Physics First Also Called “Biology On Top” or “Right Side Up”

Physics FirstAlso Called “Biology On Top” or “Right Side Up” Presented by: Karen Jo Matslerkmatsler@mac.com

Why do we teach the Biology, Chemistry and Physics sequence? • 1893 Recommendation by Committee of TenBiology was zoology and botany (macro-level) • Purpose to train students to observe, describe, and draw for purpose of categorization • Biology did not require lab equipment (physics and chemistry did)

What has changed in the past 115 years? • Biology is no longer merely study of physical characteristics. • Biology probes into chemistry and is more complex (micro-level) • DNA • Cell functions • Enzymes, reactions • Molecular structures

Advantages of PCB Sequence: • Physics deals with concepts that can be and typically have been experienced • Physics teaches HOW science works • Physics empowers predictions • Allows for inquiry based teaching • Less safety risks • Physics provides key concepts for all of chemistry • Physics provides 90% of biology, astronomy, earth science, medical science • Atoms are first described in physics • Physics is considered the “cornerstone” by BSCS (C-to-C) cornerstone to capstone

Issues for Cornerstone to Capstone • Lack of math sophistication for 9th grade • Impact of state assessments • Availability of highly qualified physics teachers • Lack of appropriate curriculum materials • Reluctance of teacher to embrace approach • (Note: all but one of these can be addressed. The main reason San Diego was not successful was the state test was not changed)

Benefits of C-to-C(According to BSCS) • Increased coherence across science courses • Increased enrollment in science courses • Increased science achievement • More positive attitudes toward science

BSCS Recommendations for Curriculum Changes • Make explicit story lines and connections across disciplines • Curriculum framework (rows = 4 years, columns = concepts) • Focus on conceptual development • Invoke appropriate teaching strategies

Models of Implementation (Timeline Options) • As proposed by BSCS http://www.bscs.org/library/Capstone_Exec_Summary.pdf • Option 1: Sweeping change • Occurs over 3 year period • Years 1 and 2 –offer both 9th and traditional (11th) physics, biology is not offeredChemistry offered every year, but must change in year 2 to accomodate sequence

Models of Implementation (Timeline Options) Advantages: • Accomplished in 3 years • Students and teachers experience changes together (cohesive, less fragmentation) • Nonphysics teachers are more aware of content in physics, use prior knowledge

Models of Implementation (Timeline Options) Disadvantages: • Increase need for physics teachers • Increase need for materials, classrooms

Option 2: Permanent Two-Program Model • Implements C-to-C while maintaining traditional sequence • Provides students 2 options • Completed in 3 years • Fewer enroll in biology in 9th, some in physicsYear 3=half of 9th and half of 11th take biologyYear 2=two different chemistry courses

Option 2: Permanent Two-Program Model Advantages • Accomplished in 3 years • Every discipline is offered every year • Less strain on teacher preparation (in disciplines) • Provides time for teachers to increase content areas Disadvantages • Assumes resources are available • Must decide who can enroll in programs

Option 3: Phased-In Model • Cornerstone to Capstone accomplished in 6 years • Begins with small cohort of students • Resembles 3 years of Two–Program and 3 years of Sweeping Change Model

Option 3: Phased-In Model Advantages • Slow implementation allows resources to be focused on need • Provides time to acclimate to change • Provides targeted evaluation of change process • Small adjustments can occur in ongoing manner • More cost effective during years 4-6, some of teachers in first half can become leads and coaches • Particularly advantageous where there is resistance to change

Examples of Physics, Chemistry, Biology Success • Glastonbury (1995) moved physics to 8th grade • Increased number of females in upper level (AP) physics • Upper level physics enrollment increased dramatically • Increase in AP scores • Increase in number of students in all AP science coursesFred Myers (Farmington, CT) • Started in 1993-94 school year and affected freshman class of 1998 • Changed sequence to “reflect more logical sequence” • Biology discusses principles of chemistry and physics in DNA and photosynthesis

