An update
on “Physics First” in
Baltimore County
Public Schools
October 14, 2004
George Newberry
Coordinator, Secondary Science
WHERE DID THE CONCEPT OF
“PHYSICS FIRST” COME FROM?
“Today, the nation has the challenge to ensure that
all America’s children have the opportunity to learn
and understand science, mathematics, and
technology at the higher levels defined by national
standards. … To satisfy the national standards, high
school students need to take three years of science
and mathematics as a coherent core curriculum,
reinforcing the disciplines and the connections
between them and leading to a student who is
comfortable with science, technology, and the
scientific way of thinking.”
Leon Lederman
in American Renaissance in Science Education
(A.R.I.S.E.)
WHAT IS “PHYSICS FIRST?”
An idea that proposed changing the
sequence of courses offered in
high school from
BIOLOGY – CHEMISTRY – PHYSICS
to
PHYSICS – CHEMISTRY - BIOLOGY
Proposed by Leon Lederman
Leon M. Lederman
 Pritzker Professor of Physics
 1988 Nobel Laureate in Physics
 Fermilab Director Emeritus
Representative Publications about
Physics Education
"Reform of Science Education: A
Curriculum", Leon Lederman,
Interciencia, Vol. 27 No. 2, 66,
(February 2002)
”Revolution in Science Education:
Put Physics First", Leon
Lederman, Physics Today, Vol.
55, (November 2002)
Lederman writes:
“Why is the population so ignorant of
science, both the process and the content?
Among the most obvious failures . . . ”
1. Students arrive in HS with poor
preparation and poor attitudes about
science and math.
2. Most states require only 2-3 science
courses in grades 9-12, rather than a
coherent sequence of science courses.
3. In most schools, the sequence is
biology, chemistry, physics; only 50%
of students take chemistry; only 20% of
students complete the whole sequence.
4. Most of the science requirement is
fulfilled by courses constructed as if
they are discrete, disconnected
disciplines.
5. Most students do not have access to
important emerging ideas in biology
since it is usually offered as a first or
second science course without
chemistry or physics prerequisites.
Modern biology requires knowledge
and skills drawn from chemistry and
physics.
When?! . . . 1894
The current sequence of high school
study in science
BIOLOGY, CHEMISTRY, PHYSICS
was set out in 1894 on the basis of a
recommendation by a prestigious
national commission, the Committee of
Ten
Lederman and other experts in
the field are suggesting . . .
. . . that this sequence is now
inappropriate and does not
respect developments in the
disciplines over the past
century or changes in teaching
of mathematics (with algebra
introduced as early as 7th or 8th
grade).
What are the Pre-requisites
for Biology?
An expert examined high school
biology texts to look for items
which were used but not
developed, therefore considered
prerequisites for a study of
biology.
These are the topics that
children are expected to know:
•
•
•
•
•
•
•
•
•
•
•
Acids
Activation energy
Half-life
pH
Acids
Bases, catalysis,
Chemical reactions
Conservation of energy
Photosynthesis
Absorption spectra
Etc.
OTHER RATIONALE
Maryland High School Assessments
Existing Biology Assessment and “NCLB” Legislation
Proposed Physics, Chemistry, and Earth Science Assessments
Recent Revisions to Core Learning Goals in Science –
Biology, Chemistry, Physics, and Earth Science
Initiatives from State and Nat’l Science Educ 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
Changes in the Nature of the Discipline of Biology
Its integration with other areas of science, mathematics, and
technology
Emphasis on abstract principles and concepts
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.
“The Executive Board of 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.”
Research and Observations
on Physics First
 Physics is the foundation for chemistry; and
chemistry is the foundation for contemporary
biology.
 Physics topics are of high interest for 9th
grade students.
 The mathematics required is consistent with
math offered in grade 9 (Algebra I).
 More students enroll in upper level physics.
•
 More females enroll in upper level physics.
 Student achievement in upper level physics
is enhanced.
SYSTEM SUMMARY of BCPS BIOLOGY
UNIT ASSESSMENT SCORES
90
 2001-2002
80
Range = 14.72% to 17.27%
Average = 16.04%
 2002-2003
Range = 56.49% to 80.04%
Average = 67.59%
 2003-2004
70
60
SW
50
C
40
SE
NW
30
NE
20
Range = 59.7% to 81.59%
Average = 67.60%
Total
10
0
2001-
2002-
2003-
2002
2003
2004
Scores for the Biology HSA and BCPS Final Exams are similar.
58.5%, up from 52.8%
55%, down from 58.7%
Balto Co. School-to-School Comparison
BCPS Ave = 58.5%
State Ave = 60.9%
SINCE OUR LAST UPDATE FOR
EXECUTIVE DIRECTORS OF
SCHOOLS . . .
• We have conducted School-toSchool presentations on
“Physics First” for all high
schools
• The Office of Science received
feedback (positive and
negative) on the proposed
program.
Original Thinking
Concept of
“Physics First”
Current Thinking
Fundamentals of
Physics and
Chemistry
– Conceptual Physics in
Grade 9
– Chemistry in Grade 10
– Biology in Grade 11
-- Integrated Physical
Science Course in Grade 9
-- Biology in Grade 10
What have we gained. . .
1. Moving biology ahead by one year
2. Still providing students with concepts and knowledge that are
fundamental to learning biology
3. Elective and AP Programs remain virtually intact with potential to
grow
4. Greater credibility with teaching staff
What have we lost. . .
Nothing
SUMMER 2004
• Participants from Offices of
Tech-Ed, Mathematics, and
Science participated in a
DACUM in June 2004.
• In July, a scope and sequence
of topics for an integrated
physical science class was
developed.
Proposed Topics
GENERAL TOPICS
GENERAL
SKILLS
SPECIFIC TOPICS













