Development and evaluation of teaching demonstrations in thermal physics

การพัฒนาและการประเมินสื่อสาธิตการสอนในฟิสิกส์ความร้อน

Name: Chanwit Kamcharean

LCSH: Physics -- Study and teaching

Classification :.DDC: 530.07

ThaSH: Heat

ThaSH: Teaching -- Aids and devices

Abstract: This study had three main objectives. The first objective was to develop thermodynamics demonstrations including thermoelectric device (TEC), thermal physics of rubber band and fog in the bottle. The second objective was to evaluate student conceptions before and after teaching with the demonstrations by using Thermodynamics Conceptual Survey (TCS). The third objective was to analyze TCS responses using model analysis. This study was separated into three parts 1) Thermodynamic Conceptual Survey (TCS) was used to identify students’ thermodynamics understanding and Model Analysis was used to prove students’ misconception which are using to improve an instruction. 2) Development of five thermodynamics demonstrations which are Seebeck effect demonstration, Thermodynamics of rubber band, Fog in the bottle demonstration, Pee-pee boys demonstration, and Isobaric demonstration. Seebeck effect demonstration was used to study the seebeck coefficient of thermocouple and thermoelectric module (TEC1-12708). The seebeck coefficient of copper approximate 17.72% of difference value with the literature review. The seebeck coefficient of thermoelectric module (TEC1-12708) is 7.4764 mV.K-1. Thermodynamics of rubber band was used to determine the equation of state of rubber band and thermodynamics potentials. Fog in the bottle demonstration was used to present the state variables of the irreversible adiabatic process. Furthermore, it can be calculated the state variables of reversible adiabatic process which is in the same final pressure and volume. The results obeyed the Caratheodory principle and Le Chˆatelier principle. Pee-pee boys demonstration was used to demonstrate the isobaric process. It can show the temperature change. Isobaric process demonstration was used to show the pressure change of gas system in the several of surrounding. The interactive lecture demonstrations (ILDs) was used to improve the thermodynamics concept. ILDs was using a PODS learning cycle (P = Prediction, O = Observation, D = Discussion, and S = Synthesis) to engage students. 3) Evaluation of teaching demonstration in thermal physics was using the Two-tier Thermodynamic Diagnostic Test (TDT) which developed from TCS. The effectiveness of the ILDs was evaluated by using internal consistency as KR-20 and Cronbach’s alpha (). Consistency of decision as proportion of agreement (P0) and Cohen’s Kappa (0) were determined.

Chiang Mai University Library

Address: Chiang Mai

Email: cmulibref@cmu.ac.th

Name: Nqrumon Emarat

Role: Chairman

Name: Kreetha Kaewkhong

Role: Member

Name: Pomrat Wattanakasiwich)

Role: Member

Name: Yongyut Laosiritaworn

Role: Member

Name: Atcharawon Gardchareon

Role: Member

Created: 2015

Modified: 2018-09-29

Issued: 2018-09-29

วิทยานิพนธ์/Thesis

application/pdf

Th 530.07 C459D

eng

DegreeName: Doctor of Philosophy

Descipline: Applied Physics

Grantor: Chiang Mai University

©copyrights Chiang Mai University

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