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1. Addressing Student Difficulties with Buoyancy

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Category:: PER Literature

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D. Wagner, S. Cohen, and A. Moyer, PERC 2009 Proceedings, 289-292.

This study is part of an ongoing effort to develop a diagnostic test assessing student understanding of fluids. In particular, this paper addresses a question involving density and…

http://www.per-central.org/document/ServeFile.cfm?ID=9507&DocID=1382

2. Intermediate Mechanics Tutorials: Velocity-Dependent Forces

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Categories:: Curriculum; Curriculum / Student Activity

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M. Wittmann and B. Ambrose - Online Resource

This set of tutorial materials covers the topic of velocity dependent forces. Students examine qualitatively and quantitatively the motion of objects being acted upon by a velocity…

http://faculty.gvsu.edu/ambroseb/research/IMT-VelDepForces.html

3. Commonsense conceptions of emergent processes: Why some misconceptions are robust

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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…

http://www.per-central.org/document/ServeFile.cfm?ID=14863&DocID=5010

6. The Prevalence of Selected Buoyancy Alternate Conceptions at Two Colleges

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D. Wagner and P. Shaffer, PERC 2017 Proceedings, 416-419.

Review of prior studies, mostly at the K-12 level, along with long-answer responses and interviews given to undergraduates at Grove City College, have identified over 150 alternate…

http://www.per-central.org/document/ServeFile.cfm?ID=14658&DocID=4835

7. Understanding life science majors’ ideas about diffusion

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S. Tunstall, A. Nair, K. Hinko, P. Irving, and V. Sawtelle, PERC 2017 Proceedings, 392-395.

Diffusion and osmosis are central concepts in biology that explain mechanisms of passive transport. While biology education research has documented significant student struggles with…

http://www.per-central.org/document/ServeFile.cfm?ID=14653&DocID=4830

8. 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…

http://www.per-central.org/document/ServeFile.cfm?ID=13918&DocID=4336

9. 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…

http://www.per-central.org/document/ServeFile.cfm?ID=13907&DocID=4325

10. 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…

http://www.per-central.org/document/ServeFile.cfm?ID=13177&DocID=3724

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