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Results #1-#10 of 27
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Understanding How Students Use Physical Ideas in Introductory Biology Courses 
  
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J. Watkins, K. Hall, E. Redish, and T. Cooke, PERC 2010 Proceedings, 333-336.
The University of Maryland (UMD) Biology Education and Physics Education Research Groups are investigating students’ views on the role of physics in introductory biology courses.…
https://www.per-central.org/document/ServeFile.cfm?ID=10497&DocID=1953
Generating Explanations for an Emergent Process: The Movement of Sand Dunes 
  
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L. Barth-Cohen, PERC 2010 Proceedings, 77-80.
The movement of sand dunes in the desert is an emergent process; the overall movement of a dune is influenced both by the random interactions among individual sand particles and by…
https://www.per-central.org/document/ServeFile.cfm?ID=10389&DocID=1861
Exploring student difficulties with pressure in a fluid 
  
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M. Goszewski, A. Moyer, Z. Bazan, and D. Wagner, PERC 2012 Proceedings, 154-157.
Our research group is developing a standardized fluids assessment, covering buoyancy and pressure. Much of the prior research of student difficulties with pressure involves young…
https://www.per-central.org/document/ServeFile.cfm?ID=12797&DocID=3333
Physics as a Mechanism for Including ELLs in Classroom Discourse 
  
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E. Suarez and V. Otero, PERC 2013 Proceedings, 349-352.
English Language Learners (ELLs) are frequently left on the periphery of classroom interactions. Due to misalignment of language skills, teachers and peers communicate with these…
https://www.per-central.org/document/ServeFile.cfm?ID=13150&DocID=3697
Exploring Student Difficulties with Buoyancy 
  
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D. Wagner, E. Carbone, and A. Lindow, PERC 2013 Proceedings, 357-360.
Our research group is developing a standardized fluids assessment, covering buoyancy and pressure. Understanding buoyancy requires a battery of skills and knowledge, and we have…
https://www.per-central.org/document/ServeFile.cfm?ID=13152&DocID=3699
Teaching Fluids to IPLS Students from a Microscopic Viewpoint 
  
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D. Meredith and D. Young, PERC 2013 Proceedings, 373-376.
For introductory life science students, fluid dynamics is a topic of great relevance, yet difficult to understand conceptually. This pilot study focuses on implementing and assessing…
https://www.per-central.org/document/ServeFile.cfm?ID=13156&DocID=3703
Connecting the Dots: Links between Kinetic Theory and Bernoulli's Principle 
  
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K. Misaiko and J. Vesenka, PERC 2013 Proceedings, 257-260.
Kinetic Theory and Bernoulli’s Principle are fundamental concepts life science students can use to explain a variety of important biological phenomena. Based on paired student…
https://www.per-central.org/document/ServeFile.cfm?ID=13177&DocID=3724
How to structure an unstructured activity: Generating physics rules from simulation or contrasting cases 
  
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S. Salehi, M. Keil, E. Kuo, and C. Wieman, PERC 2015 Proceedings, 291-294.
Studies show that having students attempt to invent a scientific rule (“invention activity”) before receiving direct instruction benefits their learning. However, the design…
https://www.per-central.org/document/ServeFile.cfm?ID=13918&DocID=4336
A Kinesthetic Circulatory System Model for Teaching Fluid Dynamics 
  
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E. Whitmore, D. Grimm, B. Moser, R. Lindell, and J. Vesenka, PERC 2015 Proceedings, 359-362.
Students often leave Introductory Physics for Life Science (ILPS) courses without a solid understanding of fluid dynamics, which is necessary for them to be successful in their…
https://www.per-central.org/document/ServeFile.cfm?ID=13907&DocID=4325
Investigating complementary computational and empirical activities for students learning diffusion 
  
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D. Weller, K. Hinko, and V. Sawtelle, PERC 2018 Proceedings.
There has been a push in physics education to incorporate computation into the classroom in a meaningful way; however, there is still much to learn about how combining computational…
https://www.per-central.org/document/ServeFile.cfm?ID=14863&DocID=5010
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Results #1-#10 of 27