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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 longitudinal 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.
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
In an Introductory Physics for Life Science (IPLS) course that leverages authentic biological examples, student ideas about entropy as disorder or chaos come into contact with their ideas about the spontaneous formation of organized biological struct
An important goal of introductory physics for the life sciences (IPLS) is for those students to be prepared to use physics to model and analyze biological situations in their future studies and careers. Here we report our findings on life science stu
Laboratory courses are key components of most undergraduate physics programs. Lab courses often aim to achieve the following learning outcomes: developing students experimental skills, engaging students in authentic scientific practices, reinforcing
Mathematical reasoning skills are a desired outcome of many introductory physics courses, particularly calculus-based physics courses. Positive and negative quantities are ubiquitous in physics, and the sign carries important and varied meanings. Nov