Transcript Physics First Also called “Biology On Top” or “Right Side Up”

Physics First
Also Called “Biology On
Top” or “Right Side Up”
Presented by:
Karen Jo Matsler
[email protected]
Why do we teach the Biology,
Chemistry and Physics sequence?
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1893 Recommendation by Committee of Ten
Biology was zoology and botany (macrolevel)
Purpose to train students to observe,
describe, and draw for purpose of
categorization
Biology did not require lab equipment
(physics and chemistry did)
What has changed in the
past 115 years?
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Biology is no longer merely study of physical
characteristics.
Biology probes into chemistry and is more
complex (micro-level)
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DNA
Cell functions
Enzymes, reactions
Molecular structures
Advantages of PCB Sequence:
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Physics deals with concepts that can be and
typically have been experienced
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Physics teaches HOW science works
Physics empowers predictions
Allows for inquiry based teaching
Less safety risks
Physics provides key concepts for all of
chemistry
Physics provides 90% of biology, astronomy,
earth science, medical science
Atoms are first described in physics
Physics is considered the “cornerstone” by
BSCS (C-to-C) cornerstone to capstone
Issues for
Cornerstone to Capstone
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Lack of math sophistication for 9th grade
Impact of state assessments
Availability of highly qualified physics teachers
Lack of appropriate curriculum materials
Reluctance of teacher to embrace approach
(Note: all but one of these can be addressed. The
main reason San Diego was not successful was the
state test was not changed)
Benefits of C-to-C
(According to BSCS)
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Increased coherence across science
courses
Increased enrollment in science courses
Increased science achievement
More positive attitudes toward science
BSCS Recommendations for
Curriculum Changes
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Make explicit story lines and connections
across disciplines
Curriculum framework (rows = 4 years,
columns = concepts)
Focus on conceptual development
Invoke appropriate teaching strategies
Models of Implementation
(Timeline Options)
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As proposed by BSCS
http://www.bscs.org/library/Capstone_Exec_Su
mmary.pdf
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Option 1: Sweeping change
Occurs over 3 year period
Years 1 and 2 –offer both 9th and traditional
(11th) physics, biology is not offered
Chemistry offered every year, but must change
in year 2 to accomodate sequence
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Models of Implementation
(Timeline Options)
Advantages:
 Accomplished in 3 years
 Students and teachers experience changes
together (cohesive, less fragmentation)
 Nonphysics teachers are more aware of
content in physics, use prior knowledge
Models of Implementation
(Timeline Options)
Disadvantages:
 Increase need for physics teachers
 Increase need for materials, classrooms
Option 2: Permanent
Two-Program Model
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Implements C-to-C while maintaining
traditional sequence
Provides students 2 options
Completed in 3 years
Fewer enroll in biology in 9th, some in physics
Year 3=half of 9th and half of 11th take biology
Year 2=two different chemistry courses
Option 2: Permanent
Two-Program Model
Advantages
 Accomplished in 3 years
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Every discipline is offered every year
Less strain on teacher preparation (in disciplines)
Provides time for teachers to increase content areas
Disadvantages
 Assumes resources are available
 Must decide who can enroll in programs
Option 3: Phased-In Model
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Cornerstone to Capstone accomplished in 6
years
Begins with small cohort of students
Resembles 3 years of Two–Program and 3
years of Sweeping Change Model
Option 3: Phased-In Model
Advantages
 Slow implementation allows resources to be focused
on need
 Provides time to acclimate to change
 Provides targeted evaluation of change process
 Small adjustments can occur in ongoing manner
 More cost effective during years 4-6, some of teachers
in first half can become leads and coaches
 Particularly advantageous where there is resistance to
change
Examples of Physics, Chemistry,
Biology Success
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Glastonbury (1995) moved physics to 8th grade
Increased number of females in upper level (AP) physics
Upper level physics enrollment increased dramatically
Increase in AP scores
Increase in number of students in all AP science courses
Fred Myers (Farmington, CT)
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Started in 1993-94 school year and affected freshman
class of 1998
Changed sequence to “reflect more logical sequence”
Biology discusses principles of chemistry and physics in
DNA and photosynthesis
Examples of Physics, Chemistry,
Biology Success
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Chemistry discusses electrons, energy levels, electric forces
Enrollment in AP science tripled (Received Siemen’s Award for
outstanding enrollment and achievement in AP science exams)
Enrollment in honors level courses increased
Highest score in state on experiment portion of exam
Gene Ewald (Ohio)
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Taught sequence for 18 years
Met weekly on Saturdays; biggest changes were in biology
Physics starts with a little math/measuring and ends with atomic
structure
Chemistry starts with review of physics texts, structure of reactions,
organic/bio
Biology starts with conservations, acids/bases, gas laws, organic, then
processes.
