PHS 594/PHY 494: Physical Science with Math Modeling:
mechanics and chemistry foundations (3 semester hours) Teaching core
ideas in force, motion, and chemistry foundations in middle school and lower-level high
school using model-based methods and science practices. Prerequisite: inservice or
preservice science or mathematics teacher and one semester college physics.
Recommended prerequisite: PHS 534
COURSE DESCRIPTION:
This course provides a deep understanding of standards-based core content in force,
motion, and introductory chemistry for 8th and 9th grade science and mathematics. To exemplify
effective instruction, the course is taught using a robust pedagogy, Modeling Instruction.
In 2001 the U.S. Department of Education recognized ASU's Modeling Instruction
Program as one of two EXEMPLARY K-12 science programs in the nation.
Content of an entire semester course is reorganized around basic models to increase its
structural coherence. Participants are supplied with a complete set of course materials (resources)
and work through activities alternately in the roles of student or teacher.
The Modeling Method is introduced as a systematic approach to design of curriculum and
instruction. The name Modeling Instruction expresses an emphasis on making and using
conceptual models of physical phenomena as central to learning and doing science. Adoption of
"models and modeling" as a unifying theme for science and mathematics education is
recommended by both NSES and NCTM Standards as well as AAAS Project 2061.
Mathematics instruction is integrated seamlessly throughout the entire course by an
emphasis on mathematical modeling.
Student activities are organized into modeling cycles that engage students systematically
in all aspects of modeling. (See http://modeling.asu.edu/modeling-HS.html.) The teacher guides
students unobtrusively through each modeling cycle, with an eye to improving the quality of
student discourse by insisting on accurate use of scientific terms, on clarity and cogency of
expressed ideas and arguments. After a few cycles, students know how to proceed with an
investigation without prompting from the teacher. The main job of the teacher is then to supply
them with more powerful modeling tools. Lecturing is restricted to scaffolding new concepts and
principles on a need basis.
COURSE FEATURES:
* focuses on force, motion, introductory chemistry, nature of science.
* aligned with Common Core Math Standards and ELA.
* aligned with Arizona Science & Math Standards.
* includes all 8 scientific practices of NRC Framework for K-12 Science Education.
* addresses multiple learning styles.
* addresses naive student conceptions.
* collaboration, creativity, communication, and critical thinking.
* systems, models, modeling.
* coherent curriculum framework, but not a curriculum; thus flexible.
* compatible with Socratic methods, Core Knowledge, project-based instruction.
* science & math literacy.
* authentic assessments.
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* high-tech and low-tech options for labs.
STUDENT LEARNING GOALS: At successful completion of this course, students will have
- improved instructional pedagogy by incorporating the modeling cycle, inquiry methods,
critical and creative thinking, cooperative learning, and effective use of classroom
technology in instruction,
- understood content in underpinnings (equivalencies, graphing, slope, dimensional
analysis, measurement, proportional reasoning), forces, particle motion, atomic
structure/periodic table, interactions of matter and energy, scientific thinking skills, and
related skills in each Arizona Mathematics Standard,
- learned instructional strategies: Socratic questioning/whiteboarding/discourse, classroom
management, use of standardized evaluation instruments, improved content organization,
- strengthened coordination between mathematics and physical science.
GRADING POLICIES AND PERCENTAGES:
EXPECTATIONS: All participants, whether seeking ASU credit or not, are expected to do
activities and homework, as described below for a “C” grade. (Non-credit participants should
email the instructors, specifying which days they intend to participate, at the start of the course.)
GRADE REQUIREMENTS: (Note: Late work will not be accepted.) The following will be
used to determine letter grades for those taking this course for ASU credit. Students will contract
for a letter grade on the second course day. Contracting for a letter grade is not a guaranteed
grade. Work must be completed at ASU standards and meet all class requirements.
"C"
Class attendance and class participation in activities. Discussions, whiteboard
presentations, log of activities/teacher notes in the lab book (highlighted), completion of
assigned readings/reflections, worksheets, tests etc.
“B" All of the above plus a two-page (minimum) typed reflection paper discussing what was
learned from the course, understanding of the Modeling approach and how the student
will implement material and strategies from the course in their own classes. (For PHY
494, omit the third focus but retain the 2-page minimum.) Due on the 13th class day.
