Student Reasoning Regarding Work, Heat, and the First Law of Thermodynamics in an Introductory Physics Course
Student Reasoning Regarding Work, Heat, and the First Law of Thermodynamics in an Introductory Physics Course
复制标题
学生在物理入门课程中关于功、热和热力学第一定律的推理
DOI：
10.1119/perc.2001.pr.014
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发表时间：
2001
影响因子：
3.4
通讯作者：
D. Meltzer
中科院分区：
文献类型：
--
作者：
D. Meltzer
本文详细分析了653名学生在三门独立课程中的书面测试结果。关于学生在大学物理课程中学习热力学的研究相对较少。Loverude等人最近的一项研究表明，入门级（及以上）的学生在学习热力学第一定律等基本热力学概念时面临许多重大困难。我一直在与t.j. Greenbowe一起进行一个正在进行的项目，调查学生在物理和化学课程中对热力学的学习情况。作为调查的一部分，在过去的两年里，爱荷华州立大学（ISU）在以微积分为基础的物理入门课程中进行了一个简短的诊断测试。这个测试的重点是热量、功和热力学第一定律。在ISU，热力学是在以微积分为基础的普通物理入门课程的第二学期结束时学习的。本课程采用传统的教学方式，有大型讲座（多达250名学生），每周复习课（约25名学生），以及每周由研究生讲授的实验。家庭作业每周布置并评分。热物理占课程内容的18-20%，包括量热法、热传导、动力学理论、热力学定律、热机、熵等广泛的主题。本研究中使用的诊断测验如下所示；它分为三个不同的班级。这里显示的版本是在2001年5月实施的；另外两个版本（1999年12月和2000年12月）与此处显示的版本有非常小的变化。（这些测试中还有一两个额外的问题，在这里不讨论。）1999年和2000年的课程由同一位讲师授课，每门课程使用不同的教科书。2001年的课程由不同的讲师讲授，使用1999年课程中使用的相同文本。两位教师都非常有经验，在ISU教授物理入门多年。测验以两种不同的方式进行：在1999年和2001年，它作为练习测验在最后的复习课（课程的最后一周）进行。在几乎所有的情况下，它都没有分级；一位老师把它作为评分测验。在2000年，这个测验作为一个不评分的练习测验在当年的最后一堂课上进行。这个p-V图表示一个由一定量的理想气体组成的系统，从状态a到状态B要经历两个不同的过程：
Written quiz responses of 653 students in three separate courses are analyzed in detail. There has been relatively little research on student learning of thermodynamics in physics courses at the university level. A recent study by Loverude et al. has made it evident that students at the introductory level (and beyond) face many significant difficulties in learning fundamental thermodynamic concepts such as the first law of thermodynamics. I have been engaged in an ongoing project with T. J. Greenbowe to investigate student learning of thermodynamics in both physics and chemistry courses. As part of that investigation, a short diagnostic quiz has been administered over the past two years in the calculus-based introductory physics course at Iowa State University (ISU). This quiz focuses on heat, work, and the first law of thermodynamics. At ISU, thermodynamics is studied at the end of the second semester of the twosemester sequence in calculus-based introductory general physics. This course is taught in a traditional manner, with large lecture classes (up to 250 students), weekly recitation sections (about 25 students), and weekly labs taught by graduate students. Homework is assigned and graded every week. Thermal physics comprises 18-20% of the course coverage, and includes a wide variety of topics such as calorimetry, heat conduction, kinetic theory, laws of thermodynamics, heat engines, entropy, etc. The diagnostic quiz used in this study is shown below; it has been administered in three separate classes. The version shown here was administered in May 2001; the other two versions (December 1999 and December 2000) had very minor variations from the one shown here. (There were one or two additional questions on these quizzes which are not discussed here.) The 1999 and 2000 classes were taught by the same instructor, using a different textbook in each course. The 2001 course was taught by a different instructor, using the same text that was employed in the 1999 course. Both instructors are very experienced and have taught introductory physics at ISU for many years. The quiz was administered in two different ways: in 1999 and 2001, it was given as a practice quiz in the final recitation session (last week of class). In almost all cases it was ungraded; one instructor used it as a graded quiz. In 2000 the quiz was administered as an ungraded practice quiz in the very last lecture class of the year. This p-V diagram represents a system consisting of a fixed amount of ideal gas that undergoes two different processes in going from state A to state B: