scholarly journals Applying module analysis to the Conceptual Survey of Electricity and Magnetism

2021 ◽  
Vol 17 (1) ◽  
Author(s):  
Christopher Wheatley ◽  
James Wells ◽  
Rachel Henderson ◽  
John Stewart
Keyword(s):  
Module Analysis ◽  
Electricity And Magnetism

Electricity and Magnetism

1991 ◽  
Author(s):  
W. N. Cottingham ◽  
D. A. Greenwood
Keyword(s):  
Electricity And Magnetism

Electricity and magnetism

2011 ◽  
Vol 12 (9) ◽  
pp. 423-425 ◽  
Author(s):  
David Williams ◽  
Nanda Gopal Mandal ◽  
Anand Sharma
Keyword(s):  
Electricity And Magnetism

Electricity and magnetism

1937 ◽  
Vol 223 (5) ◽  
pp. 669-670
Author(s):  
R.H. Oppermann
Keyword(s):  
Electricity And Magnetism

Elementary Lessons in Electricity and Magnetism

Science ◽  
1882 ◽  
Vol os-3 (80) ◽  
pp. 14-14
Author(s):  
S. P. Thompson
Keyword(s):  
Electricity And Magnetism

scholarly journals Module Analysis Captures Pancancer Genetically and Epigenetically Deregulated Cancer Driver Genes for Smoking and Antiviral Response

EBioMedicine ◽  
2018 ◽  
Vol 27 ◽  
pp. 156-166 ◽  
Author(s):  
Magali Champion ◽  
Kevin Brennan ◽  
Tom Croonenborghs ◽  
Andrew J. Gentles ◽  
Nathalie Pochet ◽  
...  
Keyword(s):  
Antiviral Response ◽  
Driver Genes ◽  
Cancer Driver ◽  
Module Analysis ◽  
Cancer Driver Genes

VARIOUS KINDS OF PROBLEMS IN AN ELECTRICITY AND MAGNETISM ASSESSMENT WITHIN AN INTRODUCTORY PHYSICS COURSE FOR CHEMISTRY MAJORS

2017 ◽  
Author(s):  
Lukáš Richterek ◽  
◽  
František Látal ◽  
Keyword(s):  
University Students ◽  
Introductory Physics ◽  
Choice Test ◽  
Multiple Choice Test ◽  
Assessment Data ◽  
Score Difference ◽  
Electricity And Magnetism ◽  
Graph Reading ◽  
Conceptual Problems ◽  
Physics Course

An assessment is described in the introductory physics course for chemistry major students with the focus on solving problems from the electricity and magnetism. The experiences are summarised, obtained during the academic years 2014/2015, 2015/2016 and 2016/2017 from a multiple-choice test passed by 390 chemistry majors at the Faculty of Science in Olomouc. Various kinds of quiz problems were used, which can be divided into three categories: conceptual questions, numerical questions, questions with chart reading and interpretation. In the study assessment data are summarised and the score difference, achieved in the mentioned problem categories, is identified. The results did not prove that conceptual problems were more difficult for the set of students, but it is suggested, that students are more successful in the whole test to reach better scores in graph reading questions. Keywords: chemistry majors, physics course, university students.

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