Title: The Link to Improved Physics Instruction through Research on Student Learning
1The Link to Improved Physics Instruction through
Research on Student Learning
- David E. Meltzer
- Department of Physics and Astronomy
- Iowa State University
- Ames, Iowa
2Collaborators Tom Greenbowe (Department of
Chemistry, ISU) Kandiah Manivannan (Southwest
Missouri State University) Laura McCullough
(University of Wisconsin, Stout) Leith Allen
(Ohio State University)
Graduate Students Jack Dostal (ISU/Montana
State) Tina Fanetti (Western Iowa TCC) Ngoc-Loan
Nguyen Larry Engelhardt Warren Christensen
Post-doc Irene Grimberg
Teaching Assistants 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
3Collaborators Tom Greenbowe (Department of
Chemistry, ISU) Kandiah Manivannan (Southwest
Missouri State University) Laura McCullough
(University of Wisconsin, Stout) Leith Allen
(Ohio State University)
Graduate Students Jack Dostal (ISU/Montana
State) Tina Fanetti (Western Iowa TCC) Ngoc-Loan
Nguyen Larry Engelhardt Warren Christensen
Post-doc Irene Grimberg
Teaching Assistants 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
4Collaborators Tom Greenbowe (Department of
Chemistry, ISU) Kandiah Manivannan (Southwest
Missouri State University) Laura McCullough
(University of Wisconsin, Stout) Leith Allen
(Ohio State University)
Graduate Students Jack Dostal (ISU/Montana
State) Tina Fanetti (Western Iowa TCC) Ngoc-Loan
Nguyen Larry Engelhardt Warren Christensen
Post-doc Irene Grimberg
Teaching Assistants 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
5Collaborators Tom Greenbowe (Department of
Chemistry, ISU) Kandiah Manivannan (Southwest
Missouri State University) Laura McCullough
(University of Wisconsin, Stout) Leith Allen
(Ohio State University)
Graduate Students Jack Dostal (ISU/Montana
State) Tina Fanetti (M.S. 2001 now at
UMSL) Larry Engelhardt Ngoc-Loan Nguyen Warren
Christensen
Post-doc Irene Grimberg
Teaching Assistants 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
6Collaborators Tom Greenbowe (Department of
Chemistry, ISU) Kandiah Manivannan (Southwest
Missouri State University) Laura McCullough
(University of Wisconsin, Stout) Leith Allen
(Ohio State University)
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
Post-doc Irene Grimberg
Teaching Assistants 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
7Collaborators Tom Greenbowe (Department of
Chemistry, ISU) Kandiah Manivannan (Southwest
Missouri State University) Laura McCullough
(University of Wisconsin, Stout) Leith Allen
(Ohio State University)
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
Post-doc Irene Grimberg
Teaching Assistants 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
8Collaborators Tom Greenbowe (Department of
Chemistry, ISU) Kandiah Manivannan (Southwest
Missouri State University) Laura McCullough
(University of Wisconsin, Stout) Leith Allen
(Ohio State University)
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
Post-doc Irene Grimberg
Teaching Assistants 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
9Collaborators Tom Greenbowe (Department of
Chemistry, ISU) Kandiah Manivannan (Southwest
Missouri State University) Laura McCullough
(University of Wisconsin, Stout) Leith Allen
(Ohio State University)
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
Post-doc Irene Grimberg
Teaching Assistants 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
10Collaborators Tom Greenbowe (Department of
Chemistry, ISU) Kandiah Manivannan (Southwest
Missouri State University) Laura McCullough
(University of Wisconsin, Stout) Leith Allen
(Ohio State University)
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
Post-doc Irene Grimberg
Teaching Assistants 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
11Outline
- Overview of goals and methods of PER
- Investigation of Students Reasoning
- Students reasoning in thermodynamics
- Diverse representational modes in student
learning - Curriculum Development
- Instructional methods and curricular materials
for large-enrollment physics classes - Assessment of Instruction
- Measurement of learning gain
- Potential broader impact of PER on undergraduate
education
12Outline
- Overview of goals and methods of PER
- Investigation of Students Reasoning
- Students reasoning in thermodynamics
- Diverse representational modes in student
learning - Curriculum Development
- Instructional methods and curricular materials
for large-enrollment physics classes - Assessment of Instruction
- Measurement of learning gain
- Potential broader impact of PER on undergraduate
education
13Outline
- Overview of goals and methods of PER
- Investigation of Students Reasoning
- Students reasoning in thermodynamics
