A Proposed “Physics First”
Pilot Program in Three High Schools
in the Baltimore County Public Schools
Towson, Maryland
presented by
George Newberry
Coordinator of Secondary Science
and
Hays B. (HB) Lantz, Jr., Ed.D.
Director of Science PreK-12
February 2004
Biology, Chemistry, and Physics –
Typical Sequence of Science Courses
in High Schools Today
(Recommended by the esteemed Committee of Ten in 1894!)
Now Here’s an Egg of an Idea . . .
Could it Possibly Be Time For A Change ?
Change the Course Sequence to
Physics, Chemistry, and Biology
What Factors Provide the Rationale for this Change?
• Maryland High School Assessments
Existing Biology Assessment and “NCLB” Legislation
Proposed Physics, Chemistry, and/or Earth Science Assessments
• Revisions to Core Learning Goals in Science -- Chemistry, Physics,
and Earth Science
• Initiatives from State and National Science Education Organizations
Maryland State Department of Education
National Science Foundation
American Association for the Advancement of Science
National Science Teachers Association
National Research Council
American Renaissance in Science Education (ARISE)
• Changes in the Nature of the Discipline of Biology
Integration with other areas of science, mathematics, and technology
Emphasis on abstract principles and concepts
A Major Curriculum
Recommendation Contained
Within All of These Factors . . .
Teach Physics FIRST
in the high school
course sequence
AAPT Statement
on Physics First
The following statement was adopted by the Executive
Board of the American Association of Physics Teachers at its
meeting in College Park, MD on April 13, 2002.
Preamble
“The Executive Board of the American Association of
Physics Teachers (AAPT) recognizes that teaching physics to
students early in their high school education is an important
and useful way to bring physics to a significantly larger
number of students than has been customary. This approach
-- which we call “Physics First” -- has the potential to advance
more substantially the AAPT’s goal of ‘physics for all,’ as well
as to lay the foundation for more advanced high school
courses in chemistry, biology, or physics.”
STATEMENT OF SUPPORT FROM THE
ENGINEERING SOCIETY OF BALTIMORE
“We are supportive of the proposal
for ‘Physics First’ as a part of a grade
nine aligned curricular program with
math and technology education, and
are looking forward to the participation
of our members in the final design of
the total curricular experiences.”
Mr. Michael Dick
President, Engineering Society of Baltimore
Baltimore County Public Schools
Blueprint for Progress
Performance Goal 1
By 2007, all students will reach high standards, as established by
the Baltimore County Public Schools and State proficiency levels
in reading/language arts, mathematics, science, and social studies...
Performance Indicator for Goal 1
1.13 All students successfully completing Algebra I, biology,
English 9, geometry, and government will pass the
Maryland High School Assessment on their first attempt.
THE QUESTION IS
How would we do if passing the
Biology High School Assessment
were required for graduation today ?
Approximately 65% of ninth grade
students today are receiving D’s and E’s
on the end of year exam in biology.
Data Source –
BCPS Biology End of Year Exam
(Patterned on Biology HSA)
Research/Observations on Physics First
• Physics is the foundation for chemistry, and
chemistry is the foundation for contemporary
biology.
• More students enroll in upper level physics.
• More females enroll in upper level physics.
• The mathematics required is consistent with math
offered in grade 9 (Algebra I).
• Student achievement in upper level physics is
enhanced.
• Physics topics are of high interest for 9th
grade students.
At least one major textbook publisher has
acknowledged that students need a
background in physics and chemistry
in order to understand biology.
Holt Biology 2004
by Raven and Johnson
Physical Sciences Refresher
Physics Topics include:
• Speed and Momentum
• Acceleration
• Work and Power
• Machines
• Newton’s Laws
• Types of Waves
• Wave Interactions
• Energy Transformations
• Law of Conservation of Energy
• Electrical Energy and Circuits
Chemistry Topics include:
• Water as Universal Solvent
• Physical & Chemical Changes\
• Law of Conservation of Mass
• Fluids
• Classes of Matter
• The Periodic Table of Elements
• Chemical Behavior
• Balancing Equations
• Concentrations of Solutions
• Solubility
• Behavior of Electrolytes
“Biology used to be about cutting up
critters and looking at their innards.
Now it’s all molecular. It’s about
DNA and double helixes . . . .
Chemistry is the foundation for
modern day Biology.”
