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Implementing Physics First at El Dorado High School Earl Legleiter Early ’90 Course Sequence EMS Principle of Technology Integrated Science Biology Ecology Chemistry Physics Modeling Method at ASU ’95 & ’96 Students design their own experimental procedures Students must justify their interpretations of data in teacher-guided Socratic dialogs Models created from experimental interpretations are deployed in carefully selected problems, each of which is designed to illustrate aspects of the model Solutions are presented by students to the entire class on whiteboards The model is distributed over multiple representations Symbolic Representations Verbal Physical System Algebraic Diagrammatic Graphical Mental Model Multiple Representations a particle moving at constant velocity with explicit statements describing relationships ’98 Curriculum Problem Principles of Technology Was not challenging our best students Out of field teacher Biology major Proposed Solution Invert the curriculum Offer Modeling Physics to freshman Barriers to Implementation Convince the district curriculum committee Status quo of physics last Physics is too hard State Assessments Why physics first Build knowledge of science and the concurrent use of mathematics following the hierarchical nature of science as it has unfolded over the past century More students take advanced science Improved college entrance exam scores Physics Needed for Chemistry Particle Model Mass Kinematics Behavior Force Charge Energy Particle Interactions Physics Needed for Chemistry Systems and Surroundings Energy Thermodynamics Conservation of energy Process Skills Experimental Design Data Analysis Chemistry Needed for Biology Carbon chemistry Covalent bonding Polar molecules Catalyst Changes in Chemistry Used learning-cycle materials from the University of Oklahoma M. R. Abraham J. W. Renner E. Marek Adapted to a Modeling Approach Collaborative Action Research team Experienced teacher from neighboring school Dr. Ed Marek Current EHS Science Sequence EMS Con. Physics Chemistry Adv. Biology Physics Int. Science Biology Ecology Physics First Evaluation Force Concept Inventory Worlds of Fun – Physics Olympics Kansas State Science Assessment Scores FCI Test conceptual understanding of mechanics 30 multiple choice questions Developed at ASU Used as the standard in physics education research Average gain nation-wide is 26% 42% Freshman FCI Scores School Year FCI Post-test Scores ’99 – ’00 37.4% ’00 – ’01 43.5% ’01 – ’02 43.5% ’02 – ’03 54.0% World of Fun Physics Olympics Measurement on rides and a one hour multiple choice test Physics students from a four state area compete A. P. Students are included First time freshman students enter the event Physics Olympics Results One freshman group earned honorable mention recognition All groups scored above the average State Assessment Scores 90 80 70 60 Mean Score 50 Integrated Science Conceptual Physics 40 State Average 30 20 10 0 Know ledge Process Inquiry Physical Life Earth Total Score