an update on “physics first” in baltimore county public schools october 14, 2004 george...
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An update on “Physics First” in Baltimore County Public Schools October 14, 2004 George Newberry Coordinator, Secondary Science. WHERE DID THE CONCEPT OF “PHYSICS FIRST” COME FROM?. - PowerPoint PPT PresentationTRANSCRIPT
An update on “Physics First” in
Baltimore County Public Schools
October 14, 2004
George NewberryCoordinator, Secondary Science
WHERE DID THE CONCEPT OF “PHYSICS FIRST” COME FROM? “Today, the nation has the challenge to ensure that
all America’s children have the opportunity to learn and understand science, mathematics, and technology at the higher levels defined by national standards. … To satisfy the national standards, high school students need to take three years of science and mathematics as a coherent core curriculum, reinforcing the disciplines and the connections between them and leading to a student who is comfortable with science, technology, and the scientific way of thinking.”
Leon Lederman in American Renaissance in Science
Education (A.R.I.S.E.)
WHAT IS “PHYSICS FIRST?”
An idea that proposed changing the sequence of courses offered in high school from
BIOLOGY – CHEMISTRY – PHYSICS
to
PHYSICS – CHEMISTRY - BIOLOGY
Proposed by Leon Lederman
Leon M. Lederman Pritzker Professor of Physics 1988 Nobel Laureate in Physics Fermilab Director Emeritus
Representative Publications about Physics Education
"Reform of Science Education: A Curriculum", Leon Lederman, Interciencia, Vol. 27 No. 2, 66, (February 2002)
”Revolution in Science Education: Put Physics First", Leon Lederman, Physics Today, Vol. 55, (November 2002)
1. Students arrive in HS with poor preparation and poor attitudes about science and math.
2. Most states require only 2-3 science courses in grades 9-12, rather than a coherent sequence of science courses.
3. In most schools, the sequence is biology, chemistry, physics; only 50% of students take chemistry; only 20% of students complete the whole sequence.
Lederman writes:
“Why is the population so ignorant of science, both the process and the content? Among the most obvious failures . . . ”
4. Most of the science requirement is fulfilled by courses constructed as if they are discrete, disconnected disciplines.
5. Most students do not have access to important emerging ideas in biology since it is usually offered as a first or second science course without chemistry or physics prerequisites. Modern biology requires knowledge and skills drawn from chemistry and physics.
When?! . . . 1894
The current sequence of high school study in science
BIOLOGY, CHEMISTRY, PHYSICS was set out in 1894 on the basis of a
recommendation by a prestigious national commission, the Committee of Ten
Lederman and other experts in the field are suggesting . . .
. . . that this sequence is now inappropriate and does not respect developments in the disciplines over the past century or changes in teaching of mathematics (with algebra introduced as early as 7th or 8th grade).
What are the Pre-requisites for Biology?
An expert examined high school biology texts to look for items which were used but not developed, therefore considered prerequisites for a study of biology.
These are the topics that children are expected to know:
• Acids• Activation energy• Half-life• pH• Acids• Bases, catalysis,• Chemical reactions• Conservation of energy• Photosynthesis• Absorption spectra• Etc.
OTHER RATIONALEMaryland High School Assessments
Existing Biology Assessment and “NCLB” LegislationProposed Physics, Chemistry, and Earth Science Assessments
Recent Revisions to Core Learning Goals in Science – Biology, Chemistry, Physics, and Earth Science
Initiatives from State and Nat’l Science Educ OrganizationsMaryland State Department of EducationNational Science FoundationAmerican Association for the Advancement of ScienceNational Science Teachers AssociationNational Research CouncilAmerican Renaissance in Science Education
Changes in the Nature of the Discipline of Biology Its integration with other areas of science, mathematics, and
technology Emphasis on abstract principles and concepts
The following statement was adopted by the Executive Board of the American Association of Physics Teachers
at its meeting in College Park, MD on April 13, 2002.
