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0Pre-Service Teachers Understanding of Static of Fluids

Paper presented at the SUN Conference, El Paso TX, March 3-5 2005
Milijana Suskavcevic
Introduction
A purpose of this paper is to present the work of constructing a content test intended to
measure student understanding of static of fluids. The starting point in this endeavor is
identification of students misconceptions or alternate conceptions which they may
have about the subject. The following step is to create new or to incorporate existing
items to measure students understanding of several concepts falling under the umbrella
of static of fluids like density, Archimedes principle, buoyancy, density of a system
comprised of several components, and understanding and interpretation of mass/volume
graphs. After providing intervention, student level of understanding of phenomena
associated with the static of fluids is tested using the created content test and student
performance on each construct, or isolated concept discussed.
Prior to describing the entire process in more detail, it is worthwhile examining the
current educational context, its instructional and assessment practices, and its
differences and similarities with past doings. The recent educational reforms brought
significant changes in the arena of instruction. The way instruction is delivered today
significantly differs from the way students have been taught several decades ago. The
shifts from traditional teaching approaches to inquiry-based, hands-on, constructivist, and
student-centered took place across K-16 education and in almost all subject areas.
However, these shifts in instructional arena did not reflect on student assessment
practices. The way in which students understanding of content is measured today does
not differ significantly from the practices utilized in the past decades. Some innovative
assessment strategies have been more seriously implemented at the colleges of education.
These strategies include student assessment via use of electronic portfolios, reflection
papers, and student presentations (individual and group). Currently, Colleges of Science
and Engineering mostly rely on traditional evaluation methods like quizzes, tests, and
comprehensive exams, which is tightly related to the nature of the content. If the
assessment practices continue in the aforementioned mode for the very nature of content,
then it is desirable for the assessment test to be compatible with the content delivered,
and to possess a high degree of validity and reliability. This action research project rose
from that particular intent: to design and use assessment tool, and determine how the
consequences of its implementation affect and inform instructional practice (Glaser &
Silver, 1994).
A large number of validated assessment tools for a variety of levels and in various areas
of physics have been created and implemented at many institutions nationwide. North
Carolina Physics Education Group with Dr. Beichner and Dr. Engelhardt particularly
advanced in that respect. Several instruments originated from this research site. Some to
be mentioned are: Test of Understanding Graphs in Kinematics (TUG-K), Force Concept
Inventory (FCI), and Determining and Interpreting Direct Current Resistive Electric
Circuits (DIRECT)

The content test on static of fluids is intended for pre-service teachers and aligned
with Powerful Ideas in Physics (PIPS) curriculum, recommended by the AAPT. As
described in literature, the density concept poses difficulties for teachers and students
throughout K-12, therefore it is an appropriate area for consideration among pre-service
teachers at the university level (Dawkins, 2003). Students misconceptions associated
with the notion of density can be attributed to the fact that it cannot be directly measured,
but rather represents a ratio between two quantities that can be directly measured (and
volume). The persistent difficulties that students experience may be due to lack of
conceptual understanding, but also due to the lack of procedural knowledge that involves
formulae manipulation (Heyworth, 1999). The inhibiting factors to students
understanding of static of fluids phenomena, including density and buoyancy, may occur
in both, physical and mathematical context (Tourniaire & Pulos, 1953; Akatugba &
Wallace, 1999). Some of the misconceptions associated with students understanding of
static of fluids phenomena experienced in the real classroom setting, but also documented
in literature are:
1) Objects float in liquids because they are lighter than liquids and sink in liquids
because they are heavier than liquids. If students asked to predict behavior of
three pumpkins different in size (small, medium, large) when submerged with
water, they tend to respond that small-sized pumpkins would float, while the large
ones would sink.
2) Students tend to use terms of volume, mass, weight, size, and heaviness
interchangeably
3) Density of an object depends only on its volume, or in other words density of the
two samples of the same substance with different volumes or shapes, cannot be
the same
4) Difficulty associated with students understanding of density is similar to
difficulties students experience while acquiring the concept of velocity (Roach,
2001)

Context for the study


Participants
Participants in the study were students enrolled in the physical science course (N=32).
Their prior academic preparation relevant to the course of the study involved taking the
first part of the physical science course and two or more algebra courses. Students
experiences with the static of fluids concepts were mainly acquired at various levels of
their K-12 preparation, and were remotely addressed over the course of their
undergraduate program.

