Investigating and Improving Student Learning through Physics Education Research

1
Investigating and Improving Student Learning
through Physics Education Research

• David E. Meltzer
• Department of Physics and Astronomy
• Iowa State University
• Ames, Iowa

2
Collaborators 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
3
Collaborators 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
4
Collaborators 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
5
Collaborators 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) 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
6
Collaborators 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) 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
7
Collaborators 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) 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
8
Collaborators 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) 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
9
Collaborators 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) 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
10
Collaborators 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) 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
11
Outline

• 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

12
Outline

• 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

13
Outline

• 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

14
Outline

• 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

15
Outline

• 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

16
Outline

• 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

17
Outline

• 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

18
Outline

• 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

19
Outline

• 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

20
Outline

• 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

21
Outline

• 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

22
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

23
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

24
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

25
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

26
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

27
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

28
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

29
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

30
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

31
What PER Can NOT Do

• Determine philosophical approach toward
  undergraduate education
• focus on maximizing achievement of best-prepared
  students?
• achieve significant learning gains for majority
  of enrolled students?
• Specify the goals of instruction in particular
  learning environments
• physics concept knowledge
• quantitative problem-solving ability
• laboratory skills
• understanding nature of scientific investigation

32
What PER Can NOT Do

• Determine philosophical approach toward
  undergraduate education
• focus on maximizing achievement of best-prepared
  students?
• achieve significant learning gains for majority
  of enrolled students?
• Specify the goals of instruction in particular
  learning environments
• physics concept knowledge
• quantitative problem-solving ability
• laboratory skills
• understanding nature of scientific investigation

33
What PER Can NOT Do

• Determine philosophical approach toward
  undergraduate education
• focus on maximizing achievement of best-prepared
  students?
• achieve significant learning gains for majority
  of enrolled students?
• Specify the goals of instruction in particular
  learning environments
• physics concept knowledge
• quantitative problem-solving ability

34
Time Burden of Empirical Research

• Many variables (student demographics, instructor
  style, course logistics, etc.)
• hard to identify
• difficult to estimate relative importance
• difficult (or impossible) to control
• ? Fluctuations from one data run to next tend to
  be large
• increases importance of replication
• Each data run requires entire semester

35
Time Burden of Empirical Research

• Many variables (student demographics, instructor
  style, course logistics, etc.)
• hard to identify
• difficult to estimate relative importance
• difficult (or impossible) to control
• ? Fluctuations from one data run to next tend to
  be large
• increases importance of replication
• Each data run requires entire semester

36
Time Burden of Empirical Research

• Many variables (student demographics, instructor
  style, course logistics, etc.)
• hard to identify
• difficult to estimate relative importance
• difficult (or impossible) to control
• ? Fluctuations from one data run to next tend to
  be large
• increases importance of replication
• Each data run requires entire semester

37
Time Burden of Empirical Research

• Many variables (student demographics, instructor
  style, course logistics, etc.)
• hard to identify
• difficult to estimate relative importance
• difficult (or impossible) to control
• ? Fluctuations from one data run to next tend to
  be large
• increases importance of replication
• Each data run requires entire semester

38
Time Burden of Empirical Research

• Many variables (student demographics, instructor
  style, course logistics, etc.)
• hard to identify
• difficult to estimate relative importance
• difficult (or impossible) to control
• ? Fluctuations from one data run to next tend to
  be large
• increases importance of replication
• Each data run requires entire semester

39
Time Burden of Empirical Research

• Many variables (student demographics, instructor
  style, course logistics, etc.)
• hard to identify
• difficult to estimate relative importance
• difficult (or impossible) to control
• ? Fluctuations from one data run to next tend to
  be large
• increases importance of replication
• Each data run requires entire semester

40
Outline

• 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

41
Research 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
42
Research 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
43
Research 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
44
Research 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
45
Research 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
46
Research 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
47
Research 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
48
Grade Distributions Interview Sample vs. Full
Class
49
Grade Distributions Interview Sample vs. Full
Class
Interview Sample 34 above 91st percentile 50
above 81st percentile
50
Predominant Themes of Students Reasoning

• .