“The Executive Board of AAPT recognizes that teaching physics to students early in their high school education is an important and useful way to bring physics to a significantly larger number of students than has been customary. This approach, which we call “Physics First,” has the potential to advance more substantially the AAPT’s goal of ‘physics for all,’ as well as to lay the foundation for more advanced high school courses in chemistry, biology, or physics.”
Research and Observations on Physics First
Physics is the foundation for chemistry; and chemistry is the foundation for contemporary biology.
Physics topics are of high interest for 9th grade students.
The mathematics required is consistent with math offered in grade 9 (Algebra I).
More students enroll in upper level physics.
More females enroll in upper level physics.
Student achievement in upper level physics is enhanced.
•
SYSTEM SUMMARY of BCPS BIOLOGY UNIT ASSESSMENT SCORES
2001-2002Range = 14.72% to 17.27% Average = 16.04%
2002-2003Range = 56.49% to 80.04% Average = 67.59%
2003-2004Range = 59.7% to 81.59% Average = 67.60% 0
10
20
30
40
50
60
70
80
90
2001-
2002
2002-
2003
2003-
2004
SW
C
SE
NW
NE
Total
Scores for the Biology HSA and BCPS Final Exams are similar. 58.5%, up from 52.8% 55%, down from 58.7%
Balto Co. School-to-School ComparisonBCPS Ave = 58.5%
State Ave = 60.9%
• We have conducted School-to-School presentations on “Physics First” for all high schools
• The Office of Science received feedback (positive and negative) on the proposed program.
SINCE OUR LAST UPDATE FOR EXECUTIVE DIRECTORS OF
SCHOOLS . . .
Original Thinking
Concept of “Physics First”– Conceptual Physics in
Grade 9
– Chemistry in Grade 10
– Biology in Grade 11
Current Thinking
Fundamentals of Physics and Chemistry-- Integrated Physical
Science Course in Grade 9
-- Biology in Grade 10
What have we gained. . .
1. Moving biology ahead by one year
2. Still providing students with concepts and knowledge that are fundamental to learning biology
3. Elective and AP Programs remain virtually intact with potential to grow
4. Greater credibility with teaching staff
What have we lost. . . Nothing
• Participants from Offices of Tech-Ed, Mathematics, and Science participated in a DACUM in June 2004.
• In July, a scope and sequence of topics for an integrated physical science class was developed.
SUMMER 2004
GENERAL TOPICS SPECIFIC TOPICS Active PhysicsModules
Tech EdConnection
GENERALSKILLS
Measurement Patterns, predictions Data collection,
interpretation, and analysis
Data organization (% error)
Graphing Modeling in science Nature of science
“Predictions”
- Universal dwelling (parameters for construction of a universal home)
- Other
MOTION
Speed/distance/time Acceleration Friction Kinetic energy Gravity Projectiles?