"A" All the above plus 2 activities (lesson plans) modified or developed for pilot use in the
classroom this school year. Lesson plans must be in a modeling format (pre-lab
discussion, exploration, post-lab discussion) and lead to constructing a model or utilizing
models to solve a problem. (For PHY 494, only 1 lesson plan.) Due on the 14th class day.
GRADE PERCENTAGES:
50% Lab book/Log includes the following:
a. All activities are to be written in student mode in the lab book.
b. Student comments and teacher notes, which will assist in directing activities in your
own classrooms, will be written and highlighted in the lab book. This will assist your
instructors in assessing your understanding of material including expected student
difficulties/ management and ways of addressing them.
25% Reading reflections (what, so what, now what; consider the classroom)
These are to be typed (12-font, double-spaced) one-page reactions/thoughts to reading
assignments. Article name, student name (last, first) and date are to be in stacked form -upper right corner.
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25%
Classroom participation
ATTENDANCE
It is expected that credit-seeking participants will attend all class sessions and be on time.
Students’ final grade in this course in the past has been lowered by one letter grade for each
absent day after the first one, and/or excessive tardies.
In the first 5 classes, all participants who did not take the suggested prior course, PHS 534, may
be asked to stay an hour after class for instruction on underpinnings and for summaries of PHS
534 content on matter and energy.
Please report any expected absences to the course instructor as soon as possible. ASU creditseeking students who miss course time are to complete and write a reflection for all activities
missed, design an activity modified or developed for pilot use in the classroom this coming year,
and present results to the course instructor and peers when appropriate.
Arizona Board of Regents and ASU policies:
Each student is expected to spend a minimum of 45 hours per semester hour of credit.
Pass-fail is not an option for graduate courses. https://students.asu.edu/grades-grading-policies
“B” grade means average; 3.0 GPA is minimum requirement for MNS & other graduate degrees.
Incomplete: only for special circumstances. Must finish course within 1 year, or it becomes “E”.
An instructor may drop a student for non-attendance during the first two class days (in summer).
An instructor may withdraw a student with a mark of "W" or a grade of "E" only in cases of
disruptive classroom behavior."
REQUIRED INSTRUCTIONAL MATERIALS:
No textbook. 3-ring binder (preferably 1.5 inches thick); 6 tab inserts. Quad-ruled computation
book, preferably 8 ½ inches x 11 inches (buy at ASU bookstore or Staples for ~$14). Flash drive
for resources from instructor. Calculator. Instructional resources are provided by instructor to
assist teachers in implementing a model-centered, guided inquiry approach to core concepts in
physical science.
REQUIRED COURSE READINGS:
Mestre, Jose. “Learning and Instruction in Pre-College Physical Science” (get in print from
instructor)
McDermott, Lillian. “How We Teach and How Students Learn – a Mismatch?”
http:// www.colorado.edu/physics/phys4810/phys4810_fa08/.../md1.pdf [free]
Hake, Richard. “Socratic Pedagogy in the Introductory Physics Laboratory”
http://physics.indiana.edu/~sdi/SocPed1.pdf [free]
Benezet: The teaching of arithmetic I, II, III.
http://www.inference.phy.cam.ac.uk/sanjoy/benezet/ [free]
Download these 6 documents at http://modeling.asu.edu/Projects-Resources.html
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* Whiteboarding: a learning process, by Don Yost (2 page article, 2003)
* Question Their Answers, by Brenda Royce (2-page article,TPT 2004)
* Managing Discourse during Class Discussions, by Larry Dukerich & Brenda Royce
* Physical science lab supplies list
* Chinn & Brewer: Anomalous Data (research summary)
* Daniel Schwartz & John Bransford: A Time for Telling (research summary)
* Financial Asset Model of Energy, by Patricia Westphal
Socratic Questioning Strategies: at http://modeling.asu.edu/listserv1.html
Jackson, Jane, Dukerich, Larry, and Hestenes, David (2008). Modeling Instruction: An Effective
Model for Science Education, Science Educator 17(1): 10-17.
http://www.nsela.org/images/stories/scienceeducator/17article7.pdf [free]
RTOP Self-Assessment: download at http://modeling.asu.edu/R&E/Research.html
Videos of effective high school science instruction (use with RTOP Self-Assessment):
http://vimeo.com/channels/modelingphysics
* Larry Dukerich: Newton's 2nd Law Pre-lesson Interview
* Larry Dukerich: Newton's 2nd Law Lesson
* Larry Dukerich: Newton's 2nd Law Post-lesson Interview
RECOMMENDED READINGS AND MULTI-MEDIA
Motion Conception taxonomy (Hestenes & Halloun, 1985). Download at
http://modeling.asu.edu/Projects-Resources.html
(teacher resource) Introductory Physical Science, an outstanding 9th grade textbook. A review
and weblink are at http://modeling.asu.edu/modeling/weblinks.html. The newest edition is best.