MOTION



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


Measurement
Patterns, predictions
Data collection,
interpretation, and
analysis
Data organization (%
error)
Graphing
Modeling in science
Nature of science
Speed/distance/time
Acceleration
Friction
Kinetic energy
Gravity
Projectiles?
(remembering that there
will no trig)
Newton’s Laws
Forces/pressure
Inertia
Momentum
Circular motion
Collisions
Pendulum
Impulse
Active Physics
Modules
“Predictions”
Tech Ed
Connection
- Universal dwelling
(parameters for
construction of a
universal home)
- Other
“Predictions”
“Sports”
“Transportation”
- Car push
- Push or pull (force
meter)
- Trebuchet
- Automatic
triggering device
- Rockets
- Other
Proposed Topics
GENERAL TOPICS
WAVES
SPECIFIC TOPICS























Wave types
Wave motion/interference
Wave length/frequency
Sound
Vibration
Human ear/hearing
Pitch/period
Speed of sound
Amplification of sound
Resonance
Decibels
Sound conduction
Ultrasound/sonar
Light
Light rays and ray optics
Speed of light
Reflection / Refraction
Lenses/telescopes/
microscopes
Human eye/sight
Snell’s law
Color
Diffraction
Active Physics
Modules
“Communication”
“Medicine”
Tech Ed
Connection
- Circuit boards
- Telegraph
- Speaker/
microphone
- LED
- Digital imaging
- Recordings
- Electronic tape
measure
- Other
Proposed Topics
SPECIFIC
TOPICS
GENERAL TOPICS
ELECTRICITY
AND
MAGNETISM







Simple circuits
Ohm’s Law
Switches
Electrical
efficiency
Electromagnets
Magnetic fields
AC/DC current
Active Physics
Modules
“Communication”
“Home”
“Light up My Life”
Tech Ed
Connection
- Electromagnets
- Electric motor
- Motor/ generator
for a toy
- Other
Proposed Topics
GENERAL TOPICS
ENERGY AND
WORK
INTROD
TO
CHEMISTRY
SPECIFIC TOPICS







