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2. Outline. Goals of Science EducationResearch QuestionsSurvey Design and AnalysisResultsDiscussion. . . Goals of Science Education. 4. . General Goals. The University of Maine's General Science Education RequirementLaboratory-based science (1 to 2 semesters)Broad learning goals:Read/understa
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1. Student Understanding of Conservation of Energy and Mass in Introductory University Science Courses Jessica Odell, M.S.T. Candidate
University of Maine
August, 2005
2. 2 Outline Goals of Science Education
Research Questions
Survey Design and Analysis
Results
Discussion
3. Goals of Science Education
4. 4 General Goals The University of Maine’s General Science Education Requirement
Laboratory-based science (1 to 2 semesters)
Broad learning goals:
Read/understand articles (e.g. in “Science”1)
Apply scientific principles correctly.1
Large variation among departments.
5. 5 Content Goals: An Example Conservation of Energy and Mass
Often in Thermodynamics
Mathematical (balancing equations)
Misconceptions
Persistent throughout instruction
Often found in textbooks
Often found among teachers
6. Research Questions
7. 7 Question 1
Do general education students in introductory level science courses learn Conservation of Energy and Mass?
8. 8 Question 2
Are there differences in student understanding of Conservation of Energy and Mass between introductory science courses that fulfill the “gen ed” requirement?
9. Survey Design and Analysis
10. 10 Survey Design Preliminary Free-Response Survey
Final Multiple Choice Survey
Book Keeping Questions
Basic Concepts
Specific applications of conservation of energy and mass
Local applications (mostly mass)
System applications (mostly energy)
Attitudes
11. 11 Basic Concepts Energy can best be described as?
A: a force needed to do work
B: heat
C: work done on an object
D: an ability to do work
E: an interaction between molecules
In closed systems energy is __________, and in open systems energy is ___________.
A: stored to be used at a later time; cannot be stored for later use
B: stays in the system; doesn’t stay in the system
C: limited; unlimited
D: conserved; isn’t conserved
E: recycled; lost
12. 12 “Local” Conservation What is the mass of the solution when 1 kilogram of salt is dissolved in 20 kilograms of water?
A: 19 kilograms.
B: 20 kilograms.
C: Between 20 and 21 kilograms.
D: 21 kilograms.
E: More than 21 kilograms.
Which of the following must be the same before and after a chemical reaction?
A: The sum of the masses of all substances involved.
B: The number of molecules of all substances involved.
C: The number of atoms of each type involved.
D: Both (a) and (c) must be the same.
E: Each of the answers (a), (b), and (c) must be the same.
13. 13 “Systems” Conservation The initial phase of an avalanche can be used as an example of conservation of energy because it represents:
A: change in kinetic energy to potential energy
B: change in thermal energy to mechanical energy
C: change in potential energy to kinetic energy
D: change in thermal energy to gravitational energy
E: change in gravitational energy to kinetic energy
14. 14 Survey Implementation Courses
Biology: BIO100
Chemistry: CHY121
Earth Science: ERS101
Physics: PHY105
Administration
non-graded pre-test
non-graded post-test.
15. 15 Survey Analysis Matched data (started with ~850 students)
Score attained from 10 application questions
5 “local”
5 “systems”
Primary analysis: average normalized gain <g>
<g>=(post-test - pre-test)/(100 - pre-test)
Sub-groups are mostly students taking only one science course in the Fall term.
16. Results
17. 17 Overall
18. 18 “Local” Conservation
19. 19 “Systems” Conservation
20. Discussion
21. 21 Question 1: Content Do general education students in introductory level science courses learn Conservation of Energy and Mass?
Significant gains are seen,yet final percentages are cause for concern.
Overall final percentages are still around 50%
22. 22 Question 2: Differences Are there differences in student understanding of Conservation of Energy and Mass between introductory science courses that fulfill the general science education requirement?
Yes.
23. 23 The Positives
24. 24 The Negatives
25. 25 Limitations Course choices
Question analysis
Interviews for validity
Item analysis
Item/course analysis
26. 26 Recommendations Study the other science courses that fulfill the general education requirement.
CHY101
PHY111
Continue reform so that all students at The University of Maine can meet both goals of the general science education requirement.
27. 27 Many Thanks To: Thesis advisor Dr. Michael Wittmann
Thesis committee:
Dr. Francois Amar
Dr. Stephen Norton
Dr. Mary Tyler
Fellow M.S.T. students and office-mates.
Innocence about Science is the worst crime today.
-Sir Charles Percy Snow (1905-80) English novelist and scientist.
28. 28 The Rest of the Survey 9. True or False? When a match burns, some mass is destroyed.
A: True B: False
10. What is the reason for your answer to question 9?
A: This chemical reaction destroys mass.
B: Mass is consumed by the flame.
C: The mass of ash is less than the match it came from.
D: The atoms are not destroyed, they are only rearranged.
E: The match weighs less after burning.
29. 29 The Rest of the Survey 12. Biological systems are often considered open systems, so energy conservation does not apply.
A: True B: False
13. What is the reason for your answer to question 12?
A: energy in open systems is lost.
B: energy in open systems is unlimited.
C: energy in open systems is exchanged with the outside.
D: energy in open systems is transferred to other things.
E: energy in open systems is converted into matter.
30. 30 The Rest of the Survey 14. Two billiard balls of equal masses are on a level, frictionless surface. The first ball is moving and collides with the second ball, which was stationary. After the collision, both balls are moving. What is the speed of the first ball after the collision?
A: less than its original speed.
B: the same as its original speed.
C: more than its original speed.
D: there isn’t enough information to determine an answer.
31. 31 The Rest of the Survey 15. The ‘Water Cycle’ is an example of:
A: an open system. B: a closed system.
16. What is the reason for your answer to question 15?
A: conservation of water.
B: conservation of energy.
C: conservation of mass.
D: conservation of luck (I guessed).
E: conservation of natural resources.
32. 32 The Rest of the Survey 18. The law of conservation of energy applies/applied to the course I am taking.
19. The law of conservation of energy will be/was taught in detail in the course I am taking.
20. The law of conservation of energy is relevant to the field of science this course is about, but isn’t/wasn’t relevant to this class specifically.
A: strongly disagree
B: disagree
C: neither disagree nor agree
D: agree
E: strongly agree