Paula R. L. Heron

Student understanding of the first law of thermodynamics: Relating work to the adiabatic compression of an ideal gas

We report on an investigation of student understanding of the first law of thermodynamics. The students involved were drawn from first-year university physics courses and a second-year thermal physics course. The emphasis was on the ability of the students to relate the first law to the adiabatic compression of an ideal gas. Although they had studied the first law, few students recognized its relevance. Fewer still were able to apply the concept of work to account for a change in temperature in an adiabatic process. Instead most of the students based their predictions and explanations on a misinterpretation of the ideal gas law. Even when ideas of energy and work were suggested, many students were unable to give a correct analysis. They frequently failed to differentiate the concepts of heat, temperature, work, and internal energy. Some of the difficulties that students had in applying the concept of work in a thermal process seemed to be related to difficulties with mechanics. Our findings also suggest t...

Student understanding of the ideal gas law, Part I: A macroscopic perspective

Our findings from a long-term investigation indicate that many students cannot properly interpret or apply the ideal gas law after instruction in introductory physics and chemistry as well as more advanced courses. The emphasis in this paper is on the concepts of pressure, volume, and temperature at the macroscopic level. We describe some serious conceptual and reasoning difficulties that we have identified. Results from our research were applied in the design of a curriculum that has helped improve student understanding of the ideal gas law.

Development and assessment of a research-based tutorial on light and shadow

This article describes an investigation of student understanding of geometrical optics and illustrates the use of research as a basis for the development of curriculum. Evidence is presented that university students who have studied physics at the introductory level and beyond often cannot apply basic concepts from geometrical optics to account for the pattern produced on a screen when an aperture or obstacle is placed between a light source and the screen. Identification and analysis of student difficulties guided the initial design of a tutorial to supplement instruction in a typical calculus-based or algebra-based course. Development of a laboratory-based, inquiry-oriented curriculum for precollege teachers took place concurrently. Ongoing assessment was an integral part of the curriculum development process. The instructional materials that evolved from this iterative cycle have proved to be effective with the target populations.

Addressing student difficulties in applying a wave model to the interference and diffraction of light

This article illustrates the use of research as a basis for the development of curriculum on physical optics. Evidence is presented that university students who have studied physics at the introductory level and beyond often do not have a functional understanding of the wave model for light. Identification and analysis of student difficulties guided the design of a set of tutorials to supplement instruction in a standard calculus-based or algebra-based course. Ongoing assessment was an integral part of the curriculum development process. The instructional materials that resulted have proved to be effective at helping students construct and apply a basic wave model for light.

Helping students develop an understanding of Archimedes' principle. I. Research on student understanding

This paper is the first of two that describe how research on student understanding of Archimedes’ principle is being used to guide the development of instructional materials on this topic. Our results indicate that standard instruction on hydrostatics leaves many science and engineering majors unable to predict and explain the sinking and floating behavior of simple objects. A number of serious and persistent difficulties with the concepts and principles used to analyze such behavior are identified. Although some of these difficulties are specific to the concept of the buoyant force, many others seem to reflect lingering confusion about concepts that are widely assumed to be understood by students before the study of hydrostatics begins.

Student understanding of light as an electromagnetic wave: Relating the formalism to physical phenomena

During an investigation of student understanding of physical optics, we found that some serious difficulties that students have with this topic may be due, at least in part, to a lack of understanding of the nature of light as an electromagnetic wave. We therefore decided to look carefully at how students interpret the diagrammatic and mathematical formalism commonly used to represent a plane EM wave. The results of this research have guided the development and modification of tutorials that address some of the difficulties that we identified. These instructional materials are an example of how, within a relatively short time allotment, a curriculum developed on the basis of research can help students relate the concepts and formal representations associated with EM waves to physical phenomena.

Development and assessment of research-based tutorials on heat engines and the second law of thermodynamics

We report on an investigation of student ability to apply the second law of thermodynamics to cyclic devices such as heat engines and refrigerators. Students enrolled in courses ranging from algebra-based introductory physics to a junior-level thermodynamics course were asked if certain specified processes could occur. Their responses revealed several conceptual difficulties, including the failure to recognize the relevance of the second law to various problems. These findings informed the development of two tutorials to supplement instruction in standard undergraduate courses. Student performance on examination questions indicates that both tutorials can help improve understanding.

Improving the preparation of K-12 teachers through physics education research

Physics education research can contribute to efforts by college and university faculty to improve the preparation of K-12 teachers to teach physics and physical science. Examples from topics included in precollege and university curricula are used to demonstrate the need to help K-12 teachers deepen their understanding of basic physics, to illustrate how research-based instructional materials can assist in this process, and to examine the impact on student learning in K-12 classrooms.

The future of physics education research: Intellectual challenges and practical concerns

of e a ch of ning During the World Year of Physics, much effort is bein made to celebrate the unprecedented advances in our u standing of the physical world made during the past cent However, we have not yet seen comparable advances in understanding of student learning of our discipline. One p sible explanation is that learning is inherently more comp than most physical processes. Although this explanatio plausible, we have not made similar systematic efforts understand student learning. The enormous effort expen by many physics instructors over the past century was harnessed in a way that made cumulative progress likely Lillian McDermott has observed, ‘‘Unless we are willing t apply the same rigorous standards of scholarship to is related to learning and teaching that we regularly apply more traditional research, the present situation in phy education is unlikely to change.’’ 1

Helping students develop an understanding of Archimedes’ principle. II. Development of research-based instructional materials

This paper is the second of two that describe how research on student understanding of Archimedes’ principle is being used to guide the development of instructional materials to supplement instruction on this topic in typical introductory courses. The instructional materials that resulted have proven to be effective. Also discussed are instructional materials for special courses and workshops for K–8 teachers. Evidence is presented that, on some tasks, teachers who have worked through these materials perform much better than introductory physics students.