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Why do we teach the Biology, Chemistry and
Physics sequence? 1893 Recommendation by Committee of TenBiology was zoology and botany (macro-level)
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?
Biology is no longer merely study of physical characteristics.
Biology probes into chemistry and is more complex (micro-level)
DNA Cell functions Enzymes, reactions Molecular structures
Advantages of PCB Sequence: Physics deals with concepts that can be and
typically have been experienced 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 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)
Increased coherence across science courses
Increased enrollment in science courses Increased science achievement More positive attitudes toward science
BSCS Recommendations for Curriculum Changes
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) As proposed by BSCS http://www.bscs.org/library/Capstone_Exec_Summary.pdf
Option 1: Sweeping change Occurs over 3 year period Years 1 and 2 –offer both 9th and traditional
(11th) physics, biology is not offeredChemistry offered every year, but must change in year 2 to accomodate sequence
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
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 biologyYear 2=two different chemistry courses
Option 2: Permanent Two-Program Model
Advantages Accomplished in 3 years
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
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
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) 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
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)
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) 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 Keys to success
Focused professional development throughout year (Loucks-Horsley, 2003)
ContentPedagogySpiral 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 stakeholdersCareful selection of instructional materials (Analyzing Instructional Materials, WestEd and BSCS, 2002)
Challenges
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 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
Bernard Khoury (AAPT):“Physics is not just for the best and brightest, it is for everyone”.
Leon Lederman (Nobel Laureate) “Physics is overarching discipline. To
take chemistry before physics is like taking calculus before algebra”.
Textbook Options 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 HobsonSan 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
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
Physics Teaching Resource Agents (PTRA) Texas Regional Collaboratives (TRC)
July 16-20 @ Lee College, BaytownJuly 30-Aug 3 @ University of Dallas,
Irving
Handout with information visit web.mac.com/kmatsler and go to
Physics for All
Important Discussion Findings from the Texas Physics Task Force: 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: 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: 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: 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 pre-requisite of Biology, Chemistry, and Physics)or AP Physics
“Failure is not an option”
Resources/Websites Fred Myers. The Right-Side-Up High School Science
Sequence: 10 year reportLederman, 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/TM-2051.pdfG.E. Hall, 2001. Implementing change: Patterns, principles, and potholesLoucks-Horsley, 2003. Designing professional development for teachers of science and mathematics, 2nd editionLove, N. 2002. Using data/getting results: A practical guide for school improvement in mathmatics and scienceBybee, R. Learning Science and the Science of Learning
Resources/Websites
Wiggins, G.P. 1998. Understanding by Design Curriculum Update, Summer 2004, Shaking Up Science www.ascd.orgO’Brien, M. 2006. An Investigation into the Effectiveness of Physics First in Maine.BSCS complete monograph http://www.bscs.org/library/Capstonecomplete.pdfOr http://www.bscs.org/page.asp?pageid=0|119|528|567&id=0|capstone_pdfs
Resources/Websites
BSCS Cornerstone-to-Capstone Conclusion (has several pages of references) http://www.bscs.org/library/CapstoneConclusion.pdfBSCS Executive Summaryhttp://www.bscs.org/library/Capstone_Exec_Summary.pdfhttp://www.ebecri.org/custom/PhysicsFirst.htmlhttp://www.physicsfirstmo.org/index.htmlhttp://www.aapt.org/Policy/physicsfirst.cfmhttp://units.aps.org/units/fed/newsletters/summer2002/hake.cfmhttp://scitation.aip.org/journals/doc/PHTEAH-ft/vol_43/iss_5/319_1.htmlhttp://lss.fnal.gov/archive/2002/pub/Pub-02-088.pdf
