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technical paper


July 20, 2020

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The impact of IPLS in a senior capstone biology course

DOI: 10.48448/76xt-g215

In this second of two paired talks exploring the longitudinal outcomes of Introductory Physics for Life Science (IPLS) on student learning, we examine whether differences in student work on a diffusion task given in the senior biology capstone course can be correlated with prior enrollment in IPLS, and how those differences reflect competencies developed in the IPLS curriculum. More specifically, we assess whether IPLS students are more likely to reason quantitatively about diffusive phenomena and to successfully coordinate between multiple representations of diffusive processes. We also use survey data to describe the attitudes toward physics of IPLS and non-IPLS students in the senior capstone, and position these findings within the broader context of our longitudinal study of the impact of IPLS on student work in later biology and chemistry environments.


SlidesTranscript English (automatic)

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