Transcript Adapting Physics and Everyday Thinking to Large Classes: How to

Connecting SDSU Liberal Studies
Majors with the NGSS:
The Physics Course
Fred Goldberg
San Diego State University
CSU STEM Symposium
Forum 3: Projects
March 14, 2014
CSULA: Los Angeles, CA
Supported by the National Science Foundation,
San Diego State University, the California State
University and the S. D. Bechtel, Jr. Foundation
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Five one-semester Courses at SDSU
for LSMs have been modified by
including specific activities connecting
student learning with the NGSS
• Natural Sciences 100
– Intro level, predominantly LSM, large class environment
• Geology 104
– Intro level, about half LSM, large class environment
• Geology 412
– Upper division, all LSM, small class environment
• Physics 412
• Upper division, all LSM, large class environment
• Teacher Education 211B
– Upper division, LSM, small class environment
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Physics 412: Learning
Physics
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Learning Physics
Unit
Title
Core Idea
(PS#)
1
Building a Model for Magnetism
Forces (2)
2
Building a Model for Static
Electricity
Forces (2)
3
Interactions and Energy
Energy (3)
4
Interactions and Forces
Forces (2)
5
Mechanical Waves and Sound
Waves (4)
6
Electromagnetic Waves and Light
Waves (4)
• Throughout the curriculum students are engaged in the practices of
science and engineering: in-class hands-on activities with materials
and videos of experiments and demonstrations
 The goal is for students to see that the core ideas of science
emerge from engagement in the practices
• Using Calibrated Peer Review program for online writing and
evaluating of scientific explanations
• Students assigned homework that explicitly connects their own learning
with the NGSS practices, core ideas and crosscutting concepts
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Example from Unit 2:
Developing Model for Static Electricity
• In first lesson, groups
perform experiments with
tape and various objects to
conclude that electrically
charged objects attract all
materials, both metals and
non-metals
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Developing Model for Static Electricity
• In successive lessons, students observe series of
videos showing various static electric phenomena …
… and use the evidence to revise their models
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Example: Can an object be charged without
directly touching it?
• Consider two ‘electroscopes’ with different ‘bodies’ (metal
and plastic). Uncharged tinsel hangs from each end.
Metal Soda Can
Plastic Water Bottle
• Watch video where positively charged acrylic sheet is touched
to ‘base’ end of soda can and bottle.
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Students watch video of experiment
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Tinsel sticks out
Tinsel hangs
straight down
Tinsel hangs
straight down
Before touching bases with positively (+)
charged acrylic sheet
Tinsel still hangs
straight down
After touching bases with positively (+)
charged acrylic sheet
• Would tinsel on other end of each now be charged? What
evidence would suggest this? If charged, would it be + or - ?
• Develop model to explain
these results, take a photo, and
e-mail to instructor.
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Video of group discussing their model
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Groups’ E-mailed models posted on Blackboard
for students to review before next class
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Several groups
had a model
similar to this
U3L02
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Several other groups had
a model similar to this
• During class students compare and critique
the two representative models
U3L02
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Unit on Developing a Model of
Static Electricity: Connections
with NGSS
• Practices
– Developing and using models
– Analyzing and interpreting data
– Engaging in argument from evidence
• Core Ideas
– Forces and interactions
• Crosscutting Concepts
– Cause and Effect: mechanism and explanation
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Plans for Curriculum Development*
• Develop six modules
– Five covering all the physical science core ideas, science and
engineering practices, and many crosscutting connections
– One focusing on Learning about Learning (students’ learning,
children’s learning, nature of science, connections to NGSS,
CCSS-M and CCSS-ELA)
• Three versions of each module
– Small class
– Large class
– Online
• Implementation begins Fall 2015
– Please contact me if interested ([email protected])
*With support from Chevron Foundation and CSU
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