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