The PET suite: Physical Science
Curricula that Prepare Elementary
Teacher Candidates for the NGSS
Fred Goldberg
San Diego State University
CSUDH STEM in Education Conference
June 7, 2014
Supported by the National Science Foundation,
San Diego State University, the California State
University, the S. D. Bechtel, Jr. Foundation
and Chevron Foundation
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The Physics and Everyday
Thinking Suite of Curricula
A main goal is for students to
see that the core ideas of
physical science emerge from
engagement in the practices
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The PET Suite of Curricula
Modules
• Developing Models of Magnetism and Static Electricity
• Interactions and Energy
• Interactions and Forces
• Mechanical and Electromagnetic Waves
• Physical Changes and Chemical Reactions
• Teaching and Learning Physical Science
• Engineering Practices are integrated throughout
all the modules
• Each module available in three implementation
versions: small class, large class and online
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Curricula designed around Learning
Principles*
• Learning builds on prior knowledge
• Learning is a complex process requiring
scaffolding
• Learning is facilitated through interaction with
tools
• Learning is facilitated through interaction with
others
• Learning is facilitated through the establishment
of specific behavioral practices and expectations
(norms)
*Goldberg, F., Robinson, S. and Otero, V. Design principles for effective physics instruction: A
case from physics and everyday thinking. Am. J. Phys. 78 (12), Dec 2010.
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Example from Waves Module:
Light and Color
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Initial Ideas – small class
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Initial Ideas -- Prediction
Most students said they would seen brown, drawing on their
experience mixing red and green paints.
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Initial Ideas -- Observation
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Students made further observations
Mixing of Color Lights
•
•
•
•
Red + Green = Yellow
Red + Blue = Magenta
Green + Blue = Cyan
Red + Green + Blue = White
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The Color Spectrum
Look through spectral glasses at light source
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Simplifying the Color Spectrum
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Look through the red gel
• What color does the square appear to be?
• Why does this happen? What does the gel
do to the light?
U7L02
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What does a red gel do to the
light?
CQ 2-3: With Whom do
you agree?
A. Kristen
B. Victor
C. Daryl
Looking at spectrum while holding
color gel in front of eye
Best to hold gel so you can see
full spectrum above, and the
spectrum through the gel below.
• Based on your observations, does a gel
seem to add its color to the light, take
away some colors from the spectrum, or
both add and take away?
Observations and Discussion in
Small Class
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Observations and Discussion in
Large Class
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Example from Developing Models of
Magnetism and Static Electricity Module
• Students perform experiments to collect
evidence about behavior of magnetized objects
• Students propose initial models that are shared
with class
• Students make and test predictions, and revise
their models according to evidence
• Class consensus on final model of magnetism
Example from large class implementation
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Initial Experiments: How do
magnetized objects behave?
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Students then
proposed initial
models to account for
two-endedness of
magnetized nails.
S-Pole
N-Pole
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Predictions & Observations
Students then observe that when a magnetized nail is cut in
half, each half is magnetized with its own N and S Poles.
Students next observe that when a magnetized nail is cut in
1/3 – 2/3 pieces, each piece is still magnetized with its own
N and S Poles.
Students need to modify their initial models to account for this
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new evidence. Groups revised e-mail models to instructor.
Do you like your model or is there a
model you want to appropriate?
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Students share revised models
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Students Consider the Collective Effect
of Several Magnets
• Background: Students have observed that either the
N or S Pole of a magnet can pick up paper clips
• What happens if you have a bunch of magnets?
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Effect of 10 magnets with Poles aligned
Group discusses predictions
Class votes on Clicker Question
Fewer # paper clips
Same # paper clips
Class discusses predictions
Reasons behind predictions
• Chose A: Same number
– Class observed that either Pole of a magnet picked up
paper clips, so it shouldn’t matter which Poles were facing
paper clips, the 10 would still pick up the same number.
• Chose C: Fewer # paper clips
– Paper clips became magnetized when the bar magnets
touched them; they are now like little magnets, with North
and South Poles.
– Students know that like Poles repel and opposite Poles
attract
– So the half of the magnets that are turned around would
repel paper clips and the other half would attract, causing
many fewer to be picked up
Show video of what happens
Class interprets results
Reasons after observation
• One way of thinking: the oppositely pointed Poles of
the magnets cancel each others’ effects, so it’s like
having no magnets picking up paper clips.
• Another way of thinking: the paper clips became
magnetized during the first demonstration, thus
there were equal amounts of attractions and
repulsions of the paper clips, causing no net effect.
• Additional observations and discussion followed to
help class come to a consensus on how to think
about this situation
Class Consensus: Alignment Model
Unmagnetized Nail
After rubbing with N-Pole of magnet from the head to the tip of the nail …
Magnetized Nail
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Impact
• In both small and large class versions of
curriculum
– Significant gains in conceptual understanding
– Significant positive shifts in attitudes and beliefs
about science and science learning
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For More Information About the PET
Suite of Curricula
• Contact fgoldberg@mail.sdsu.edu
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