اشترك بالحزمة الذهبية واحصل على وصول غير محدود شمرا أكاديميا
تسجيل مستخدم جديدResource Letter TTSM-1: Teaching thermodynamics and statistical mechanics in introductory physics, chemistry, and biology
140
0
0.0
(
0
)
اسأل ChatGPT حول البحث
ﻻ يوجد ملخص باللغة العربية
This Resource Letter draws on discipline-based education research from physics, chemistry, and biology to collect literature on the teaching of thermodynamics and statistical mechanics in the three disciplines. While the overlap among the disciplinary literatures is limited at present, we hope this Resource Letter will spark more interdisciplinary interaction.
قيم البحث
اقرأ أيضاً
Energy is a complex idea that cuts across scientific disciplines. For life science students, an approach to energy that incorporates chemical bonds and chemical reactions is better equipped to meet the needs of life sciences students than a tradition
al introductory physics approach that focuses primarily on mechanical energy. We present a curricular sequence, or thread, designed to build up students understanding of chemical energy in an introductory physics course for the life sciences. This thread is designed to connect ideas about energy from physics, biology, and chemistry. We describe the kinds of connections among energetic concepts that we intended to develop to build interdisciplinary coherence, and present some examples of curriculum materials and student data that illustrate our approach.
This is the third series of the lab manuals for virtual teaching of introductory physics classes. This covers fluids, waves, thermodynamics, optics, interference, photoelectric effect, atomic spectra, and radiation concepts. A few of these labs can b
e used within Physics I and a few other labs within Physics II depending on the syllabi of Physics I and II classes. Virtual experiments in this lab manual and our previous Physics I (arXiv.2012.09151) and Physics II (arXiv.2012.13278) lab manuals were designed for 2.45 hrs long lab classes (algebra-based and calculus-based). However, all the virtual labs in these three series can be easily simplified to align with conceptual type or short time physics lab classes as desired. All the virtual experiments were based on open education resource (OER) type simulations. Virtual experiments were designed to simulate in-person physical laboratory experiments. Student learning outcomes (understand, apply, analyze and evaluate) were studied with detailed lab reports per each experiment and end of the semester written exam which was based on experiments. Special emphasis was given to study the student skill development of computational data analysis.
Commercial video games are increasingly using sophisticated physics simulations to create a more immersive experience for players. This also makes them a powerful tool for engaging students in learning physics. We provide some examples to show how co
mmercial off-the-shelf games can be used to teach specific topics in introductory undergraduate physics. The examples are selected from a course taught predominantly through the medium of commercial video games.
A set of virtual experiments were designed to use with introductory physics I (analytical and general) class, which covers kinematics, Newton laws, energy, momentum, and rotational dynamics. Virtual experiments were based on video analysis and simula
tions. Only open educational resources (OER) were used for experiments. Virtual experiments were designed to simulate in-person physical laboratory experiments. All the calculations and data analysis (analytical and graphical) were done with Microsoft excel. Formatted excel tables were given to students and step by step calculations with excel were done during the class. Specific emphasis was given to student learning outcomes such as understand, apply, analyze and evaluate. Student learning outcomes were studied with detailed lab reports per each experiment and end of the semester written exam (which based on experiments). Lab class was fully web-enhanced and managed by using a Learning management system (LMS). Every lab class was recorded and added to the LMS. Virtual labs were done by using live video conference technology and labs were tested with the both synchronous and asynchronous type of remote teaching methods.
A goal of Introductory Physics for Life Sciences (IPLS) curricula is to prepare students to effectively use physical models and quantitative reasoning in biological and medical settings. To assess whether this goal is being met, we conducted a longit
udinal study of the impact of IPLS on student work in later biology and chemistry courses. We report here on one part of that study, a comparison of written responses by students with different physics backgrounds on a diffusion task administered in a senior biology capstone course. We observed differences in student reasoning that were associated with prior or concurrent enrollment in IPLS. In particular, we found that IPLS students were more likely than non-IPLS students to reason quantitatively and mechanistically about diffusive phenomena, and to successfully coordinate between multiple representations of diffusive processes, even up to two years after taking the IPLS course. Finally, we describe methodological challenges encountered in both this task and other tasks used in our longitudinal study.
سجل دخول لتتمكن من نشر تعليقات
التعليقات
جاري جلب التعليقات
سجل دخول لتتمكن من متابعة معايير البحث التي قمت باختيارها