(remembering that there will no trig)
Newton’s Laws Forces/pressure Inertia Momentum Circular motion Collisions Pendulum Impulse
“Predictions”“Sports”“Transportation”
- Car push- Push or pull (force meter)- Trebuchet- Automatic triggering device- Rockets- Other
Proposed Topics
GENERAL TOPICS SPECIFIC TOPICS Active PhysicsModules
Tech EdConnection
WAVES
Wave types Wave motion/interference Wave length/frequency Sound Vibration Human ear/hearing Pitch/period Speed of sound Amplification of sound Resonance Decibels Sound conduction Ultrasound/sonar Light Light rays and ray optics Speed of light Reflection / Refraction Lenses/telescopes/ microscopes Human eye/sight Snell’s law Color Diffraction
“Communication”“Medicine”
- Circuit boards- Telegraph- Speaker/ microphone- LED- Digital imaging- Recordings- Electronic tape measure- Other
Proposed Topics
Proposed Topics
GENERAL TOPICSSPECIFICTOPICS
Active PhysicsModules
Tech EdConnection
ELECTRICITY AND
MAGNETISM
Simple circuits Ohm’s Law Switches Electrical
efficiency Electromagnets Magnetic fields AC/DC current
“Communication”“Home”“Light up My Life”
- Electromagnets- Electric motor- Motor/ generator for a toy- Other
INTRODTO
CHEMISTRY
Physical and chemical properties Physical and chemical changes Structure of the atom History of the discovery of the
atom Periodic table Elements Periodic properties Chemical formulas (Octet rule) Bonding – valence electrons,
electron configuration, covalent, ionic
Acids/bases/pH/Indicators Organic chemistry (functional
groups)/chemistry of carbon in preparation for biochemistry unit
Water as a solvent Radioactive decay Isotopes Radioactive particles Endothermic and Exothermic
“Predictions” (Active Chemistry)
- Making soap (?)- Making “slime” (?)- Something biochemical- Construct a conductivity meter - Lemon/potato clock- Other
GENERAL TOPICS SPECIFIC TOPICS Active PhysicsModules
Tech EdConnection
ENERGY AND WORK
Heat conduction Energy transfer Conservation of energy Power Work Mechanical energy Specific heat
“Home”“Light up My Life”“Sports”
- Insulation- Windows- Solar heat- Other
Proposed Topics
Level 8th 9th 10th 11th 12th
StandardLevel
Biology
Elective (usually
Earth/Space Science)
Elective Elective
Fund. of Physics & Chemistry
Biology Elective Elective
HonorsLevel
HonorsBiology
Honors Chemistry
Honors Physics and/or Elective
Elective(s)(may include
AP)
Fund. of Physics &
Chemistry
HonorsBiology
Honors Chemistry
and/or Elective
Honors Physics and/or
Elective (may include
AP)
PROPOSED SEQUENCE OF COURSES
current
proposed
current
proposed
GT
GT Biology (current)
GT Chemistry Elective
GT Physics
Elective
Elective(s) may include
AP
Fund. of Physics & Chemistry
(GT 8)
GT BiologyGT Chemistry
and/orElective
GT Physicsand/or
Elective
Elective(s) may include
AP
PROPOSED SEQUENCE OF COURSES
Level 8th 9th 10th 11th 12th
current
proposed
The BCPS Model
How is our model for a “Physics First” implementation different
from that used elsewhere?
COLLABORATION
Between the Offices of
•Science
•Mathematics
•Technology Education
•Instructional Technology
e-Learninge-Learning
An online learning environment
that enables users to:
Share Resources – Curriculum materials
– Student Activities
Communicate and Collaborate– Create online professional learning communities
– Access reporting features such as gradebooks
Physics First Project and e-Learning
• Identifying common topics for instruction
• Defining a common language
• Sharing resources for science, mathematics, and technology education
• Communicating across content areas
• Promoting integrated learning experiences for students
BCPS Tools for Physics First e-Learning Project
• Collaboration between Offices of Science, Mathematics, and Technology Education
• A learning management system – Desire2Learn (D2L)
• Provision by Department of Technology for a network that allows ease of access
• Support through the Office of Instructional Technology’s e-Learning Resource Teacher
Logon to Logon to Desire2LearnDesire2Learn
All users are assigned a
username and password in order
to logon to the BCPS D2L site.
http://bcps.mdk12online.org
Select The TopicSelect The Topic
Use this area to set your personal
settings.
Links to additional resources and
support
Courses and Course ModulesCourses and Course Modules
What is Newton’s Law? Where can I find resources to assist me as I teach this
part of the unit?
Locating Additional Teaching Resources Locating Additional Teaching Resources and Building Background Knowledgeand Building Background Knowledge
Introduction to Engineering &
Technology Concepts
A new world class technology literacy course for all high school students,
meeting the Maryland State Department of Education Voluntary State Curriculum
indicators for the basic Technology Education 1 credit requirement.
The Blue Print For Progress - The VisionThe graduates of Baltimore County Public Schools
will have the knowledge, skills, and attitudes to reach their potential as responsible, productive citizens in a global economy and multicultural
society.
