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Abstract Title: Assessing the lasting impact of an IPLS course
Abstract: Introductory Physics for Life Science (IPLS) courses seek to equip life science students with skills and reasoning strategies that will be important for their later work in upper level biology courses and biology research environments. To assess whether IPLS courses are actually meeting this goal, we assess the written work of students in biology courses taken after the IPLS experience. In examining these data, we look for evidence of (1) quantitative reasoning, (2) facility coordinating between biological systems and simple physical models, and (3) mechanistic reasoning. We compare these results to results from the work of students who had not experienced the IPLS environment.
Abstract Type: Contributed Poster Presentation
Session Time: Poster Session I
Poster Number: A85

Author/Organizer Information

Primary Contact: Jonathan Solomon
Swarthmore College
500 College Ave
Swarthmore, PA 19081
Co-Author(s)
and Co-Presenter(s)
Nathaniel Peters, Swarthmore College
Benjamin D. Geller, Swarthmore College
Chandra Turpen, University of Maryland
Catherine H. Crouch, Swarthmore College