- Diverse representational modes in student
learning - Curriculum Development
- Instructional methods and curricular materials
for large-enrollment physics classes - Assessment of Instruction
- Measurement of learning gain
- Potential broader impact of PER on undergraduate
education
14Outline
- Overview of goals and methods of PER
- Investigation of Students Reasoning
- Students reasoning in thermodynamics
- Diverse representational modes in student
learning - Curriculum Development
- Instructional methods and curricular materials
for large-enrollment physics classes - Assessment of Instruction
- Measurement of learning gain
- Potential broader impact of PER on undergraduate
education
15Outline
- Overview of goals and methods of PER
- Investigation of Students Reasoning
- Students reasoning in thermodynamics
- Diverse representational modes in student
learning - Curriculum Development
- Instructional methods and curricular materials
for large-enrollment physics classes - Assessment of Instruction
- Measurement of learning gain
- Potential broader impact of PER on undergraduate
education
16Outline
- Overview of goals and methods of PER
- Investigation of Students Reasoning
- Students reasoning in thermodynamics
- Diverse representational modes in student
learning - Curriculum Development
- Instructional methods and curricular materials
for large-enrollment physics classes - Assessment of Instruction
- Measurement of learning gain
- Potential broader impact of PER on undergraduate
education
17Outline
- Overview of goals and methods of PER
- Investigation of Students Reasoning
- Students reasoning in thermodynamics
- Diverse representational modes in student
learning - Curriculum Development
- Instructional methods and curricular materials
for large-enrollment physics classes - Assessment of Instruction
- Measurement of learning gain
- Potential broader impact of PER on undergraduate
education
18Outline
- Overview of goals and methods of PER
- Investigation of Students Reasoning
- Students reasoning in thermodynamics
- Diverse representational modes in student
learning - Curriculum Development
- Instructional methods and curricular materials
for large-enrollment physics classes - Assessment of Instruction
- Measurement of learning gain
- Potential broader impact of PER on undergraduate
education
19Outline
- Overview of goals and methods of PER
- Investigation of Students Reasoning
- Students reasoning in thermodynamics
- Diverse representational modes in student
learning - Curriculum Development
- Instructional methods and curricular materials
for large-enrollment physics classes - Assessment of Instruction
- Measurement of learning gain
- Ongoing and Future Projectsl broader impact of
PER on undergraduate education
20Outline
- Overview of goals and methods of PER
- Investigation of Students Reasoning
- Students reasoning in thermodynamics
- Diverse representational modes in student
learning - Curriculum Development
- Instructional methods and curricular materials
for large-enrollment physics classes - Assessment of Instruction
- Measurement of learning gain
- Ongoing and Future Projectsl broader impact of
PER on undergraduate education
21Outline
- Overview of goals and methods of PER
- Investigation of Students Reasoning
- Students reasoning in thermodynamics
- Diverse representational modes in student
learning - Curriculum Development
- Instructional methods and curricular materials
for large-enrollment physics classes - Assessment of Instruction
- Measurement of learning gain
- Ongoing and Future Projects of PER on
undergraduate education
22Goals 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
23Goals 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
24Goals 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
25Goals 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
26Methods 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
27Methods 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
28Methods 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
29Methods 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
30What 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
31What 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
32What 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
33Active PER Groups in Ph.D.-granting Physics
Departments
gt 10 yrs old 6-10 yrs old lt 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. Minnesota San Diego State U. joint with U.C.S.D. Arizona State U. U. Mass., Amherst Mississippi State U. U. Oregon U. California, Davis U. Central Florida U. Colorado U. Illinois U. Pittsburgh Rutgers U. Western Michigan U. Worcester Poly. Inst. U. Arizona New Mexico State U.