* The $2 Interactive Whiteboard (a blogpost)
http://fnoschese.wordpress.com/2010/08/06/the-2-interactive-whiteboard/
* Derek Muller’s 15 4-minute videos on basic force and motion, that include naïve conceptions:
weblinks are at http://modeling.asu.edu/modeling/DerekMullerVideos.htm
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COURSE ITINERARY/SCHEDULE for summer: Units 4 and 5 are the focus of the first 8 to
9 course days; Units 6 and 7 constitute the last 6 to 7 days. The following itinerary is subject to
change at discretion of the instructor.
Day 1
Welcome. Logistics, policies. Pre-test: Force & Motion Conceptual Evaluation.
Unit 4. FORCES AND NEWTON’S 3RD AND 1ST LAWS
tension force, Newton’s 3rd law. Activities/Labs/Worksheets/Quizzes/Exams
Homework: RTOP Self-Assessment with Reflection paper; 3rd Law Wkst(s)
Day 2
tension force, Newton’s 3rd law (continued) Activities/Labs/Wksts/Quizzes/Exams
Homework: Reflection paper: 3rd Law and Wkst(s)
Day 3
Forces (tension force, support force) Newton’s 3rd and 1st laws.
Activities/Labs/Wksts/Quizzes/Exams
Homework: TBA (To Be Announced)
Day 4
Normal force (support force), weight vs mass. Newton’s 1st law.
Activities/Labs/Wksts/Quizzes/Exams
Homework: Reflection paper: 1st Law and Wkst(s)
Day 5
Unit 5. FORCES BRIDGE TO PARTICLE MOTION
Modeling particle motion (constant velocity model)
Activities/Labs/Wksts/Quizzes/Exams
Homework: Prepare lab book for grading on Day 6. TBA
Day 6
Modeling particle motion (constant acceleration model).
Activities/Labs/Wksts/Quizzes/Exams
Homework: Reflection paper: Constant/ Non Constant Motion and Wkst(s)
Day 7
Modeling particle motion (accelerated motion, mass vs weight)
Dynamics: constant force model (& Newton’s 2nd law)
Activities/Labs/Wksts/Quizzes/Exams
Homework: Reflection paper: Weight vs. Mass
Day 8
Dynamics: constant force model (& Newton’s 2nd law) (continued)
Activities/Labs/Wksts/Quizzes/Exams
Homework: Reflection paper: 2nd Law and Wkst(s)
Day 9
Unit 6. ATOMIC STRUCTURE AND THE PERIODIC TABLE
Modeling the atomic structure of matter: parts of the atom.
Activities/Labs/Wksts/Quizzes/Exams
Homework: Reflection paper: Atomic Structure
Day 10 Modeling the atomic structure of matter (continued).
Activities/Labs/Wksts/Quizzes/Exams
Homework: Prepare lab book for grading on Day 11 and TBA
Day 11 Structure of the periodic table. Activities/Labs/Wksts/Quizzes/Exams
Homework: Reflection paper: Periodic Table and Wkst(s)
Day 12 Structure of the periodic table (continued). Activities/Labs/Wksts/Quizzes/Exams
Homework: TBA
Day 13 Turn in 2-page reflection paper, to qualify for B grade.
Unit 7. INTERACTIONS OF MATTER
Applying a particle model to compounds: chemical bonds -- how atoms combine.
Activities/Labs/Wksts/Quizzes/Exams
Homework: Prepare lab book for grading on Day 14.
Reflection paper: modeling compounds
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Day 14
Day 15
OTHER CONTRACTED GRADE REQUIREMENTS DUE: lesson plan(s)
Lab book will be collected at end of session.
Applying a particle model to chemical reactions.
Activities/Labs/Wksts/Quizzes/Exams
Homework: Reflection paper and Wkst(s)
Post-test: Force & Motion Conceptual Evaluation (FMCE).
Lab books will be returned to students, for use in their teaching.
Applying a particle model to chemical reactions (continued).
Activities/Labs/Wksts/Quizzes/Exams
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