Intervention
Students were exposed to an intervention that involves the use Powerful Ideas in
Physics curriculum, which was recommended by the American Association of Physics
Teachers (AAPT). The usual instructional sequence was as follow:

Posing a problem/experiment
Individual work on the problem
Work in pairs and small groups, which allows students to use explanatory
knowledge
Presentation of the groups solution
Whole class discussion
Extension and overview of the problem/experiment

Students teamwork on an assignment allowed teacher to work with a group small


enough to engage in a constructive discussion. Posing a problem and observing students
think-aloud thought process was an integral part of the process. The use of Video
Encyclopedia Demonstrations, students and teachers additional explanation of the
demonstrations, experimental work, and word problems involving density, buoyancy,
Archimedes principle were also an integral part of the instruction, which served as an
intervention prior to administering the content test.
Instrument
The static of fluids content test is presented in the appendix of this document, with
percent correct associated with each item. The instrument consisting of 18 items
addressed the following concepts:
Understanding of the mass/volume graphs and meaning of the slope (items: 12,
13, 14)
Understanding density of an object & relative densities (sinking/floating) (1, 9,
10)
Determining density of geometrically regular and irregular objects by using
formulae and measuring displacement of liquids caused by the objects
submersion, respectively (2, 3, 11)
Determining and understanding density of a system comprised of several
components with different densities (why ships do not sink?) (7, 8, 15)
Understanding the notion of buoyancy (5, 6, 7)
Ability to solve multi-concept word problems involving density, buoyancy, mass,
and weight (16, 17, 18)
Findings

Students were the most comfortable with items that asked for calculation of
density by applying procedures and using formulae and understanding and
determining density of a system comprised of several components.

Lower performance was detected on their understanding of buoyancy concept,


and interpreting the meaning of slope on a mass/volume graph. The lower
level of understanding of buoyancy concept may be attributed to its higher
level of abstraction.
Students wrestled with abstract questions and solved well the items where
asked to apply a straightforward procedure
Students experienced difficulty while working on multi-concept items, which
involved multi-step procedure to reach a solution.

Questions and Implications


Could student understanding of physics concepts be considered necessary, but not
sufficient condition for solving complex problems, which involve multi-concept
understanding?
Are we loosing something while trying to compartmentalize a broader concept into
smaller pieces and assessing student understanding of the sub-concepts?

References:
Dawkins, K. (2000). Analyzing Teachers Conceptions of Ratio and Proportion in the
Context of Mass to Volume Relationships. The Association of Teacher Educators in
Europe, Barcelona, Spain.
Roach, L.E. (2001). Exploring students conceptions of density. Journal of College
Science Teaching, 30 (6), 386-389.
Heyworth, R.M. (1999). Procedural and conceptual knowledge of expert and novice
students for the solving of a basic problem in chemistry. International Journal of
Science Education, 21, 195-211.
Glaser, R. (1987). The integration of instruction and testing: Implications from the study
of human cognition. In D.C. Berliner & B. V. Rosenshine (Eds.) Talks to Teachers (pp.
329-341). New York: Random House
Silver, E.A., Kilpatrick, J. and Schlesinger, B.(1990). Thinking Through Mathematics.
New York: College Entrance Examination Board
Akatugba, A.H., & Wallace, J. (1999). Mathematical dimensions of students use of
proportional reasoning in high school physics. School Science and Mathematics, 99,
Tourniaire, F. & Poulos, S. (1985). Proportional reasoning: A review of the literature.
Educational Studies in Mathematics, 16, 181-204APPENDIX

TEST 2: STATIC OF FLUIDS

Name: ______________________________
Date: ________________ Time: ________

1. Brian has a 10 mL of silver, while Ana has 30 mL of silver. Which of the following is
false?
a)
b)
c)
d)

Brian's sample has 1/3 the mass of Ana's sample.