Heat conduction
Energy transfer
Conservation of energy
Power
Work
Mechanical energy
Specific heat




Physical and chemical properties
Physical and chemical changes
Structure of the atom
History of the discovery of the
atom
Periodic table
Elements
Periodic properties
Chemical formulas (Octet rule)
Bonding – valence electrons,
electron configuration, covalent,
ionic
Acids/bases/pH/Indicators
Organic chemistry (functional
groups)/chemistry of carbon in
preparation for biochemistry unit
Water as a solvent
Radioactive decay
Isotopes
Radioactive particles
Endothermic and Exothermic












Active Physics
Modules
“Home”
“Light up
My Life”
“Sports”
“Predictions”
(Active
Chemistry)
Tech Ed
Connection
- Insulation
- Windows
- Solar heat
- Other
- Making soap (?)
- Making “slime” (?)
- Something
biochemical
- Construct a
conductivity meter
- Lemon/potato clock
- Other
PROPOSED SEQUENCE OF COURSES
Level
9th
10th
11th
12th
current
Biology
Elective
(usually
Earth/Space
Science)
Elective
Elective
proposed
Fund. of
Physics &
Chemistry
Biology
Elective
Elective
Honors
Chemistry
Honors
Physics
and/or
Elective
Elective(s)
(may include
AP)
Honors
Chemistry
and/or
Elective
Honors
Physics
and/or
Elective
(may include
AP)
8th
Standard
Level
current
Honors
Level
proposed
Honors
Biology
Fund. of
Physics &
Chemistry
Honors
Biology
PROPOSED SEQUENCE OF COURSES
Level
8th
current
GT
proposed
Fund. of
Physics &
Chemistry
(GT 8)
9th
GT Biology
(current)
GT Biology
10th
11th
12th
GT Chemistry
Elective
GT Physics
Elective
Elective(s)
may include
AP
GT Chemistry
and/or
Elective
GT Physics
and/or
Elective
Elective(s)
may include
AP
The BCPS Model
How is our model for a
“Physics First”
implementation different
from that used
elsewhere?
COLLABORATION
Between the Offices of
•Science
•Mathematics
•Technology Education
•Instructional Technology
e-Learning
An online learning environment
that enables users to:
Share Resources
– Curriculum materials
– Student Activities
Communicate and Collaborate
– Create online professional learning communities
– Access reporting features such as gradebooks
Physics First Project
and e-Learning
•
Identifying common topics for instruction
•
Defining a common language
•
•
•
Sharing resources for science, mathematics,
and technology education
Communicating across content areas
Promoting integrated learning experiences
for students
BCPS Tools for Physics First
e-Learning Project
•
•
•
•
Collaboration between Offices of Science,
Mathematics, and Technology Education
A learning management system –
Desire2Learn (D2L)
Provision by Department of Technology for
a network that allows ease of access
Support through the Office of Instructional
Technology’s e-Learning Resource Teacher
Logon to Desire2Learn
All users are
assigned a
username and
password in order
to logon to the
BCPS D2L site.
http://bcps.mdk12online.org
Select The Topic
Links to additional
resources and
support
Use this area to set
your personal
settings.
Courses and Course Modules
What is Newton’s Law?
Where can I find resources
to assist me as I teach this
part of the unit?
Locating Additional Teaching Resources
and Building Background Knowledge
Introduction to
Engineering &
Technology
Concepts
A new world class technology literacy
course for all high school students,
meeting the Maryland State Department
of Education Voluntary State Curriculum
indicators for the basic Technology
Education 1 credit requirement.
The Blue Print For Progress - The Vision
The graduates of Baltimore County Public Schools
will have the knowledge, skills, and attitudes to reach
their potential as responsible, productive citizens in
a global economy and multicultural society.
In his first speech as superintendent, Dr. Joe Hairston
identified these challenges for the school system:
"To grow and improve, we must continue to adapt to
changing conditions and expectations. An organization
which fails to adapt is one that is soon left behind …
but all changes will be carefully planned ... .“
" We have the awesome responsibility of producing the
