Student use of energy concepts from physics in chemistry courses

Abstract

This paper describes an interdisciplinary investigation of students' usage of ideas about energy from physics in the context of introductory chemistry. We focus on student understanding of the idea that potential energy is a function of distance between interacting objects, a concept relevant to understanding potential energy in both physical and chemical contexts. Data from student responses to written surveys and focus-group interviews reveal that students do not spontaneously make connections between ideas they have about energy from physics classes and the understanding of energy that they develop in chemistry. We describe the development of a sequence of questions that appears to aid students in drawing these connections appropriately. We also document students' as they are confronted with and struggle to resolve the mismatch between their energy ideas from physics and chemistry.

Debunking Key and Lock Biology: Exploring the prevalence and persistence of students’ misconceptions on the nature and flexibility of molecular interactions 

“…We suspect that disciplinary silo teaching (not referring to processes and phenomena in other disciplines) is likely responsible for students' weak ability to apply cross-disciplinary thinking. While we often expect that students automatically transfer knowledge from one discipline or domain to another and develop scientific literacy abilities, this appears not to be the case [20] [21]. The questions of the BCI were developed based on the biological thinking of a group of American students [22].…”

Bridging the gaps: How students seek disciplinary coherence in introductory physics for life science

“…Unable to press on using electrostatics alone, the interviewer points to an equation on the board relating free energy, enthalpy, and entropy (ΔG ¼ ΔH − TΔS) and asks Elena to incorporate that relationship into her story. 7 (5 electrostatic interactions, so now it makes sense. (Laughs).…”

“…In our interviews with life science students over many years, we have often heard students express the view that the disciplines of biology and physics are distinct, having little to say to each other [1][2][3][4][5][6][7][8]. Physics instructors rarely include significant biology in an introductory physics class, and biology instructors rarely include significant physics in introductory biology classes.…”

“…Physics instructors rarely include significant biology in an introductory physics class, and biology instructors rarely include significant physics in introductory biology classes. Few opportunities exist for life science students to see different disciplinary explanations as meaningfully related, let alone as part of a coherent whole [1][2][3][4][5][6][7][8].…”

Compartmentalization of Energy Concepts--Definitions, Ontologies, and Word Associations

“…Depending upon the context, some characteristics of energy are emphasized, while others are obscured [1]. This may lead to the compartmentalization of ideas based on context, even though the concept of energy itself is context-independent [2,3]. Therefore, it is important to better understand the effect chemistry-and physics-related surface features, which provide context for a situation, have on how people think and talk about energy.…”