Transcript Teachers of All Levels Work Together to Make New Curriculum

Bridging the Gap Between
Middle/High School Physics
and Mathematics
Hector Lopez, Eugenia Etkina, Suzane
Brahmia, Jim Flakker, Jeff Goett, Alan Van
Heuvelen
July 21, 2008
AAPT Summer Meeting
Edmonton, Alberta
Problem
•We reform college physics
courses but PER focuses
less on secondary level
•Possible barriers to the
direct dissemination of
techniques
•Not enough scaffolding
•Weak math
•Lack of non-traditional
resources
•Lack of non-traditional
support network
To solve the problem we started working on a new curriculum
PUM
Physics Union Mathematics
What is Physics Union Mathematics?
Scientific abilities +
mathematical reasoning
Improved learning of both
physics and mathematics
•physics curriculum for middle school and high school in its
pilot phase.
•based on ISLE (active learning; mirrors science
processes, emphasis on developing scientific abilities)
•differentiated so can be adapted to diverse
classroom and learning levels.
•middle - high school continuum
•focused on mathematical
literacy.
Investigative Science Learning Environment, college physics
Etkina and Van Heuvelen (2001; 2007)
My observations
(data)
Revision
no
Multiple explanations,
mechanisms or
relations between
physical quantities
different
Testing experiments:
Does outcome match
prediction based on
explanation/relation?
+
Assumptions
yes
More + Applications
Project Goals
My observations
(data)
Multiple explanations,
mechanisms or
relations between
physical quantities
Revision
Testing
experiments
Quick Time™ a nd a
d eco mp res so r
ar e n eed ed to s ee thi s pi ctu re.
Scientific abilities and
rubrics; mathematical
reasoning
+
More + Applications
Middle School
Physical
Science
Physics First
High School
Physics
Provide different levels of professional development
and study the reenactment
College
Physics
PUM People
Leadership Group
• Rutgers Faculty
• Graduate Students
Research and Design
Team
• Middle School Teachers
• High School Teachers
• Pre-service Teachers
PILOT Modules
Middle School
Kinematics
Dynamics
Work & Energy
Matter
High School
Kinematics
Dynamics
Work & Energy
Electrostatics
ALG original activity
1.3.7 Three statements about motion and force are provided below. Use any of
the equipment listed at the beginning of Section 1.3 to disprove the
statements.
• (a) An object always moves in the direction of the unbalanced force
exerted on it.
• (b) If the unbalanced force exerted on an object is zero, the object is at rest.
r
• (c) The  v arrows on a motion diagram for the object and the unbalanced
force on the free body diagram are in the same direction.
Which statement couldn’t you disprove?
Changing the ALG activities
•
Provide more scaffolding
•
Simplify the language
•
Emphasize, infuse, and strengthen mathematics reasoning
Revised PUM activity (middle school)
5.1 Test a hypothesis: motion and unbalanced force
• Aaron has a hypothesis that objects always move in the direction of the
unbalanced force exerted on them by other objects.
• (a) Design an experiment in which an object will move in the direction of the
unbalanced force. Describe carefully what you are going to do, draw a force
diagram.
• (b) Make a specific prediction about the object’s motion based on Aaron’s
hypothesis. A prediction is a statement of what will happen in your
experiment if the hypothesis is correct. The prediction can only be made if
you have an experiment in mind. Use the steps below.
• if _____________(hypothesis) is correct
• and I do ________(description of the testing experiment)
• Then___________(prediction: description of the outcome) should happen.
• (c) Perform the experiment and record the outcome. Did it match the
prediction? Can you say that you proved Aaron’s hypothesis? Think how the
prediction is different from the hypothesis.
• (d) Now think of an experiment in which you can exert a force on an already
moving object in the direction that is different from the direction of its
motion. Draw a force diagram. Now use Aaron’s idea to make the prediction
about the object’s motion. IT IS VERY IMPORTANT TO USE AARON’S
IDEA TO MAKE A PREDICTION EVEN IF YOU DISAGREE WITH IT.
Then perform the experiment and record the outcome. Did it match the
prediction? Now what can you say about Aaron’s idea?
PUM module structure
Goals
Sequence of
Activities
Teacher
Notes
Design Labs
List of
equipment
Homework
Module
Rubrics
Assessment
Quizzes
Final Test
Test questions
Mark says that a bathroom scale measures the force that the Earth exerts on a person
standing on the scale. What experiment can you design to test his hypothesis?
For questions 19-24, a rope pulls a sled exerting a force of 50 N to the left. The snow exerts
a friction force of 30 N on the sled to the right. The mass of the sled with the passenger
is 50 kg.
Is the sled speeding up or slowing down? How do you know? Explain.
What integer statement(s) represent the forces exerted on the sled in the horizontal
direction? You may choose more than one answer.
a. +30 + (-50)
b. -30 + (+50)
c. -30 + (-50)
d. +30 + (+50)
What integer statements represent the forces exerted on the sled in the vertical
direction?
a. +50 + (-50)
b. +500 + (-500)
c. -500 + 500
• Next 2 talks - the process of module development
and testing and infusion of mathematics
• For more information
– http://pum.rutgers.edu
– http://www.islephysics.net
– http://paer.rutgers.edu/scientificabilities
– http://paer.rutgers/pt3
16.1. Equation jeopardy:
Four mathematical statements are listed below. For each
statement describe the problems for which this statement
could be a solution. Then represent the statement using a force
diagram and a motion diagram.
a) Funbalanced on object = 9.8N/kg x 3 kg.
b) 7m/s – 2m/s = 3s x a
c) 35 N – 9.8 N = 1 kg x a
d) Frope on sled – FJake on sled = 35 kg x 0m/s2
Middle school dynamics excerpt from a planning table
Title of lesson
Forces as interactions
Class work Homework Assessment
1.1, 1.2,
1.4, 1.5,
A1
1.3
RE 1
Can a table push?
2.1, 2.4,
2.2
2.3, 2.5,
RE 2
A2
Combining math and physics RS 1, 3.1,
3.2
Relating motion diagrams
4.1, 4.2,
and force diagrams
4.3
3.3
A3
4.4
A4
T esting ideas
5.2, 5.3
A5
5.1
16 lessons + test
NJCCS
5.1.8.b, 5.3.8.c,
5.7.8.a, 4.3.8.c,
CCWR 3
5.1.8.a/b, 5.3.8.a,
5.7.8.a, 4.4.8.a,
CCWR 3
5.3.8.c, 5.7.8.a,
4.3.8.c, CCWR 4
5.1.8.b, 5.3.8.c,
5.7.8.a, 4.3.8.c,
CCWR 3
5.1.8.a/b, 5.7.8.a,
CCWR 3/4