next generation of citizens and the world's workforce,
the decision-makers and thinkers of the future ... ."
The BCPS Blueprint For Progress
CONNECTIONS TO KEY STRATEGIES
• Set high and consistent expectations and institutionalize continuous
feedback processes and support systems to ensure that quality daily
instruction and continually increasing student achievement occur in all
schools.
• Focus on the consistent and systematic implementation of the
Essential Curriculum in all content areas, as revised and aligned with
the Maryland Content Standards, Learning Outcomes, and Core
Learning Goals.
• Identify and consistently implement a common core of research-based
instructional practices that will result in more engaging work for
students by incorporating state-of-the-art knowledge of lesson and unit
planning, student learning styles, direct instruction, diverse and
ongoing assessment, critical thinking, brain research, and multiple
intelligence.
• Establish a flexible and responsive direction for the use of technology
to prepare students to meet the requirements of a technologically
oriented society and to meet the data access needs of staff members.
A NEW BASIC TECH. ED. MARYLAND
REQUIRED CREDIT CURRICULUM
Introduction to Engineering & Technology Concepts
is a direct response to the challenges of vision and leadership
presented in Dr. Hairston's speech.
The new IETC curriculum will provide students with:
1. A rigorous grade 9 academic and technology education
experience, aligned and coordinated with Algebra I and a new
integrated physical science and chemistry curriculum.
2. Skills and knowledge to be successful in the technology-based,
information technology-driven workplace, home, and recreation
spaces of the next century.
3. Enhanced skills and knowledge to ensure achievement in those
areas as measured and reported by local, state and national
assessment instruments and graduation programming initiatives
at the high school level.
1. The Nature of Technology and Technological Systems
2. Measurement Systems, Tools, Production
Tools, and Machines
3. Engineering Design Tools, Software, and
Processes
4. Core Technologies
5. Inputs to Technological Systems
6. Energy and Power Technology
7. Design and Engineering Problem Solving
8. Communication Design & Engineering
Solutions
9. Technology Enterprises: Structures and
Functions
Science
Tech. Ed.
General Science Skills
Measurement - Metric & Standard
Data Collection
Organizing Data
Interpreting and Analyzing Data
(% error)
Patterns & Predictions
Graphing
Modeling in Science
Nature of Science
Vectors (in Matrix Form) &
Scalars
Motion
Velocity / Distance / Time
Acceleration
Gravity
Newton’s Laws
Friction
Collisions
Pressure
1. The Nature of Technology 2. A Technological System
3. Measurement Systems and
Tools and their role in
Technology
4. Production Tools and their
Safe Use
5. The Problem-Solving and
Design Process
6. Technological Processes
7. Core Technologies (not a
chapter in the textbook)
8. Inputs to Technological
Systems
9. Energy: The Foundations of
Technology
10. Developing Design Solutions
11. Communication Design
Solutions
Math: Algebra
Symbols and Operations of
Algebra
Equations in One Variable
Graphing Linear Equations in
Two Variables
Writing Linear Equations
Statistical Analysis
Solving Systems of Linear
Equations
Algebra 1
CLG 1: Functions and Algebra
The student will demonstrate the
ability to
• investigate,
• interpret, and
• communicate
solutions to mathematical and
real-world problems using
patterns, functions, and algebra.
CLG 3: Data Analysis &
Probability
The student will demonstrate the
ability to
• apply probability and
• statistical methods
for representing, interpreting data
and communicating results, using
technology when needed.
Real-World Situations
Verbal
description
Table of
values
Algebraic
representation
Graphical
representation
During which time interval was the average
velocity the slowest?
Slope = Average Velocity
Determining a Best-Fit Line to Make a Prediction
Circumference
Diameter
Circumference
Diameter