Title: Student Understanding of Conservation of Energy and Mass in Introductory University Science Courses
1Student Understanding of Conservation of Energy
and Mass in Introductory University Science
Courses
- Jessica Odell, M.S.T. Candidate
- University of Maine
- August, 2005
2Outline
- Goals of Science Education
- Research Questions
- Survey Design and Analysis
- Results
- Discussion
3Goals of Science Education
4General Goals
- The University of Maines General Science
Education Requirement - Laboratory-based science (1 to 2 semesters)
- Broad learning goals
- Read/understand articles (e.g. in Science1)
- Apply scientific principles correctly.1
- Large variation among departments.
1 Reports from General Education Assessment
Working Groups Fall 2003. (2003). Orono, Maine
University of Maine.
5Content Goals An Example
- Conservation of Energy and Mass
- Often in Thermodynamics
- Mathematical (balancing equations)
- Misconceptions
- Persistent throughout instruction
- Often found in textbooks
- Often found among teachers
6Research Questions
7Question 1
- Do general education students in introductory
level science courses learn Conservation of
Energy and Mass?
8Question 2
- Are there differences in student understanding of
Conservation of Energy and Mass between
introductory science courses that fulfill the
gen ed requirement?
9Survey Design and Analysis
10Survey Design
- Preliminary Free-Response Survey
- Final Multiple Choice Survey
- Book Keeping Questions
- Basic Concepts
- Specific applications of conservation of energy
and mass - Local applications (mostly mass)
- System applications (mostly energy)
- Attitudes
11Basic Concepts
- Energy can best be described as?
- A a force needed to do work
- B heat
- C work done on an object
- D an ability to do work
- E an interaction between molecules
- In closed systems energy is __________, and in
open systems energy is ___________. - A stored to be used at a later time cannot be
stored for later use - B stays in the system doesnt stay in the
system - C limited unlimited
- D conserved isnt conserved
- E recycled lost
12Local Conservation
- What is the mass of the solution when 1 kilogram
of salt is dissolved in 20 kilograms of water? - A 19 kilograms.
- B 20 kilograms.
- C Between 20 and 21 kilograms.
- D 21 kilograms.
- E More than 21 kilograms.
- Which of the following must be the same before
and after a chemical reaction? - A The sum of the masses of all substances
involved. - B The number of molecules of all substances
involved. - C The number of atoms of each type involved.
- D Both (a) and (c) must be the same.
- E Each of the answers (a), (b), and (c) must
be the same.
13Systems Conservation
- The initial phase of an avalanche can be used as
an example of conservation of energy because it
represents - A change in kinetic energy to potential energy
- B change in thermal energy to mechanical
energy - C change in potential energy to kinetic energy
- D change in thermal energy to gravitational
energy - E change in gravitational energy to kinetic
energy
14Survey Implementation
- Courses
- Biology BIO100
- Chemistry CHY121
- Earth Science ERS101
- Physics PHY105
- Administration
- non-graded pre-test
- non-graded post-test.
15Survey Analysis
- Matched data (started with 850 students)
- Score attained from 10 application questions
- 5 local
- 5 systems
- Primary analysis average normalized gain ltggt
- ltggt(post-test - pre-test)/(100 - pre-test)
- Sub-groups are mostly students taking only one
science course in the Fall term.
16Results
17Overall
ltggt (post - pre) (100 - pre)
18Local Conservation
ltggt (post - pre) (100 - pre)
19Systems Conservation
ltggt (post - pre) (100 - pre)
20Discussion
21Question 1 Content
- Do general education students in introductory
level science courses learn Conservation of
Energy and Mass? - Significant gains are seen,yet final percentages
are cause for concern. - Overall final percentages are still around 50
22Question 2 Differences
- Are there differences in student understanding of
Conservation of Energy and Mass between
introductory science courses that fulfill the
general science education requirement? - Yes.
23The Positives
Biology overall ltggt 0.11 local ltggt
(o.01) systems ltggt 0.18
Chemistry overall ltggt 0.00 local ltggt
(0.30) systems ltggt (-0.22)
Biology/Chemistry overall ltggt 0.22 local ltggt
0.18 systems ltggt 0.25
24The Negatives
25Limitations
- Course choices
- Question analysis
- Interviews for validity
- Item analysis
- Item/course analysis
26Recommendations
- Study the other science courses that fulfill the
general education requirement. - CHY101
- PHY111
- Continue reform so that all students at The
University of Maine can meet both goals of the
general science education requirement.
27Many Thanks To
- Thesis advisor Dr. Michael Wittmann
- Thesis committee
- Dr. Francois Amar
- Dr. Stephen Norton
- Dr. Mary Tyler
- Fellow M.S.T. students and office-mates.
- Innocence about Science is the worst crime today.
- -Sir Charles Percy Snow (1905-80) English
novelist and scientist.
28The Rest of the Survey
- 9. True or False? When a match burns, some mass
is destroyed. - A True B False
- 10. What is the reason for your answer to
question 9? - A This chemical reaction destroys mass.
- B Mass is consumed by the flame.
- C The mass of ash is less than the match it
came from. - D The atoms are not destroyed, they are only
rearranged. - E The match weighs less after burning.
29The Rest of the Survey
- 12. Biological systems are often considered open
systems, so energy conservation does not apply. - A True B False
- 13. What is the reason for your answer to
question 12? - A energy in open systems is lost.
- B energy in open systems is unlimited.
- C energy in open systems is exchanged with the
outside. - D energy in open systems is transferred to
other things. - E energy in open systems is converted into
matter.
30The Rest of the Survey
- 14. Two billiard balls of equal masses are on a
level, frictionless surface. The first ball is
moving and collides with the second ball, which
was stationary. After the collision, both balls
are moving. What is the speed of the first ball
after the collision? - A less than its original speed.
- B the same as its original speed.
- C more than its original speed.
- D there isnt enough information to determine
an answer.
31The Rest of the Survey
- 15. The Water Cycle is an example of
- A an open system. B a closed system.
- 16. What is the reason for your answer to
question 15? - A conservation of water.
- B conservation of energy.
- C conservation of mass.
- D conservation of luck (I guessed).
- E conservation of natural resources.
32The Rest of the Survey
- 18. The law of conservation of energy
applies/applied to the course I am taking. - 19. The law of conservation of energy will
be/was taught in detail in the course I am
taking. - 20. The law of conservation of energy is
relevant to the field of science this course is
about, but isnt/wasnt relevant to this class
specifically. -
- A strongly disagree
- B disagree
- C neither disagree nor agree
- D agree
- E strongly agree