In his first speech as superintendent, Dr. Joe Hairston identified these challenges for the school system:
"To grow and improve, we must continue to adapt to changing conditions and expectations. An organization which fails to adapt is one that is soon left behind … but all changes will be carefully planned ... .“
" We have the awesome responsibility of producing the next generation of citizens and the world's workforce, the decision-makers and thinkers of the future ... ."
The BCPS Blueprint For Progress CONNECTIONS TO KEY STRATEGIES
• Set high and consistent expectations and institutionalize continuous feedback processes and support systems to ensure that quality daily instruction and continually increasing student achievement occur in all schools.
• Focus on the consistent and systematic implementation of the Essential Curriculum in all content areas, as revised and aligned with the Maryland Content Standards, Learning Outcomes, and Core Learning Goals.
• Identify and consistently implement a common core of research-based instructional practices that will result in more engaging work for students by incorporating state-of-the-art knowledge of lesson and unit planning, student learning styles, direct instruction, diverse and ongoing assessment, critical thinking, brain research, and multiple intelligence.
• Establish a flexible and responsive direction for the use of technology to prepare students to meet the requirements of a technologically oriented society and to meet the data access needs of staff members.
A NEW BASIC TECH. ED. MARYLAND REQUIRED CREDIT CURRICULUM
Introduction to Engineering & Technology Conceptsis a direct response to the challenges of vision and leadership
presented in Dr. Hairston's speech.
The new IETC curriculum will provide students with:
1. A rigorous grade 9 academic and technology education experience, aligned and coordinated with Algebra I and a new integrated physical science and chemistry curriculum.
2. Skills and knowledge to be successful in the technology-based, information technology-driven workplace, home, and recreation spaces of the next century.
3. Enhanced skills and knowledge to ensure achievement in those areas as measured and reported by local, state and national assessment instruments and graduation programming initiatives at the high school level.
1. The Nature of Technology and Techno-logical Systems
2. Measurement Systems, Tools, Production Tools, and Machines
3. Engineering Design Tools, Software, and Processes
4. Core Technologies 5. Inputs to Technological Systems6. Energy and Power Technology7. Design and Engineering Problem
Solving8. Communication Design & Engineering
Solutions9. Technology Enterprises: Structures
and Functions
ScienceGeneral Science SkillsMeasurement - Metric & StandardData CollectionOrganizing Data Interpreting and Analyzing Data(% error)Patterns & PredictionsGraphingModeling in ScienceNature of ScienceVectors (in Matrix Form) & ScalarsMotionVelocity / Distance / TimeAccelerationGravityNewton’s LawsFrictionCollisionsPressure
Tech. Ed.1. The Nature of Technology -
2. A Technological System
3. Measurement Systems and
Tools and their role in
Technology
4. Production Tools and their
Safe Use
5. The Problem-Solving and
Design Process
6. Technological Processes
7. Core Technologies (not a
chapter in the textbook)
8. Inputs to Technological
Systems
9. Energy: The Foundations of
Technology
10. Developing Design Solutions
11. Communication Design
Solutions
Math: AlgebraSymbols and Operations of
Algebra
Equations in One Variable
Graphing Linear Equations in
Two Variables
Writing Linear Equations
Statistical Analysis
Solving Systems of Linear
Equations
Algebra 1
CLG 1: Functions and Algebra
The student will demonstrate the
ability to
• investigate,
• interpret, and
• communicate
solutions to mathematical and
real-world problems using
patterns, functions, and algebra.
CLG 3: Data Analysis & Probability
The student will demonstrate the
ability to
• apply probability and
• statistical methods
for representing, interpreting data
and communicating results, using
technology when needed.
Real-World Situations
Verbal description
Graphical representation
Algebraic representation
Table of values
During which time interval was the average velocity the slowest?
Slope = Average Velocity
Determining a Best-Fit Line to Make a Prediction
Diameter
Circumference
Diameter
Circu
mferen
ce