Student ideas regarding entropy and the second law of thermodynamics in an introductory physics course
Student ideas regarding entropy and the second law of thermodynamics in an introductory physics course
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学生在物理入门课程中关于熵和热力学第二定律的想法
DOI：
10.1119/1.3167357
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发表时间：
2009
影响因子：
0.9
通讯作者：
C. Ogilvie
中科院分区：
文献类型：
--
作者：
W. Christensen;D. Meltzer;C. Ogilvie
我们报告学生的思想熵在介绍微积分为基础的物理课程。我们分析了学生对一个任意定义的系统及其周围环境的熵变的各种问题的反应。在同一门课程的四个课程中，我们发现，在教学之前，不超过6%的学生能够对一般和具体背景下提出的相关问题做出完全正确的回答。近三分之二的学生表现出关于熵的守恒型推理的明确证据。这些结果即使在指导后也几乎没有变化。有针对性的指导，引导学生认识到熵是不是一个保守的数量似乎产生改进的性能与此概念有关的定性问题。
We report on students’ thinking regarding entropy in an introductory calculus-based physics course. We analyzed students’ responses to a variety of questions on entropy changes of an arbitrarily defined system and its surroundings. In four offerings of the same course we found that before instruction, no more than 6% of all students could give completely correct responses to relevant questions posed in both general and concrete contexts. Nearly two-thirds of the students showed clear evidence of conservation-type reasoning regarding entropy. These outcomes were little changed even after instruction. Targeted instruction that guided students to recognize that entropy is not a conserved quantity appears to yield improved performance on qualitative questions related to this concept.