leading producers of Ph.D.s
34www.physics.iastate.edu/per/
35Research-Based Curriculum Development Example
Thermodynamics Project
- Investigate student learning with standard
instruction - Develop new materials based on research
- Test and modify materials
- Iterate as needed
36Research-Based Curriculum Development Example
Thermodynamics Project
- Investigate student learning with standard
instruction probe learning difficulties - Develop new materials based on research
- Test and modify materials
- Iterate as needed
37Research-Based Curriculum Development Example
Thermodynamics Project
- Investigate student learning with standard
instruction probe learning difficulties - Develop new materials based on research
- Test and modify materials
- Iterate as needed
38Research-Based Curriculum Development Example
Thermodynamics Project
- Investigate student learning with standard
instruction probe learning difficulties - Develop new materials based on research
- Test and modify materials
- Iterate as needed
39Research-Based Curriculum Development Example
Thermodynamics Project
- Investigate student learning with standard
instruction probe learning difficulties - Develop new materials based on research
- Test and modify materials
- Iterate as needed
40Addressing Learning Difficulties A Model
ProblemStudent Concepts of GravitationJack
Dostal and DEM
- 10-item free-response diagnostic administered to
over 2000 ISU students during 1999-2000. - Newtons 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 -
41Addressing Learning Difficulties A Model
ProblemStudent Concepts of GravitationJack
Dostal and DEM
- 10-item free-response diagnostic administered to
over 2000 ISU students during 1999-2000. - Newtons 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 -
42Addressing Learning Difficulties A Model
ProblemStudent Concepts of GravitationJack
Dostal and DEM
- 10-item free-response diagnostic administered to
over 2000 ISU students during 1999-2000. - Newtons third law in context of gravity
direction and superposition of gravitational
forces inverse-square law. - Worksheets developed to address learning
difficulties tested in calculus-based physics
course Fall 1999 -
43Example Newtons Third Law in the Context of
Gravity
- 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
44Example Newtons Third Law in the Context of
Gravity
- 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 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
45Example Newtons Third Law in the Context of
Gravity
- 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 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
46Example Newtons Third Law in the Context of
Gravity
- 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 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
47Example Newtons Third Law in the Context of
Gravity
- 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 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
48Implementation of Instructional ModelElicit,
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
49Implementation of Instructional ModelElicit,
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
50Implementation of Instructional ModelElicit,
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
51Implementation of Instructional ModelElicit,
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
52Implementation of Instructional ModelElicit,
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
53Implementation of Instructional ModelElicit,
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
54Implementation of Instructional ModelElicit,
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
55Implementation of Instructional ModelElicit,
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
56Implementation of Instructional ModelElicit,
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
57Example Gravitation Worksheet (Jack Dostal and
DEM)
- Design based on research (interviews written
diagnostic tests), as well as instructional
experience - Targeted at difficulties with Newtons third law,
and with use of proportional reasoning in
inverse-square force law
58Example Gravitation Worksheet (Jack Dostal and
DEM)
- Design based on research (interviews written
diagnostic tests), as well as instructional
experience - Targeted at difficulties with Newtons third law,
and with use of proportional reasoning in
inverse-square force law
59Example Gravitation Worksheet (Jack Dostal and
DEM)
- Design based on research (interviews written
diagnostic tests), as well as instructional
experience - Targeted at difficulties with Newtons third law,
and with use of proportional reasoning in
inverse-square force law
60Protocol 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
instructors approval
61Protocol 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
instructors approval
62Protocol 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
instructors approval
63Protocol 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
instructors approval
64Protocol 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
instructors approval
65Protocol 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
instructors approval
66(No Transcript)
67(No Transcript)
68b
69b
70common student response
c
b
71e) Consider the magnitude of the
gravitational force in (b). Write down an
algebraic expression for the strength of the
force. (Refer to Newtons 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 Newtons
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).
72e) Consider the magnitude of the
gravitational force in (b). Write down an
algebraic expression for the strength of the
force. (Refer to Newtons 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 Newtons
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).
73e) Consider the magnitude of the
gravitational force in (b). Write down an
algebraic expression for the strength of the
force. (Refer to Newtons 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 Newtons
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).
74e) Consider the magnitude of the
gravitational force in (b). Write down an
algebraic expression for the strength of the
force. (Refer to Newtons 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 Newtons
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).
75common student response
c
b
76corrected student response
c
b
77Post-test Question (Newtons 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? - 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. - 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. - 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. - The gravitational force exerted by the chunk of
ice on Saturn is zero. - Not enough information is given to answer this
question.
