Impact of Interdisciplinary Undergraduate Research in Mathematics and Biology on the Development of a New Course Integrating Five STEM Disciplines

Funded by innovative programs at the National Science Foundation and the Howard Hughes Medical Institute, University of Richmond faculty in biology, chemistry, mathematics, physics, and computer science teamed up to offer first- and second-year students the opportunity to contribute to vibrant, interdisciplinary research projects. The result was not only good science but also good science that motivated and informed course development. Here, we describe four recent undergraduate research projects involving students and faculty in biology, physics, mathematics, and computer science and how each contributed in significant ways to the conception and implementation of our new Integrated Quantitative Science course, a course for first-year students that integrates the material in the first course of the major in each of biology, chemistry, mathematics, computer science, and physics.     

浅谈计算物理与自然科学认识观

计算物理是在传统的理论物理和实验物理之外，新发展的边缘科学，是现代计算机技术、数学和物理学紧密结合的新兴学科，本文通过对计算物理两类典型应用——数字相对论和强子对撞机数据网格DataGrid项目的讨论，浅述计算物理对自然科学认识观的影响．     

Chemistry: The Middle Kingdom

Chemistry occupies a unique middle position between physics and mathematics on the one side and biology, ecology, sociology and economics on the other. It is said that chemistry is reducible into physics and finally mathematics. However, in moving from the covalent to the non-covalent world we obtain a new chemistry, one that is a starting point for the emergence of the soft sciences. This article argues that this new chemistry represents a paradigm shift in the way in which chemists think about their subject today. Biology may be considered as emerging out of this new chemistry, which in itself cannot be reduced into physics and mathematics as was the case for chemistry thus far practiced. This dualistic nature of chemistry, reducible and irreducible, is a new development but one that ensures that the subject will remain alive and well in the foreseeable future. Gautam R. Desiraju has made seminal contributions to the development and worldwide growth of the subject of crystal engineering, especially with reference to the properties of novel interaction types such as the weak hydrogen bond. He has been at the University of Hyderabad since 1979. “... so chemistry can be no more than systematic art or experimental teachings, indeed never real science, because its principles ... do not lend themselves to the application of mathematics.” Immanuel Kant     

The renaissance of continuum mechanics

Continuum mechanics, just as the name implies, deals with the mechanics problems of all continua, whose physical （or mechanical） properties are assumed to vary continuously in the spaces they occupy. Continuum mechanics may be seen as the symbol of modem mechanics, which differs greatly from current physics, the two often being mixed up by people and even sci- entists. In this short paper, I will first try to give an illustration on the differences between （modem） mechanics and physics, in my personal view, and then focus on some important current research activities in continuum mechanics, attempting to identify its path to the near future. We can see that continuum mechanics, while having a dominating impact on engineering design in the 20th century, also plays a pivotal role in modem science, and is much closer to physics, chemistry, biology, etc. than ever before.     

天津市部分中学实施双语教学的现状分析

通过对天津市部分中学实施双语教学情况的调查及分析,提出有四个需要注意的问题。双语教学应在数学、物理、化学、生物、技术、计算机等学科进行;要注意保护学生的积极性;选择适当的教材;合格师资的培养是双语教学实施的关键。     

论混沌理论的哲学思想

混沌是一种极其复杂的运动形态和非常普遍的非线性现象，它不仅具有非常重要的数学、物理意义，而且还蕴涵着极为丰富的哲学思想．混沌理论无论是在数学、物理、化学、天文学、气象学等自然科学的研究，还是在经济、经融、文化艺术和军事等人文社会科学与军事科学的研究中都起着越来越重要的作用．     

力学中“数学相等物理意义相异”现象的探究

物理规律必须用数学语言来表述；运用物理理论解题离不开数学工具。但数学不等于物理，数学上的等价并不意味物理上的等价。本以力学为例，从因数学运算引起物理意义的变化和数学形式相同而物理意义不同两个方面来对此进行讨论。     

