PERC 2018 Abstract Detail Page
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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 |
