Dynamics of Student Learning of Thermodynamics Concepts
Our Goal: Investigate learning difficulties in thermodynamics in both chemistry and physics courses
Initial Hurdle:
Different
approaches to thermodynamics in physics and chemistry
How might this affect physics instruction?
Initial Objectives:
Students’ understanding of “state functions” and First Law of
Thermodynamics
Samples of Students’
Answers
(All considered correct)
Students’ Reasoning on Work
Question
[Fall 2000: N = 188]
Of the students who correctly answer that W1 > W2 :
Of the students who assert
that
W1 = W2
:
Relation Between Answers on Work and Heat Questions
Reasoning for Q1
= Q2
[Fall 2000: 43% of
total student sample]
Reasoning for Q1
= Q2
[Fall 2000: 43% of
total student sample]
Reasoning for Q1
> Q2
[Fall 2000: 40% of total student sample]
Reasoning for Q1
> Q2
[Fall 2000: 40% of
total student sample]
Reasoning for Q1
< Q2
[Fall 2000: 12% of
total student sample]
Students’ Reasoning on Heat
Question
[Fall 2000: N = 188]
Of the students who correctly answer that Q1 > Q2 :
Of the students who assert
that
Q1 = Q2
:
Responses, Fall 1999 (N = 186)
Responses, Fall 2000 (N = 180)
Responses, 1999-2000 combined (N = 180)
Conclusions from Physics Diagnostic
Conjectures from Physics Diagnostic
Student Understanding of Entropy and the Second Law of Thermodynamics in the Context of Chemistry