Abstract
We discuss the development and validation of a conceptual multiple-choice survey instrument called the Survey of Thermodynamic Processes and First and Second Laws (STPFaSL) suitable for introductory physics courses. The survey instrument uses common student difficulties with these concepts as resources in that the incorrect answers to the multiple-choice questions were guided by them. After the development and validation of the survey instrument, the final version was administered at six different institutions. It was administered to introductory physics students in various traditionally taught calculus-based and algebra-based classes in paper-pencil format before and after traditional lecture-based instruction in relevant concepts. We also administered the survey instrument to upper-level undergraduates majoring in physics and Ph.D. students for bench marking and for content validity and compared their performance with those of introductory students for whom the survey is intended. We find that although the survey instrument focuses on thermodynamics concepts covered in introductory courses, it is challenging even for advanced students. A comparison with the base line data on the validated survey instrument presented here can help instructors evaluate the effectiveness of innovative pedagogies designed to help students develop a solid grasp of these concepts.
Highlights
In order to formulate test objectives and scope pertaining to thermodynamic processes and first and second laws, the survey instrument development started by consulting with seven instructors who regularly teach calculus-based and algebra-based introductory physics courses in which these topics in thermodynamics are covered
We discuss the content validity of the STPFaSL survey instrument using comparison with advanced student performance and the stability of the introductory physics student responses when the order of distractors is switched in each item
We developed and validated and administered a 33-item conceptual multiple-choice survey instrument focusing on thermodynamic processes and the first and second laws at the level covered in introductory physics courses called the survey of thermodynamic processes and first and second laws (STPFaSL)
Summary
Major goals of college introductory physics courses for life science, physical science, and engineering majors include helping all students develop functional understanding of physics and learn effective problem-solving and reasoning skills [1,2,3,4,5,6,7,8,9,10,11]. In one question students were provided the diagram of a proposed heat engine (including the temperatures of the hot and cold reservoirs, the heat absorbed from the hot reservoir, and the heat flow to the cold reservoir as well as the work done) and asked if the device as shown could function and why In another investigation, Bucy et al [42] focused on student understanding of entropy in the context of comparison of ideal gas processes. Students were asked to compare the change in entropy of an ideal gas in an isothermal expansion and free expansion into a vacuum and explain whether the change in entropy of the gas in each case is positive, negative, or zero in each case and why In another investigation by Christensen et al [43], students’ ideas regarding entropy and the second law of thermodynamics in an introductory physics course were studied. Another investigation by Smith et al [44] focused on student difficulties with concepts related to entropy, heat engines, and the Carnot Cycle and how student understanding can be improved
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