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Abstract Title: Does IPLS help students apply physics to biology?
Abstract: Although we have found that students in our Introductory Physics for Life Science (IPLS) course describe physics as more relevant to their primary interests than do their counterparts in a traditional introductory physics environment, we do not yet know whether IPLS courses better prepare life science students to use physical reasoning in contexts that extend beyond those explicitly encountered in IPLS. To answer this question of whether IPLS better prepared our students for future learning, we designed and administered a task related to fluid dynamics at the conclusion of both traditional and IPLS introductory physics courses. We describe the construction of the task and the ways in which IPLS students approached the task differently than did students in the traditional course. We interpret the results in light of the goal of the IPLS course, supporting transfer within the preparation for future learning paradigm around which our course is designed.
Abstract Type: Contributed Poster Presentation
Session Time: Poster Session III
Poster Number: 3.M1

Author/Organizer Information

Primary Contact: Maya Tipton
Swarthmore College
San Diego, CA 92111
Phone: 8582919643