78Results on Newtons Third Law Question(All
students)
N Post-test Correct
Non-Worksheet 384 61
Worksheet 116 87
(Fall 1999 calculus-based course, first semester)
79Outline
- Overview of goals and methods of PER
- Investigation of Students Reasoning
- Students reasoning in thermodynamics
- Diverse representational modes in student
learning - Curriculum Development
- Instructional methods and curricular materials
for large-enrollment physics classes - Assessment of Instruction
- Measurement of learning gain
- Ongoing and Future Projectsl broader impact of
PER on undergraduate education
80Outline
- Overview of goals and methods of PER
- Investigation of Students Reasoning
- Students reasoning in thermodynamics
- Diverse representational modes in student
learning - Curriculum Development
- Instructional methods and curricular materials
for large-enrollment physics classes - Assessment of Instruction
- Measurement of learning gain
- Ongoing and Future Projectsl broader impact of
PER on undergraduate education
81Research Basis for Curriculum Development (NSF
CCLI Project with T. Greenbowe)
- 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). - interviews carried out after all thermodynamics
instruction completed
two course instructors, ? 20 recitation
instructors
82Research Basis for Curriculum Development (NSF
CCLI Project with T. Greenbowe)
- 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). - interviews carried out after all thermodynamics
instruction completed
two course instructors, ? 20 recitation
instructors
83Research Basis for Curriculum Development (NSF
CCLI Project with T. Greenbowe)
- 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). - interviews carried out after all thermodynamics
instruction completed
two course instructors, ? 20 recitation
instructors
84Research Basis for Curriculum Development (NSF
CCLI Project with T. Greenbowe)
- 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). - interviews carried out after all thermodynamics
instruction completed
two course instructors, ? 20 recitation
instructors
85Research Basis for Curriculum Development (NSF
CCLI Project with T. Greenbowe)
- 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). - interviews carried out after all thermodynamics
instruction completed
two course instructors, ? 20 recitation
instructors
86Research Basis for Curriculum Development (NSF
CCLI Project with T. Greenbowe)
- 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). - interviews carried out after all thermodynamics
instruction completed - final grades of interview sample far above class
average
two course instructors, ? 20 recitation
instructors
87Research Basis for Curriculum Development (NSF
CCLI Project with T. Greenbowe)
- 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). - interviews carried out after all thermodynamics
instruction completed - final grades of interview sample far above class
average
two course instructors, ? 20 recitation
instructors
88Grade Distributions Interview Sample vs. Full
Class
89Grade Distributions Interview Sample vs. Full
Class
Interview Sample 34 above 91st percentile 50
above 81st percentile
90Predominant Themes of Students Reasoning
91Predominant Themes of Students Reasoning
- Understanding of concept of state function in the
context of energy. - Belief that work is a state function.
- Belief that heat is a state function.
- Belief that net work done and net heat
transferred during a cyclic process are zero. - Inability to apply the first law of
thermodynamics.
92Predominant Themes of Students Reasoning
- Understanding of concept of state function in the
context of energy. - Belief that work is a state function.
- Belief that heat is a state function.
- Belief that net work done and net heat
transferred during a cyclic process are zero. - Inability to apply the first law of
thermodynamics.
93Predominant Themes of Students Reasoning
- Understanding of concept of state function in the
context of energy. - Belief that work is a state function.
- Belief that heat is a state function.
- Belief that net work done and net heat
transferred during a cyclic process are zero. - Inability to apply the first law of
thermodynamics.
94Predominant Themes of Students Reasoning
- Understanding of concept of state function in the
context of energy. - Belief that work is a state function.
- Belief that heat is a state function.
- Belief that net work done and net heat absorbed
by a system undergoing a cyclic process are zero. - Inability to apply the first law of
thermodynamics.
95Predominant Themes of Students Reasoning
- Understanding of concept of state function in the
context of energy. - Belief that work is a state function.
- Belief that heat is a state function.
- Belief that net work done and net heat absorbed
by a system undergoing a cyclic process are zero. - Inability to apply the first law of
thermodynamics.
96Predominant Themes of Students Reasoning
- Understanding of concept of state function in the
context of energy. - Belief that work is a state function.
- Belief that heat is a state function.
- Belief that net work done and net heat absorbed
by a system undergoing a cyclic process are zero. - Inability to apply the first law of
thermodynamics.
97Understanding of Concept of State Function in the
Context of Energy
- Diagnostic question two different processes
connecting identical initial and final states. - Do students realize that only initial and final
states determine change in a state function?