51
Predominant Themes of Students Reasoning

1. Understanding of concept of state function in the
   context of energy.
2. Belief that work is a state function.
3. Belief that heat is a state function.
4. Belief that net work done and net heat
   transferred during a cyclic process are zero.
5. Inability to apply the first law of
   thermodynamics.

52
Predominant Themes of Students Reasoning

1. Understanding of concept of state function in the
   context of energy.
2. Belief that work is a state function.
3. Belief that heat is a state function.
4. Belief that net work done and net heat
   transferred during a cyclic process are zero.
5. Inability to apply the first law of
   thermodynamics.

53
Predominant Themes of Students Reasoning

1. Understanding of concept of state function in the
   context of energy.
2. Belief that work is a state function.
3. Belief that heat is a state function.
4. Belief that net work done and net heat
   transferred during a cyclic process are zero.
5. Inability to apply the first law of
   thermodynamics.

54
Predominant Themes of Students Reasoning

1. Understanding of concept of state function in the
   context of energy.
2. Belief that work is a state function.
3. Belief that heat is a state function.
4. Belief that net work done and net heat absorbed
   by a system undergoing a cyclic process are zero.
5. Inability to apply the first law of
   thermodynamics.

55
Predominant Themes of Students Reasoning

1. Understanding of concept of state function in the
   context of energy.
2. Belief that work is a state function.
3. Belief that heat is a state function.
4. Belief that net work done and net heat absorbed
   by a system undergoing a cyclic process are zero.
5. Inability to apply the first law of
   thermodynamics.

56
Predominant Themes of Students Reasoning

1. Understanding of concept of state function in the
   context of energy.
2. Belief that work is a state function.
3. Belief that heat is a state function.
4. Belief that net work done and net heat absorbed
   by a system undergoing a cyclic process are zero.
5. Inability to apply the first law of
   thermodynamics.

57
Understanding 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?

58
Understanding 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?

59
Understanding 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?

60
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?
61
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?
62
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?
63
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?
64
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?
65
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?
66
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.
• Interview subjects displayed good understanding
  of state-function idea.
• Students major conceptual difficulties stemmed
  from overgeneralization of state-function
  concept.

67
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.
• Interview subjects displayed good understanding
  of state-function idea.
• Students major conceptual difficulties stemmed
  from overgeneralization of state-function
  concept.

68
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.
• Interview subjects displayed good understanding
  of state-function idea.
• Students major conceptual difficulties stemmed
  from overgeneralization of state-function
  concept.

69
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.
• Interview subjects displayed good understanding
  of state-function idea.
• Students major conceptual difficulties stemmed
  from overgeneralization of state-function
  concept.

70
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.
• Interview subjects displayed good understanding
  of state-function idea.
• Students major conceptual difficulties stemmed
  from overgeneralization of state-function
  concept.

71
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.
• Interview subjects displayed good understanding
  of state-function idea.
• Students major conceptual difficulties stemmed
  from overgeneralization of state-function
  concept. Details to follow . . .

72
Predominant Themes of Students Reasoning

1. Understanding of concept of state function in the
   context of energy.
2. Belief that work is a state function.
3. Belief that heat is a state function.
4. Belief that net work done and net heat absorbed
   by a system undergoing a cyclic process are zero.
5. Inability to apply the first law of
   thermodynamics.

73
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?
74
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?
75
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?
76
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
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?
77
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
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?
78
Responses to Diagnostic Question 1 (Work
question)
1999 (N186) 2000 (N188) 2001 (N279) 2002 Interview Sample (N32)
W1 gt W2
W1 W2
W1 lt W2
79
Responses to Diagnostic Question 1 (Work
question)
1999 (N186) 2000 (N188) 2001 (N279) 2002 Interview Sample (N32)
W1 gt W2
W1 W2
W1 lt W2
80
Responses to Diagnostic Question 1 (Work
question)
1999 (N186) 2000 (N188) 2001 (N279) 2002 Interview Sample (N32)
W1 W2 25 26 35


81
Responses 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
82
Responses 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
83
Responses 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
84
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, 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.

85
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, 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.

86
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, 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.

