Science Curriculum Parent Informational Night

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Science Curriculum Parent Informational Night

• Sharon High School
• January 8, 2008
• Joan LaCroix, Science Coordinator

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Physics as the Anchor Science Course - Why ?

• Based on National Science Foundation Research
• Discussions began in November 2003
• Incorporated into Superintendent and School
  Committee Goals for 2004-2005

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Past Science Sequence

• Grade 9 Earth Science/ Accelerated Biology
• Grade 10 Biology / Accelerated Chemistry
• Grade 11 Chemistry/ Accelerated Physics
• Electives
• Anatomy Physiology
• Physics II
• Environmental Science
• Astronomy
• AP Biology, Chemistry or Physics

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Present Science Sequence

• Grade 9 Physics I
• Grade 10 Biology
• Grade 11 Chemistry
• Electives
• Anatomy Physiology
• Physics II
• Environmental Science
• AP Physics, AP Chemistry, AP Biology
• Astronomy

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Planned Science Sequence

• Grade 9 Physics I
• Grade 10 Chemistry (3 year transition)
• Grade 11 Biology
• Electives
• Anatomy Physiology
• Physics II
• Environmental Science
• AP Physics, AP Chemistry, AP Biology
• Astronomy

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Accomplishing the GoalCollaboration to meet
Needs

• Collaboration between the 8th/9th grade science
  and math teachers
• Alignment of Math curriculum with Science
  mathematics needs
• Algebra needed for Physics
• Physics needed for Chemistry
• Chemistry needed for Biology
• Alignment of concepts and principles
• Preparation for the MCAS Exams

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Why the Transition in Grade 10? from
Biology to Chemistry

• Natural Flow of Principles physical properties
  leading to chemical processes underlying biology.
• Illustrate the connections between physics and
  chemistry.
• Physics and Chemistry are based on Algebraic
  concepts linear equations and functions slope
  graphing.
• Modern Biology is based on concrete principles
  learned in physics and chemistry.

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Biology is Increasingly a Molecular Science

• Physics ? Chemistry ?Biology
• Biology is an abstract science based on concrete
  principles.
• Teaching photosynthesis, respiration or genetics
  requires a chemical understanding.

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Complex Life ProcessesCellular Respiration
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What was the process?

• Committee of SHS teachers
• Joan LaCroix, Dr. Cho, Mr. Churchill, Dr.
  Jeffrey Cruzan, Mr. Dixon, Ms. Kallin, Dr. Kenner
• Comparable Districts that have made the switch to
  this or a similar sequence
• Boston Latin, Boston, Brookline, Natick,
• Newton North, Wellesley, Weston
• Belmont - in planning process

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the Process Continues

• Mrs. Reardon, Math Curriculum Coordinator,
  provides input for the math sequence.
• Mrs. Whittemore, Coordinator of Guidance,
  provides input from the Program of Studies and
  from a scheduling perspective.
• Creation of a three year transition plan.
• Administrative support for funding improved
  science lab function, electricity, materials.

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Selection of the Text

• Four Publishers have been contacted for
  examination materials.
• Level and content is considered.
• Committee members and chemistry teachers asked
  for feedback.
• Departmental discussions as we search for the
  perfect text.

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Course Transition - Sections
Year Physics Chemistry Biology
2007-2008 13Freshmen 13 Junior 13Sophomore
2008-2009 13 Freshmen 13 Junior 4 Sophomore 9 Sophomore
2009-2010 13 Freshmen 8 Sophomore 9 Juniors 4 Junior 5 Sophomore
2010-2011 13 Freshmen 5 Juniors 13Sophomore 8 Juniors
2011-2012 Sections subject to 13 Freshmen change depending on 13Sophomore on number of students 13 Juniors
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What Will the Outcome Be?

• Transition takes place over 3 years.
• Students meet the state graduation requirement.
• Students will be more successful due to the
  sequence change.
• Students will see the connections between
  physics, chemistry and biology.
• Students will be better prepared for upper level
  courses.

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References

• Dike, Joy, Current Research on High School,
  Science Course Sequencing ltwww.coe.uga.edu/scienc
  e/ gt
• Fermilab-Pub-02/088 May 2002
• Fermilab-Pub-01/206 March 2003
• Project ARISE http//ed.final.gov/arise_lml/arise
  _why.html
• Vazquez, Jose, High School Biology Today What
  the Committee of Ten Did Not Anticipate The
  American Society for Cell Biology. Spring 2006
  29-30.