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Abstract Title: Assessing competence in authentic modeling by life science students in the introductory course
Abstract: The life science students, in our introductory physics course, apply  conceptual and algebraic models to physical mechanisms of life phenomena or scenarios of their own inquiry, both in individual student projects and "mini-project" homework assignments.  As this course is likely the only physics course these students will ever take, their ability to transfer physics concepts and skills to future life scenarios is the basis of the course learning outcomes. Applying algebraic models authentically here includes determining and finding the data to use in their models and using the numerical result to address their life inquiry in a meaningful way. As introductory models can be simplistic to apply to some complex life phenomena, insufficient attention to assumptions and model limitations is common. Model misconceptions also become easily unveiled when students apply to their own inquiries. Assessment criteria to deal with the diversity of student scenarios, approaches, and competence will be discussed.
Abstract Type: Contributed Poster Presentation
Session Time: Poster Session II
Poster Number: B5

Author/Organizer Information

Primary Contact: Nancy Beverly
Mercy College
555 Broadway
School of Health and Natural Sciences
Dobbs Ferry, NY 10522
Phone: 9146747275