Exploring student understanding of the linkage between energy concepts in physics and chemistry

Potential energy is a conceptually rich topic presenting many difficulties for students. One key feature of potential energy is that it is a function of the distance between interacting objects. This concept is relevant to understanding potential energy in both physical and chemical contexts. Data from student responses to written surveys and small-group interviews reveal that students do not spontaneously make connections between ideas they have about energy from physics classes and the understanding of energy that they develop in chemistry. I will describe data that provide insights into students' in-the-moment reasoning as they are confronted with and struggle to resolve the mismatch between their energy ideas from physics and chemistry. I will also describe the development and implementation of a sequence of questions that appears to aid students in drawing connections between energy concepts across the disciplines.