Gender differences in mathematics and science competitions: A systematic review

Gendered patterns in mathematics and science interest emerge in early childhood, develop over time, and ultimately reflect advanced course selection in secondary education. During the crucial time adolescents become aware of their strengths and interests and specialize accordingly, they get the opportunity to participate in out-of-school learning programs such as mathematics and science competitions. This raises the question whether mathematics and science competitions contribute to gender equity by equally promoting female and male interests. In this article, we present a systematic review on gender differences and the mechanisms explaining success and failure in mathematics and science competitions. On an international level, we found large gender differences regarding participation in all Olympiads with the exception of the biology Olympiad. In fairs and national Olympiads, overall participation rates were not gendered as such, but females preferred biology topics whereas males preferred physics related topics. Male and female achievement in fairs was comparable, but males clearly outperformed female participants at the Olympiads, with the smallest differences in the biology Olympiad. Variables and theoretical frameworks explaining participation and achievement and the role of gender in mathematics and science competitions are discussed. We suggest that gender stereotypes, through their influence on self-concept and interest, play an important role in the mechanisms resulting in low female participation rates in and beyond mathematics and science competitions (especially in physics and chemistry). The mechanisms we found explaining female representation during a national selection competition might be considered as reflecting those in female mathematics or science careers and could thus serve as food for thought on countering the gender gap in mathematics and science.     

Gender,science choice and achievement: a Maltese perspective

Drawing on a number of studies, this paper explores gender differentials in the choice of science subjects at secondary school level, factors influencing choice, differences in achievement and recruitment to science courses at a higher level in the particular educational context of the Maltese Islands. In this context all secondary schools are single‐sex, the state system is highly centralized, selection and streaming are widely practised, a high proportion of students (25%) attend private schools, and physics is compulsory. The results show that: more girls than boys study physics and biology at the lower secondary level (ages 11‐16); more boys study chemistry; achievement at this level is on a par in biology and chemistry; girls achieve slightly lower in physics. At the upper secondary level (ages 16‐18), almost equal numbers of boys and girls study biology and chemistry but boys predominate in physics. Girls avoid the option of physics and mathematics, a popular choice with boys. Consequently, at tertiary level very few girls opt for courses in engineering and prefer to subscribe to courses relating to medicine.     

高等数学知识在大学物理中的应用

数学是物理的基础,数学是研究物理学的工具,大学物理中所有的内容均广泛涉及到高等数学知识.可见,掌握相应的高等数学知识是学好大学物理的基础.     

Hydraulics for Royal Gardens: Water Art as a Challenge for 18th Century Science and 21st Century Physics Teaching

Hydraulics is an engineering specialty and largely neglected as a topic in physics teaching. But the history of hydraulics from the Renaissance to the Baroque, merits our attention because hydraulics was then more broadly conceived as a practical and theoretical science; it served as a constant bone of contention for mechanics and mathematics; its obvious practical importance from raising water in mines to the playful fountains in royal gardens illustrates the social role of science like few others do. The playful character of historic hydraulics problems makes it also an appealing topic for modern science education.     

美国高中主流《生物》课程与其他学科的综合

美国高中主流《生物》课程与数学、物理学、化学、地球科学、健康科学、文学等12个学科进行了综合;综合的形式有隐性和显性两种,课程设置了"生物与社会"、"生物学与历史"、"词源"等8种显性综合栏目。《生物》与其他学科的综合具有如下特点:(1)分科与综合的折中;(2)生物学与其他学科的有机结合;(3)与自然科学和数学的综合为主;(4)学生"做综合"。     

Alle alles lehren – Schulleistungen in Englisch,Mathematik und den Naturwissenschaften vor und nach der Neuordnung der gymnasialen Oberstufe in Sachsen

Over the last few years, German federal states have increasingly emphasized and strengthened the subjects regarded as core domains of the Gymnasium (the academic school track), including German, mathematics, foreign languages and, to some extent, science subjects (biology, chemistry, physics) by reducing the number of course and examination options through specific educational reforms. The present study investigates consequences of the reform of upper secondary schooling in the federal state of Saxony on the learning time allocated to subjects and on achievement in the domains of mathematics, English and natural sciences. As expected, the mandatory course selection of science subjects introduced through the reform led to substantially higher achievement levels in physics and chemistry. Moreover, disparities in achievement in the subjects of chemistry and biology were reduced. The reform effects on average achievement levels were strongly associated with course level choices (basic course, advanced course, drop out). Achievement rates relating to course level were, however, largely independent of the amount of allocated learning time. No changes were observed with regard to achievement levels and disparities in mathematics and English.     

Dawn of science

In mankind’s quest for knowledge, spanning the last four thousand years, certain developments stand out as milestones in the progress of science. This new series, intended for the general reader, will highlight such key events in the growth of mathematics, physics, chemistry, biology and engineering in an approximately chronological manner.     

