University Students Explaining Adiabatic Compression of an Ideal Gas—A New Phenomenon in Introductory Thermal Physics

Leinonen, Risto; Asikainen, Mervi A.; Hirvonen, Pekka E.

doi:10.1007/s11165-011-9239-0

Cited by 18 publications

(23 citation statements)

References 35 publications

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“…Specifically, these students failed to control variables when thinking about this problem, i.e., they focused their attention on the dependence of two variables (p and m), ignoring a third (M). Such a pattern of reasoning was already observed in earlier research [5,13,47]. In addition to failure to control relevant variables, some students were probably having difficulties with the mere concept of gas.…”

Section: Gas Pressuresupporting

confidence: 71%

“…(ii) Molecules of greater mass will generate higher pressure on a given temperature. This misconception could be related to students' difficulties with the control of the variables, as well as with their difficulties with the mere concept of a gas [5,13,47]. (iii) The intermolecular collisions generate temperature, heat, or kinetic energy of molecules.…”

Section: Discussionmentioning

confidence: 99%

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Development of the kinetic molecular theory of gases concept inventory: Preliminary results on university students’ misconceptions

Erceg

Aviani

Mešić

et al. 2016

Phys. Rev. Phys. Educ. Res.

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In this study, we investigated students' understanding of concepts related to the microscopic model of gas. We thoroughly reviewed the relevant literature and conducted think alouds with students by asking them to answer open-ended questions about the kinetic molecular theory of gases. Thereafter, we transformed the open-ended questions into multiple-choice questions, whereby distractors were based on the results of the think alouds. Thus, we obtained a set of 22 questions, which constitutes our current version of the kinetic molecular theory of gases concept inventory. The inventory has been administered to 250 students from different universities in Croatia, and its content validity has been investigated trough physics teacher surveys. The results of our study not only corroborate the existence of some already known student misconceptions, but also reveal new insights about a great spectrum of students' misconceptions that had not been reported in earlier research (e.g., misconceptions about intermolecular potential energy and molecular velocity distribution). Moreover, we identified similar distribution of students' responses across the surveyed student groups, despite the fact that they had been enrolled in different curricular environments.

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Section: Gas Pressuresupporting

confidence: 71%

Section: Discussionmentioning

confidence: 99%

Development of the kinetic molecular theory of gases concept inventory: Preliminary results on university students’ misconceptions

Erceg

Aviani

Mešić

et al. 2016

Phys. Rev. Phys. Educ. Res.

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show abstract

“…Despite the apparent simplicity of the first law of thermodynamics related to heat and work [3], numerous learning problems have been observed. Students seem not to understand the importance of the law, or they tend to use other, conflicting explanations such as the ideal gas law, instead [5,6,16,21]. The impact of work on the internal energy of a system is often ignored [17], or it is claimed that the energy of the system always stays constant [2].…”

Section: Introductionmentioning

confidence: 99%

“…A review of the literature related to the gas laws and thermal processes provides further insight into students' problems. An essential finding related to the ideal gas model is students' tendency to concentrate on the dependencies between two quantities by ignoring a third quantity completely [6,12,21]. Moreover, students tend to confuse processes by claiming that temperature will remain constant in an adiabatic process and heat will equal zero in an isothermal process [6,13,16].…”

Section: Introductionmentioning

confidence: 99%

Overcoming students’ misconceptions concerning thermal physics with the aid of hints and peer interaction during a lecture course

Leinonen

Asikainen

Hirvonen

2013

Phys. Rev. ST Phys. Educ. Res.

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As has been shown by previous research, students may possess various misconceptions in the area of thermal physics. In order to help them overcome misconceptions observed prior to instruction, we implemented a one-hour lecture-based intervention in their introductory thermal physics course. The intervention was held after the conventional lectures and homework sessions, and it consisted of three phases: individual working, hinting, and peer discussion. To probe students' conceptual understanding before, during, and after the intervention, use was made of a diagnostic test related to the multiphased process of an ideal gas [D. E. Meltzer, Am. J. Phys. 72, 1432(2004]. The students' conceptions were monitored by analyzing the explanations they provided and by recording the peer discussions of five voluntary pairs. The intervention helped students to realize the flaws in their explanations and increased the proportion of their scientific explanations, the increase being statistically significant in five tasks out of seven.

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“…Liu & Fang, 2016;Wijaya et al, 2016;Poutot & Blandin, 2015;Leinonen et al, 2012;Bayraktar;2009;Ipek & Calik, 2008;Bharambe, 2014). Force, acceleration, motion, mass, and weight are the concepts employed in the learning of Newton's Laws.…”

Section: Introductionmentioning

confidence: 99%

Enhancing K-10 Students’ Conceptions through Computer Simulations-Aided PDEODEE (CS-PDEODEE) on Newton’s Laws

Fratiwi

Samsudin

Çoştu

2018

JPII

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The aim of this study was to enhance K-10 students’ conceptions through Computer Simulations-Aided PDEODE*E (CS-PDEODE*E) on Newton’s Laws. The PDEODE*E is a worksheet consisting of seven stages, which are Predict (P), Discuss (D), Explain (E), Observe (O), Discuss (D), Explore (E*) and Explain (E). The computer simulations could support learning via PDEODE*E worksheet by presenting physics’ phenomena. The Newton’s Laws focused on forces and Newton’s First Law. The research method used the 4D (Define, Design, Develop and Disseminate). The research sample included 30 K-10 students (15 boys and 15 girls, with the average age of 16 years-old). The students’ conceptions were identified through a Four-Tier Newtonian Test (FTNT) as pre- and post-test. In the developing phase, we acquired the product of computer simulations and PDEODE*E worksheet. In the disseminating phase, the value of effect size was 0.85 in the "large effect" of classification and tcount>ttable, thus, CS-PDEODE*E was more effective than CS-POE. The decisions succumbed that the students’ conceptions could be enhanced via PDEODE*E based computer simulations.

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University Students Explaining Adiabatic Compression of an Ideal Gas—A New Phenomenon in Introductory Thermal Physics

Cited by 18 publications

References 35 publications

Development of the kinetic molecular theory of gases concept inventory: Preliminary results on university students’ misconceptions

Development of the kinetic molecular theory of gases concept inventory: Preliminary results on university students’ misconceptions

Overcoming students’ misconceptions concerning thermal physics with the aid of hints and peer interaction during a lecture course

Enhancing K-10 Students’ Conceptions through Computer Simulations-Aided PDEODEE (CS-PDEODEE) on Newton’s Laws

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University Students Explaining Adiabatic Compression of an Ideal Gas—A New Phenomenon in Introductory Thermal Physics

Cited by 18 publications

References 35 publications

Development of the kinetic molecular theory of gases concept inventory: Preliminary results on university students’ misconceptions

Development of the kinetic molecular theory of gases concept inventory: Preliminary results on university students’ misconceptions

Overcoming students’ misconceptions concerning thermal physics with the aid of hints and peer interaction during a lecture course

Enhancing K-10 Students’ Conceptions through Computer Simulations-Aided PDEODE*E (CS-PDEODE*E) on Newton’s Laws

Contact Info

Product

Resources

About

Enhancing K-10 Students’ Conceptions through Computer Simulations-Aided PDEODEE (CS-PDEODEE) on Newton’s Laws