“they are as ready in 9th grade as they are as seniors”
Supporting Research (from O’Brian)
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9th graders seem equally ready for physics as College
Prep 12th graders
Majority of students have misconceptions and few
understand Newton’s second law conceptually
Existing instructional methods are not very effective at
addressing student difficulty with concepts If taught in 9th
grade:
 Needs to have strong conceptual emphasis with less
focus on math manipulation
 Environment needs to be strongly student centered,
not teacher centered
Supporting Research
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Keys to success
Focused professional development throughout year
(Loucks-Horsley, 2003)
Content
Pedagogy
Spiral concepts
Well-defined and planned implementation process
(Understanding by Design, 1998 and/or CBAM)
Needs assessment (Stages of concern (CBAM, Hall &
Hord, 2001)
Leadership team should involve all representative
stakeholders
Careful selection of instructional materials (Analyzing
Instructional Materials, WestEd and BSCS, 2002)
Challenges
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Some physics concepts are difficult
(acceleration)
Number of available physics teachers:
A few hours “won’t cut it” to retool them
Objections/Concerns Based on Role
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Parent (not the way I learned, has to be difficult
to be real...)
Teacher (novel approach, want best students,
physics isn't for everyone...)
Principal (I'm backing my teacher since I don't
know anything about Physics or science...)
Supervisor (see all the above, not confident
enough to lead the way...)
Quotes
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Bernard Khoury (AAPT):
“Physics is not just for the best and
brightest, it is for everyone”.
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Leon Lederman (Nobel Laureate)
“Physics is overarching discipline. To take
chemistry before physics is like taking
calculus before algebra”.
Textbook Options
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Text is resource for teachers
Text is a tool, the way it is taught is paramount
Active Physics; CPO; Conceptual Physics (Hewitt) new
book out in July
Physics Concepts and Connections, Art Hobson
San Diego (2001)
 Only had one year of transition
 Did not educate the public for buy-in
 Had to hire 10 physics and 25 biology/chemistry
teachers
 Did not change the state exam to match the course
(you value what you assess)
 Exam needed more inquiry
 Exam was targeting 12th graders, not 9th
Plan of Action
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Study research from other districts/states
Think outside the box
Prepare teachers for a paradigm shift
Solicit input from stakeholders
Equip classrooms
Professional development for all areas
Curriculum focus
Professional Development
Opportunities
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Physics Teaching Resource Agents (PTRA)
Texas Regional Collaboratives (TRC)
July 16-20 @ Lee College, Baytown
July 30-Aug 3 @ University of Dallas,
Irving
Handout with information
visit web.mac.com/kmatsler and go to
 Physics for All
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Important Discussion Findings from
the Texas Physics Task Force:
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All students deserve and should have a full year
course of physics.
AAPT encourages the Physics first movement.
The physics/mathematics coordination is very
important.
The TEKS for Physics do not include mathematical
computation beyond Algebra I. However, the
mathematics/science correlation should be
strengthened in the elementary and secondary
science courses.
Important Discussion Findings from
the Texas Physics Task Force:
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A good foundation K-8 is essential to the learning
of physics concepts.
The TEKS K-8 should be strengthened, clear, and
strong all the way through a student’s science
education.
The integration of physics concepts in all
disciplines is to be encouraged.
Conceptual physics requires depth of
understanding.
The conceptual approach to science is
encouraged and acceptable for all students.
Important Discussion Findings from
the Texas Physics Task Force:
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Conceptual physics should not be a “watered down”
version of science but rather a deeper understanding
of the concepts through demonstrations, hands on
activities, and correlations to everyday life
examples.
All students should have a coherent sequence of
science study in high school that should include
physics.
If a student takes Physics they should not take PT1.
Important Discussion Findings from
the Texas Physics Task Force:
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A good sequence for Physics first, if students
choose to take this course, is Physics,
Chemistry, Biology and either Earth and
Space Science (which should include a
strong physics strand since it has a prerequisite of Biology, Chemistry, and
Physics)or AP Physics
“Failure is not an option”
Resources/Websites
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Fred Myers. The Right-Side-Up High School Science
Sequence: 10 year report
Lederman, L. M. (1998). ARISE: American Renaissance in
Science Education (FERMILABTM-2051). Batavia, IL:
Fermi National Accelerator Laboratory. Retrieved June 15,
2002, from http://fnalpubs.fnal.gov/archive/1998/tm/TM2051.pdf
G.E. Hall, 2001. Implementing change: Patterns,
principles, and potholes
Loucks-Horsley, 2003. Designing professional
development for teachers of science and mathematics,
2nd edition
Love, N. 2002. Using data/getting results: A practical guide
for school improvement in mathmatics and science
Bybee, R. Learning Science and the Science of Learning
Resources/Websites
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Wiggins, G.P. 1998. Understanding by Design
Curriculum Update, Summer 2004, Shaking Up
Science www.ascd.org
O’Brien, M. 2006. An Investigation into the
Effectiveness of Physics First in Maine.
BSCS complete monograph
http://www.bscs.org/library/Capstonecomplete.pdf
Or
http://www.bscs.org/page.asp?pageid=0|119|528|56
7&id=0|capstone_pdfs
Resources/Websites
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BSCS Cornerstone-to-Capstone Conclusion (has several pages
of references)
http://www.bscs.org/library/CapstoneConclusion.pdf
BSCS Executive Summary
http://www.bscs.org/library/Capstone_Exec_Summary.pdf
http://www.ebecri.org/custom/PhysicsFirst.html
http://www.physicsfirstmo.org/index.html
http://www.aapt.org/Policy/physicsfirst.cfm
http://units.aps.org/units/fed/newsletters/summer2002/hake.cfm
http://scitation.aip.org/journals/doc/PHTEAHft/vol_43/iss_5/319_1.html
http://lss.fnal.gov/archive/2002/pub/Pub-02-088.pdf