Anas sample has 3 times density of Brians sample
Anas sample has three times the volume of Brians sample
Anas sample has three times the mass of Brians sample

86%
2. A cube has a side of 5 cm. It has a mass of 250 grams. The density of the cube is
a) 50 g/cm3 and will float in water
b) 2.0 g/cm3 and will float in water
c) 50 g/cm3 and will sink in water
d) 2.0 g/cm3 and will sink in water

84%
3. A graduated cylinder is filled with 50 cm3 of water. A glass object is dropped into the
graduated cylinder. The volume now reads 65.4 cm3 If we know glass has a density of 2.5
g/cm3, what would we expect the mass of the object to be closest to?
a) 38.5 grams
b) 20 grams
c) 26.7 grams
d) 42 grams

84%
4. The buoyant force acting on an object equals
a) the mass of the fluid displaced by the object
b) the weight of the object displaced by the fluid
c) the weight of the fluid displaced by the object

d) the force that holds the object afloat

93%
5. Density of a fluid and buoyant force are related. As the
a) density of a fluid increases, the buoyant force decreases
b) density of a fluid decreases, the buoyant force increases
c) density of a fluid increases, the buoyant force remains the same
d) density of a fluid decreases, the buoyant force decreases

75%
6. Which one of the following statements concerning the buoyant force on an object
submerged in a liquid is true?
a) The buoyant force depends on the mass of the object.
b) The buoyant force depends on the weight of the object.
c) The buoyant force is independent of the density of the liquid.
d) The buoyant force depends on the volume of the liquid displaced.

78%
7. The reason a life jacket helps you float is
a) the jacket has the same density as an average human.
b) the density of both you and the jacket together is less than your density alone
c) the jacket makes you weigh less.
d) if you sink, the jacket sinks.

94%
8. What is the density of the system presented on the picture below?
mA = 400 gr;
mB = 400 gr

5 cm
A

5 cm

5 cm

15 cm

87%

9. You observe three liquids (labeled A, B, and C) and two solids (labeled D and E). You
see that solid D floats in the liquid C, but sinks in the liquids A and B.
Also, solid E floats in the liquids B and C, but sinks in the liquid A. Arrange these five
substances in order from least dense to most dense.

78%
10. An object floats in liquid L1, but it sinks to the bottom in liquid L2. Which statement
of the following is true?
Liquid L1 has a higher density than liquid L2.
Liquid L1 has a lower density than liquid L2.
No definite conclusion can be made about the liquid densities.
Liquids L1 and L2 have the same density.

87%
11. An irregular object with a mass of 18 kg, displaces 2.5 L of water when placed in a
large overflow container. Calculate the density of the object in kg/L.

90%
12. Which graph best illustrates mass/volume relationship of a piece of copper?
m
m

V
m

V
m

13. Three liquids which do not mix are placed in one cylinder. How would you settle
them into layers from bottom to top?

m
A
B
C

78%
14. Refer to the figure above: What range of densities an object could have so that it sinks
in liquid C, but floats in liquid B? Shade the portion of the graph corresponding to the
range of densities.

75%
15. Density of a system comprised of several components can be determined by:
a) averaging densities of the components
b) by dividing the mass of the entire system with its volume
c) by taking into account density of a component which is the most volume-wise
present in the system
d) none of the above

84%
16. Two solid cylinders have identical dimensions: diameter 2.00 cm and height 5.00 cm.
They are made of different materials. The first cylinder (labeled A) has a mass of 111.5
g, and the second cylinder (labeled B) has a mass of 17.4 g.
a.
b.

The density of water is 1.0 g/cm3. What will happen to each cylinder when
placed into water? Why?
The density of an unknown liquid is 6.5 g/cm3. What will happen to each
cylinder when placed into the unknown liquid? Why?

(235/320) 73%

17. An object of mass 1700 gr has density 1.8gr/cm3. It is completely submerged with a
liquid whose density is 0.8 gr/ cm3.
Calculate: (15 pts.)
a) volume of the object (Vo)

b) volume of the displaced liquid (Vdl)

c) mass of the displaced liquid (mdl)

(210/288) 73%
18. If an object weighs 5N in the air and 3N when fully submerged in water, determine
the density of the object?

(141/320) 43%

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