National Science
Foundation)
• Development of Visually Based Active-Learning
Physical Science Course
– Collaboration with Departments of Chemistry, Art
and Design, and Curriculum and Instruction (grant
proposal to Department of Education)
New Projects
• Instruction and Assessment of Problem-Solving
Skills
– Collaboration led by Craig Ogilvie, with David
Atwood (grant proposal to National Science
Foundation)
• Development of Visually Based Active-Learning
Physical Science Course
– Collaboration with Departments of Chemistry, Art
and Design, and Curriculum and Instruction
(proposal to Department of Education)
Interactive Simulations of Thermal Phenomena
Summary
• “Multipronged” approach to PER can be highly
effective:
– combining efforts in research, curriculum
development, and assessment of instructional
methods promotes cross-fertilization and increased
efficiencies
• Efficient effort requires projects with diverse
time scales
– long-term research-based curriculum development
– short-term “research-informed” course and
curriculum development
Summary
• “Multipronged” approach to PER can be highly
effective:
– combining efforts in research, curriculum
development, and assessment of instructional
methods promotes cross-fertilization and increased
efficiencies
• Efficient effort requires projects with diverse
time scales
– long-term research-based curriculum development
– short-term “research-informed” course and
curriculum development
Summary
• “Multipronged” approach to PER can be highly
effective:
– combining efforts in research, curriculum
development, and assessment of instructional
methods promotes cross-fertilization and increased
efficiencies
• Efficient effort requires projects with diverse
time scales
– long-term research-based curriculum development
– short-term “research-informed” course and
curriculum development