login
-
create an account
-
help
AAPT ComPADRE
Events
Collaborate
About
Contact Us
home
»
Detail Page
» Similar Materials
Materials Similar to
Doing Positive Work: on student understanding of thermodynamics
46%
:
Student understanding of the first law of thermodynamics: Relating work to the adiabatic compression of an ideal gas
39%
:
Student Reasoning Regarding Work, Heat, and the First Law of Thermodynamics in an Introductory Physics Course
39%
:
Comparing Student Conceptual Understanding of Thermodynamics in Physics and Engineering
39%
:
Development and validation of a conceptual survey instrument to evaluate students’ understanding of thermodynamics
38%
:
Students’ understanding of dot product as a projection in no-context, work and electric flux problems
37%
:
Investigation of students' reasoning regarding heat, work, and the first law of thermodynamics in an introductory calculus-based general physics course
37%
:
The Effect of Practical Work on Students' Understanding of Combustion
36%
:
Student Understanding of the First and Second Laws of Thermodynamics
36%
:
Curriculum development to improve student understanding of rolling motion
35%
:
Student understanding of the work-energy and impulse-momentum theorems
35%
:
Assessing Student Understanding of Partial Derivatives in Thermodynamics
35%
:
Using the System Schema Representational Tool to Promote Student Understanding of Newton's Third Law
35%
:
Searching for Evidence of Student Understanding
35%
:
The impact of problem-based learning on engineering students’ beliefs about physics and conceptual understanding of energy and momentum
34%
:
Improving Student Understanding of Vector Fields in Junior-Level E&M
33%
:
Effect of explicit problem solving instruction on high school students' problem-solving performance and conceptual understanding of physics
33%
:
Macroscopic phenomena and microscopic processes: Student understanding of transients in direct current electric circuits
33%
:
Student understanding of quantum mechanics at the beginning of graduate instruction
33%
:
Impact of Evidence-Based Active-Engagement Courses on Student Performance and Gender Gap in Introductory Physics