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Abstract Title: The impact of IPLS in a senior biology capstone course
Abstract: In this work, exploring the longitudinal outcomes of Introductory Physics for Life Science (IPLS) on student learning, we examine whether differences in student work on a diffusion task given in the senior biology capstone course can be correlated with prior enrollment in IPLS, and how those differences reflect competencies developed in the IPLS curriculum. More specifically, we assess whether IPLS students are more likely to reason quantitatively about diffusive phenomena and to successfully coordinate between multiple representations of diffusive processes. We position these findings within the broader context of our longitudinal study of the impact of IPLS on student work in later biology and chemistry environments.
Abstract Type: Contributed Poster Presentation
Session Time: Poster Session II
Poster Number: 2.E3

Author/Organizer Information

Primary Contact: Jack D Rubien
Swarthmore College
and Co-Presenter(s)
Sara Hiebert Burch, Swarthmore College
Catherine H Crouch, Swarthmore College
Benjamin D Geller, Swarthmore College