Physics First Also Called Biology On Top or Right Side Up

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Physics FirstAlso Called Biology On Top or
Right Side Up

• Presented by
• Karen Jo Matslerkmatsler_at_mac.com

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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)

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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

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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

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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)

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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

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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

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Models of Implementation (Timeline Options)

• As proposed by BSCS http//www.bscs.org/library/Ca
  pstone_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

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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

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Models of Implementation (Timeline Options)

• Disadvantages
• Increase need for physics teachers
• Increase need for materials, classrooms

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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
  physicsYear 3half of 9th and half of 11th take
  biologyYear 2two different chemistry courses

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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

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Option 3 Phased-In Model

• Cornerstone to Capstone accomplished in 6 years
• Begins with small cohort of students
• Resembles 3 years of TwoProgram and 3 years of
  Sweeping Change Model

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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

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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
  coursesFred 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

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Examples of Physics, Chemistry, Biology Success

• Chemistry discusses electrons, energy levels,
  electric forces
• Enrollment in AP science tripled (Received
  Siemens 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

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Supporting Research (from OBrian)

• 9th graders seem equally ready for physics as
  College Prep 12th graders
• Majority of students have misconceptions and few
  understand Newtons 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

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Supporting Research

• Keys to successFocused 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
  stakeholdersCareful selection of instructional
  materials (Analyzing Instructional Materials,
  WestEd and BSCS, 2002)

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Challenges

• Some physics concepts are difficult
  (acceleration)
• Number of available physics teachersA few hours
  wont cut it to retool them

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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...)

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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.

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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

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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 areasCurriculum
  focus

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Professional Development Opportunities

• Physics Teaching Resource Agents (PTRA) Texas
  Regional Collaboratives (TRC) July 16-20 _at_ Lee
  College, Baytown July 30-Aug 3 _at_ 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

• 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. 

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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 students 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. 

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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. 

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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

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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-2
  051.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

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Resources/Websites

• Wiggins, G.P. 1998. Understanding by Design
  Curriculum Update, Summer 2004, Shaking Up
  Science www.ascd.orgOBrien, M. 2006. An
  Investigation into the Effectiveness of Physics
  First in Maine.BSCS complete monograph
  http//www.bscs.org/library/Capstonecomplete.pdfO
  r http//www.bscs.org/page.asp?pageid011952856
  7id0capstone_pdfs

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Resources/Websites

• BSCS Cornerstone-to-Capstone Conclusion (has
  several pages of references) http//www.bscs.org/l
  ibrary/CapstoneConclusion.pdfBSCS Executive
  Summaryhttp//www.bscs.org/library/Capstone_Exec_
  Summary.pdfhttp//www.ebecri.org/custom/PhysicsFi
  rst.htmlhttp//www.physicsfirstmo.org/index.html
  http//www.aapt.org/Policy/physicsfirst.cfmhttp/
  /units.aps.org/units/fed/newsletters/summer2002/ha
  ke.cfmhttp//scitation.aip.org/journals/doc/PHTEA
  H-ft/vol_43/iss_5/319_1.htmlhttp//lss.fnal.gov/a
  rchive/2002/pub/Pub-02-088.pdf