87
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, 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.

88
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, 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.

89
Predominant Themes of Students Reasoning

1. Understanding of concept of state function in the
   context of energy.
2. Belief that work is a state function.
3. Belief that heat is a state function.
4. Belief that net work done and net heat absorbed
   by a system undergoing a cyclic process are zero.
5. Inability to apply the first law of
   thermodynamics.

90
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?
91
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?
92
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?
93
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
The system does more work in Process 1, so it
must absorb more heat to reach same final value
of internal energy Q1 gt Q2
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?
94
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
The system does more work in Process 1, so it
must absorb more heat to reach same final value
of internal energy Q1 gt Q2
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?
95
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?
96
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 W1 Q2
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?
97
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 W1 Q2
W2 W1 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?
98
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 W1 Q2
W2 W1 W2 Q1 Q2
W1 gt W2 ? Q1 gt 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?
99
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 W1 Q2
W2 W1 W2 Q1 Q2
W1 gt W2 ? Q1 gt 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?
100
Responses to Diagnostic Question 2 (Heat
question)
1999 (N186) 2000 (N188) 2001 (N279) 2002 Interview Sample (N32)
Q1 gt Q2
Q1 Q2
Q1 lt Q2
101
Responses to Diagnostic Question 2 (Heat
question)
1999 (N186) 2000 (N188) 2001 (N279) 2002 Interview Sample (N32)
Q1 gt Q2
Q1 Q2
Q1 lt Q2
102
Responses to Diagnostic Question 2 (Heat
question)
1999 (N186) 2000 (N188) 2001 (N279) 2002 Interview Sample (N32)
Q1 Q2


103
Responses to Diagnostic Question 2 (Heat
question)
1999 (N186) 2000 (N188) 2001 (N279) 2002 Interview Sample (N32)
Q1 Q2 31 43 41 47


104
Responses to Diagnostic Question 2 (Heat
question)
1999 (N186) 2000 (N188) 2001 (N279) 2002 Interview Sample (N32)
Q1 Q2 31 43 41 47
Because heat is independent of path 21 23 20

105
Responses to Diagnostic Question 2 (Heat
question)
1999 (N186) 2000 (N188) 2001 (N279) 2002 Interview Sample (N32)
Q1 Q2 31 43 41 47
Because heat is independent of path 21 23 20 44

106
Responses to Diagnostic Question 2 (Heat
question)
1999 (N186) 2000 (N188) 2001 (N279) 2002 Interview Sample (N32)
Q1 Q2 31 43 41 47
Because heat is independent of path 21 23 20 44
Other explanation, or none 10 18 20 3
107
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 doesnt
  matter the path since they end at the same
  point.
• Transfer of heat doesnt 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 200 students offered arguments similar to
  these either in their written responses or during
  the interviews.

108
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 doesnt
  matter the path since they end at the same
  point.
• Transfer of heat doesnt 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 200 students offered arguments similar to
  these either in their written responses or during
  the interviews.

109
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 doesnt
  matter the path since they end at the same
  point.
• Transfer of heat doesnt 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 200 students offered arguments similar to
  these either in their written responses or during
  the interviews.

110
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 doesnt
  matter the path since they end at the same
  point.
• Transfer of heat doesnt 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 200 students offered arguments similar to
  these either in their written responses or during
  the interviews.

111
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 doesnt
  matter the path since they end at the same
  point.
• Transfer of heat doesnt 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 200 students offered arguments similar to
  these either in their written responses or during
  the interviews.

112
Predominant Themes of Students Reasoning

1. Understanding of concept of state function in the
   context of energy.
2. Belief that work is a state function.
3. Belief that heat is a state function.
4. Belief that net work done and net heat absorbed
   by a system undergoing a cyclic process are zero.
5. Inability to apply the first law of
   thermodynamics.

113
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.

114
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.

115
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.

116
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.

117
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
Time A Entire system at room temperature.
118
This diagram was not shown to students
119
This diagram was not shown to students
initial state
120
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
121
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
122
This diagram was not shown to students
123
This diagram was not shown to students
124
This diagram was not shown to students
125
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.)
126
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