Richard Taylor, Dallas High School science teacher, in
support of the high school’s new approach to teaching
physics first.
Newsweek, April 22, 2002
“About 1/3 of the Items in the MSDE
Biology High School Assessment are
in the area of Biochemistry.”
Gary Hedges
MSDE Science Specialist for Biology
Sample Items from 2001 Biology HSA
Another Sample Item from 2001 Biology HSA
What’s Required is a Paradigm Shift
Physics
First,
Chemistry
Second,
& Biology
Last
Nationally
Many high schools
have taught physics as the first
course in the sequence, followed
by chemistry, and then biology.
The Principles of Physics course
is conceptually-based
as compared to physics taught
using a
theoretical/mathematical
approach.
Physics Taught at the
Theoretical/Mathematical Level
Response Time
T=
2d
g
Physics Taught at the Conceptual Level
Response Time
T=
2d
g
Principles of Physics
Algebra I
New Technology
Education Course
(designed to support the application of
physics concepts and Algebra)
Active Physics is the Text Proposed for
the Principles of Physics/Algebra I/Tech Ed
Curriculum Partnership in Three Pilot Schools
for 2004-2005
Schools
• Woodlawn High School
• Milford Mill Academy
• Dundalk High School
“The content of Active Physics is very appropriate
for ninth grade students. In fact, I sometimes use
Active Physics with my upper level physics classes
to help them understand the physics concepts
before they use and apply the formulas.
And, yes, this is real physics.”
Bob Lane
National Board Certified Physics Teacher
Active Physics Pilot Teacher at Suitland High School, PG Co
“If you have taught middle school science or are
science trained, then teaching the content of
“physics first” poses no real problems. I have
had no problems understanding and teaching the
content.”
Eleanor Smith
Earth Science Teacher, PG Co
Active Physics Pilot Teacher
What Does This Look
Like Beyond
Grade 9 ?
Chemistry in Grade 10
•
•
•
•
•
•
•
•
•
•
•
•
•
Acids and Bases
Atoms
Bond Geometry, Bond Tension
Chemical Reactivity and Relationship to Structure
Equilibrium
Fundamental Reactions
Kinetics
Organic Chemistry
Oxidation - Reduction
Periodicity
Radioactivity, Atomic Stability
Simple Chemical Bonding
Thermodynamics
Supported by Geometry and ChemTech
Biology in Grade 11
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Atoms (Phosphorus, Carbon, Hydrogen, Oxygen, etc.)
Behavior of Organisms
Biological Diversity; Genetics, Species, and Ecosystem
Cell Structure and Function
Energy, Flow of Matter and Energy
Evolution
Heredity
Interdependence Among Biota/Abiota
Levels of Organization: Cells, Tissues, Organs, etc.
Macromolecules – DNA/RNA, Carbs, Lipids, Proteins
Photosynthesis
Reproduction
Trends and Cycles
Water Chemistry
Supported by Algebra II and BioTech
Earth and Space Science in Grade 12
• Tools and Techniques of Investigating Earth and
the Universe
• Gravity and Microgravity Environments
• Formation of the Universe and Solar System
• Sun - Earth Connections
• Interactions of Sun - Earth - Moon System
• Atmospheric and Oceanic Circulation
• Climate
• Structure of Rocks and Minerals
• Rock Cycle
• Plate Tectonics
• Geologic Time
Supported by other mathematics, science,
and technology electives.
“Imagination is more important than
knowledge. Knowledge is limited.
Imagination encircles the world!”
Albert Einstein, 1879-1955
DID YOU KNOW THAT . . .
“In the Baltimore County Public Schools,
we have more teachers certified to teach
physics than to teach earth science.”
Hays B. Lantz, Jr., Ed.D.
Director of Science PreK-12
“Two physics teachers are currently using
Active Physics materials at my high
school with ninth grade students. They like
the materials, particularly the activity based
approach, which is very consistent with
the 5E model.”
Hameed Sharif
Science Teacher Coordinator
PG Co
“All ninth grade students (24 classes) at
Bladensburg High School this school year are
taking Conceptual Physics using the Active
Physics materials. The students are very
positive about being involved in an activitybased program. We have seen a decrease in
student behavior problems because of this.
The students are doing much better than they
would have in Earth Science. Teachers are
adapting well.”
Earline Richardson
Science Teacher Coordinator
Bladensburg High School, PG Co