Who succeeds in advanced mathematics and science courses?

Few students (particularly few girls) currently choose to take their Final School Examination (FSE) in advanced mathematics, chemistry and physics, a combination of subjects that is the best preparation for a science‐oriented study in higher education. Are these subjects attainable by more students than is currently the case? This study examined 6033 students in upper secondary education, including 720 students who took their FSE in advanced mathematics, chemistry and physics. The results show that the latter group (and in particular the girls in that group) had higher scores on math ability than students who chose other examination subjects. Regression analyses demonstrated the relative importance of math ability and achievement motivation for attainment in these science subjects. However, an expected positive effect of homework time as well as possible mediating and moderating effects of the predictors could not be confirmed.     

Modelling Mathematical Reasoning in Physics Education

Many findings from research as well as reports from teachers describe students’ problem solving strategies as manipulation of formulas by rote. The resulting dissatisfaction with quantitative physical textbook problems seems to influence the attitude towards the role of mathematics in physics education in general. Mathematics is often seen as a tool for calculation which hinders a conceptual understanding of physical principles. However, the role of mathematics cannot be reduced to this technical aspect. Hence, instead of putting mathematics away we delve into the nature of physical science to reveal the strong conceptual relationship between mathematics and physics. Moreover, we suggest that, for both prospective teaching and further research, a focus on deeply exploring such interdependency can significantly improve the understanding of physics. To provide a suitable basis, we develop a new model which can be used for analysing different levels of mathematical reasoning within physics. It is also a guideline for shifting the attention from technical to structural mathematical skills while teaching physics. We demonstrate its applicability for analysing physical-mathematical reasoning processes with an example.     

多学科交叉“仿生表面”研究性课程教学探索

仿生材料是材料科学的重要分支之一,涉及材料、化学、物理、力学、机械等学科研究领域。“仿生表面”课程知识点符合多学科交叉的特点,开展多学科交叉研究性课程既是当今知识融合的需要,也是培养材料学科复合型人才的需要。文章从研究性课程教学中存在的问题、教材和课件、教学方式、考核模式四方面进行探讨,并结合实际教学中获得的反馈进行总结。多学科交叉研究性课程对激发学生发散性思维,培养学生独立自主思考能力,提高学生发现问题、分析问题和解决问题的能力具有一定的积极意义。     

Identity: a complex structure for researching students’ academic behavior in science and mathematics

This article is a response to Pike and Dunne’s research. The focus of their analysis is on reflections of studying science post-16. Pike and Dunne draw attention to under enrollments in science, technology, engineering, and mathematics (STEM) fields, in particular, in the field of physics, chemistry and biology in the United Kingdom. We provide an analysis of how the authors conceptualize the problem of scientific career choices, the theoretical framework through which they study the problem, and the methodology they use to collect and analyze data. In addition, we examine the perspective they provide in light of new developments in the field of students’ attitudes towards science and mathematics. More precisely, we draw attention to and explicate the authors’ use of identity from the perspective of emerging theories that explore the relationships between the learner and culture in the context of science and mathematics.     

Science at the Crossroads? The Decline of Science in Australian Higher Education

The Australian Government has stressed the important role universities play in producing knowledge workers to service the needs of the technology-driven new economy. The massification of Australian higher education from 1989 rapidly increased the stock of university-educated people in all disciplines. Although university science enrolments also grew, analysis reveals both that the growth rate has been considerably less than the sector average, and that there has been a serious decline in the number of students being trained in the enabling sciences: chemistry, mathematics and physics. Recent Government policies are unlikely to reverse this critical decline.     

Perceptions of the relevance of mathematics and science: Further analysis of an Australian longitudinal study

The media portray girls' achievement in mathematics and science as equal to or better than male performance. This paper reports on a longitudinal study based on Years 7–12. One of the disturbing features of these data is the extremely poor perceptions that students, both male and female, have of performance in mathematics and science in the earlier years of high school. These data suggest the need to examine students' changing perceptions in the transition years from primary school to high school. Despite there having been substantial improvement in girls' perceptions of how they have performed in mathematics and science, proportionately fewer females elect to undertake studies at the higher levels of mathematics, physics and chemistry. The data suggest that year 9 is crucial. The perspective that girls have unequivocally arrived has been challenged.