Chemistry vs. Physics: A Comparison of How Biology Majors View Each Discipline

A student's beliefs about science and learning science may be more or less sophisticated depending on the specific science discipline. In this study, we used the physics and chemistry versions of the Colorado Learning Attitudes about Science Survey (CLASS) to measure student beliefs in the large, introductory physics and chemistry courses, respectively. We compare how biology majors -- generally required to take both of the courses -- view these two disciplines. We find that these students' beliefs are more sophisticated about physics (more like the experts in that discipline) than they are about chemistry. At the start of the term, the average % Overall Favorable score on the CLASS is 59% in physics and 53% in chemistry. The students' responses are statistically more expert-like in physics than in chemistry on 10 statements (P lesser-than-or-equal-to 0.01), indicating that these students think chemistry is more about memorizing disconnected pieces of information and sample problems, and has less to do with the real world. In addition, these students' view of chemistry degraded over the course of the term. Their favorable scores shifted -5.7% and -13.5% in 'Overall' and the 'Real World Connection' category, respectively; in the physics course, which used a variety of research-based teaching practices, these scores shifted 0.0% and +0.3%, respectively. The chemistry shifts are comparable to those previously observed in traditional introductory physics courses

Oersted Medal Lecture 2007: Interactive simulations for teaching physics: What works, what doesn't, and why

We give an overview of the Physics Educational Technology (PhET) project to research and develop web-based interactive simulations for teaching and learning physics. The design philosophy, simulation development and testing process, and range of available simulations are described. The highlights of PhET research on simulation design and effectiveness in a variety of educational settings are provided. This work has shown that a well-designed interactive simulation can be an engaging and effective tool for learning physics

Reforming a large lecture modern physics course for engineering majors using a PER-based design

We have reformed a large lecture modern physics course for engineering majors by radically changing both the content and the learning techniques implemented in lecture and homework. Traditionally this course has been taught in a manner similar to the equivalent course for physics majors, focusing on mathematical solutions of abstract problems. Based on interviews with physics and engineering professors, we developed a syllabus and learning goals focused on content that was more useful to our actual student population: engineering majors. The content of this course emphasized reasoning development, model building, and connections to real world applications. In addition we implemented a variety of PER-based learning techniques, including peer instruction, collaborative homework sessions, and interactive simulations. We have assessed the effectiveness of reforms in this course using pre/post surveys on both content and beliefs. We have found significant improvements in both content knowledge and beliefs compared with the same course before implementing these reforms and a corresponding course for physics majors.Comment: To be published in the Proceedings of the Physics Education Research Conference 200

The Design and Validation of the Colorado Learning Attitudes about Science Survey

The Colorado Learning Attitudes about Science Survey (CLASS) is a new instrument designed to measure various facets of student attitudes and beliefs about learning physics. This instrument extends previous work by probing additional facets of student attitudes and beliefs. It has been written to be suitably worded for students in a variety of different courses. This paper introduces the CLASS and its design and validation studies, which include analyzing results from over 2400 students, interviews and factor analyses. Methodology used to determine categories and how to analyze the robustness of categories for probing various facets of student learning are also described. This paper serves as the foundation for the results and conclusions from the analysis of our survey dat

Investigation of low cost, high reliability sealing techniques for hybrid microcircuits, phase 1

A preliminary investigation was made to determine the feasibility of using adhesive package sealing for hybrid microcircuits. Major effort consisted of: (1) surveying representative hybrid manufacturers to assess the current use of adhesives for package sealing; (2) making a cost comparison of metallurgical versus adhesive package sealing; (3) determining the seal integrity of gold plated flatpack type packages sealed with selected adhesives, thermal shock, temperature cycling, mechanical shock, and constant acceleration test environments; and (4) defining a more comprehensive study to continue the evaluation of adhesives for package sealing. Results showed that 1.27 cm square gold plated flatpack type packages sealed with the film adhesives and the paste adhesive retained their seal integrity after all tests, and that similarly prepared 2.54 cm square packages retained their seal integrity after all tests except the 10,000 g's constant acceleration test. It is concluded that these results are encouraging, but by no means sufficient to establish the suitability of adhesives for sealing high reliability hybrid microcircuits

Design guidelines for hybrid microcircuits; organic adhesives for hybrid microcircuits

The properties of organic adhesives were studied to acquire an adequate information base to generate a guideline document for the selection of adhesives for use in high reliability hybrid microcircuits. Specific areas covered include: (1) alternate methods for determining the outgassing of cured adhesives; (2) effects of long term aging at 150C on the electrical properties of conductive adhesives; (3) effects of shelf life age on adhesive characteristics; (4) bond strengths of electrically conductive adhesives on thick film gold metallization, (5) a copper filled adhesive; (6) effects of products outgassed from cured adhesives on device electrical parameters; (7) metal migration from electrically conductive adhesives; and (8) ionic content of electrically insulative adhesives. The tests performed during these investigations are described, and the results obtained are discussed in detail

The impact of liver disease on cognitive functioning and mood.

The following review discusses some of the cognitive and functional problems in liver disease. Some medical literature is included which is consistent with difficulties reported by patients. Prevalence, possible causes, and types of liver disease are reviewed, including an outline of various complications associated with the disease. Hepatic encephalopathy (HE) is one such complication and a general background to this is given. It has been suggested that subgroups of patients with liver disease have mild cognitive deficits and demonstrate poorer performances on neuropsychological tests compared with matched controls. This has been termed minimal hepatic encephalopathy (MHE), a syndrome that occurs in patients with liver disease without overt symptoms of hepatic encephalopathy. The full spectrum of cognitive impairment in MHE is unknown (Collie, 2005). Research has attempted to understand the profile of cognitive deficits in patients with liver disease. Studies have investigated various areas of functioning (e.g. psychomotor skills, attention and memory) by neuropsychological testing. The main studies are presented in the review. Some of the limitations of the minimal hepatic encephalopathy hypothesis are discussed. There is some debate about possible causes of observed cognitive deficits and various psychological models including health (coping and quality of life) and clinical (mood issues) are proposed. Further research and clinical implications are also discussed

Assessing the Effectiveness of a Computer Simulation in Introductory Undergraduate Environments

We present studies documenting the effectiveness of using a computer simulation, specifically the Circuit Construction Kit (CCK) developed as part of the Physics Education Technology Project (PhET) [1, 2], in two environments: an interactive college lecture and an inquiry-based laboratory. In the first study conducted in lecture, we compared students viewing CCK to viewing a traditional demonstration during Peer Instruction [3]. Students viewing CCK had a 47% larger relative gain (11% absolute gain) on measures of conceptual understanding compared to traditional demonstrations. These results led us to study the impact of the simulation's explicit representation for visualizing current flow in a laboratory environment, where we removed this feature for a subset of students. Students using CCK with or without the explicit visualization of current performed similarly to each other on common exam questions. Although the majority of students in both groups favored the use of CCK over real circuit equipment, the students who used CCK without the explicit current model favored the simulation more than the other grou