98Understanding of Concept of State Function in the
Context of Energy
- Diagnostic question two different processes
connecting identical initial and final states. - Do students realize that only initial and final
states determine change in a state function?
99Understanding of Concept of State Function in the
Context of Energy
- Diagnostic question two different processes
connecting identical initial and final states. - Do students realize that only initial and final
states determine change in a state function?
100This 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?
101This 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?
102This 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?
103This 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?
104This 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?
105This 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?
106Students 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.
- Interview subjects displayed good understanding
of state-function idea. - Students major conceptual difficulties stemmed
from overgeneralization of state-function
concept.
107Students seem to have adequate grasp of
state-function concept
- Consistently high percentage (70-90) of correct
responses on relevant questions, with good
explanations. - Interview subjects displayed good understanding
of state-function idea. - Students major conceptual difficulties stemmed
from overgeneralization of state-function
concept.
108Students seem to have adequate grasp of
state-function concept
- Consistently high percentage (70-90) of correct
responses on relevant questions, with good
explanations. - Interview subjects displayed good understanding
of state-function idea. - Students major conceptual difficulties stemmed
from overgeneralization of state-function
concept.
109Students seem to have adequate grasp of
state-function concept
- Consistently high percentage (70-90) of correct
responses on relevant questions with good
explanations. - Interview subjects displayed good understanding
of state-function idea. - Students major conceptual difficulties stemmed
from overgeneralization of state-function
concept.
110Students seem to have adequate grasp of
state-function concept
- Consistently high percentage (70-90) of correct
responses on relevant questions, with good
explanations. - Interview subjects displayed good understanding
of state-function idea. - Students major conceptual difficulties stemmed
from overgeneralization of state-function
concept. Details to follow . . .
111Predominant Themes of Students Reasoning
- Understanding of concept of state function in the
context of energy. - Belief that work is a state function.
- Belief that heat is a state function.
- Belief that net work done and net heat absorbed
by a system undergoing a cyclic process are zero. - Inability to apply the first law of
thermodynamics.
112This 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?
113This 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?
114This 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?
115This 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
W1 gt 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?
116This 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
W1 gt 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?
117Responses to Diagnostic Question 1 (Work
question)
1999 (N186) 2000 (N188) 2001 (N279) 2002 Interview Sample (N32)
W1 gt W2
W1 W2
W1 lt W2
118Responses to Diagnostic Question 1 (Work
question)
1999 (N186) 2000 (N188) 2001 (N279) 2002 Interview Sample (N32)
W1 gt W2
W1 W2
W1 lt W2
119Responses to Diagnostic Question 1 (Work
question)
1999 (N186) 2000 (N188) 2001 (N279) 2002 Interview Sample (N32)
W1 W2 25 26 35
120Responses to Diagnostic Question 1 (Work
question)
1999 (N186) 2000 (N188) 2001 (N279) 2002 Interview Sample (N32)
W1 W2 25 26 35
Because work is independent of path 14 23
explanations not required in 1999
121Responses to Diagnostic Question 1 (Work
question)
1999 (N186) 2000 (N188) 2001 (N279) 2002 Interview Sample (N32)
W1 W2 25 26 35 22
Because work is independent of path 14 23 22
explanations not required in 1999
122Responses to Diagnostic Question 1 (Work
question)
1999 (N186) 2000 (N188) 2001 (N279) 2002 Interview Sample (N32)
W1 W2 25 26 35 22
Because work is independent of path 14 23 22
Other reason, or none 12 13 0
explanations not required in 1999
123Explanations 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, its still the same amount of work. - For work done take state A minus state B the
process to get there doesnt matter. - Many students come to associate work with
properties (and descriptive phrases) only used by
instructors in connection with state functions.
124Explanations 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, its still the same amount of work. - For work done take state A minus state B the
process to get there doesnt matter. - Many students come to associate work with
properties (and descriptive phrases) only used by
instructors in connection with state functions.
125Explanations 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, its still the same amount of work. - For work done take state A minus state B the
process to get there doesnt matter. - Many students come to associate work with
properties (and descriptive phrases) only used by
instructors in connection with state functions.
126Explanations 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, its still the same amount of work. - For work done take state A minus state B the
process to get there doesnt matter. - Many students come to associate work with
properties (and descriptive phrases) only used by
instructors in connection with state functions.
127Explanations 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,