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We discuss the development and validation of a conceptual multiple-choicesurvey instrument called the Survey of Thermodynamic Processes and First andSecond Laws (STPFaSL) suitable for introductory physics courses. The surveyinstrument uses common student difficulties with these concepts as resources inthat the incorrect answers to the multiple-choice questions were guided bythem. After the development and validation of the survey instrument, the finalversion was administered at six different institutions. It was administered tointroductory physics students in various traditionally taught calculus-basedand algebra-based classes in paper-pencil format before and after traditionallecture-based instruction in relevant concepts. We also administered the surveyinstrument to upper-level undergraduates majoring in physics and Ph.D. studentsfor bench marking and for content validity and compared their performance withthose of introductory students for whom the survey is intended. We find thatalthough the survey instrument focuses on thermodynamics concepts covered inintroductory courses, it is challenging even for advanced students. Acomparison with the base line data on the validated survey instrument presentedhere can help instructors evaluate the effectiveness of innovative pedagogiesdesigned to help students develop a solid grasp of these concepts.

Development and Validation of a conceptual survey instrument to evaluate introductory physics students' understanding of thermodynamics