Examples of Physics, Chemistry, Biology Success • Chemistry discusses electrons, energy levels, electric forces • Enrollment in AP science tripled (Received Siemen’s Award for outstanding enrollment and achievement in AP science exams) • Enrollment in honors level courses increased • Highest score in state on experiment portion of exam • Gene Ewald (Ohio) • Taught sequence for 18 years • Met weekly on Saturdays; biggest changes were in biology • Physics starts with a little math/measuring and ends with atomic structure • Chemistry starts with review of physics texts, structure of reactions, organic/bio • Biology starts with conservations, acids/bases, gas laws, organic, then processes. “they are as ready in 9th grade as they are as seniors”

Supporting Research (from O’Brian) • 9th graders seem equally ready for physics as College Prep 12th graders • Majority of students have misconceptions and few understand Newton’s second law conceptually • Existing instructional methods are not very effective at addressing student difficulty with concepts If taught in 9th grade: • Needs to have strong conceptual emphasis with less focus on math manipulation • Environment needs to be strongly student centered, not teacher centered

Supporting Research • Keys to successFocused professional development throughout year (Loucks-Horsley, 2003) Content Pedagogy Spiral concepts • Well-defined and planned implementation process (Understanding by Design, 1998 and/or CBAM)Needs assessment (Stages of concern (CBAM, Hall & Hord, 2001) • Leadership team should involve all representative stakeholdersCareful selection of instructional materials (Analyzing Instructional Materials, WestEd and BSCS, 2002)

Challenges • Some physics concepts are difficult (acceleration) • Number of available physics teachers:A few hours “won’t cut it” to retool them

Objections/Concerns Based on Role • Parent (not the way I learned, has to be difficult to be real...) • Teacher (novel approach, want best students, physics isn't for everyone...) • Principal (I'm backing my teacher since I don't know anything about Physics or science...) • Supervisor (see all the above, not confident enough to lead the way...)

Quotes • Bernard Khoury (AAPT): “Physics is not just for the best and brightest, it is for everyone”. • Leon Lederman (Nobel Laureate) “Physics is overarching discipline. To take chemistry before physics is like taking calculus before algebra”.

Textbook Options • Text is resource for teachers • Text is a tool, the way it is taught is paramount • Active Physics; CPO; Conceptual Physics (Hewitt) new book out in July • Physics Concepts and Connections, Art HobsonSan Diego (2001) • Only had one year of transition • Did not educate the public for buy-in • Had to hire 10 physics and 25 biology/chemistry teachers • Did not change the state exam to match the course (you value what you assess) • Exam needed more inquiry • Exam was targeting 12th graders, not 9th

Plan of Action • Study research from other districts/states • Think outside the box • Prepare teachers for a paradigm shift • Solicit input from stakeholders • Equip classrooms • Professional development for all areasCurriculum focus

Professional Development Opportunities • Physics Teaching Resource Agents (PTRA) Texas Regional Collaboratives (TRC) July 16-20 @ Lee College, Baytown July 30-Aug 3 @ University of Dallas, Irving • Handout with information visit web.mac.com/kmatsler and go to • Physics for All

Important Discussion Findings from the Texas Physics Task Force: • All students deserve and should have a full year course of physics. • AAPT encourages the Physics first movement. • The physics/mathematics coordination is very important. • The TEKS for Physics do not include mathematical computation beyond Algebra I. However, the mathematics/science correlation should be strengthened in the elementary and secondary science courses.

Important Discussion Findings from the Texas Physics Task Force: • A good foundation K-8 is essential to the learning of physics concepts. • The TEKS K-8 should be strengthened, clear, and strong all the way through a student’s science education. • The integration of physics concepts in all disciplines is to be encouraged. • Conceptual physics requires depth of understanding. • The conceptual approach to science is encouraged and acceptable for all students.

Important Discussion Findings from the Texas Physics Task Force: • Conceptual physics should not be a “watered down” version of science but rather a deeper understanding of the concepts through demonstrations, hands on activities, and correlations to everyday life examples. • All students should have a coherent sequence of science study in high school that should include physics. • If a student takes Physics they should not take PT1.

Important Discussion Findings from the Texas Physics Task Force: • A good sequence for Physics first, if students choose to take this course, is Physics, Chemistry, Biology and either Earth and Space Science (which should include a strong physics strand since it has a pre-requisite of Biology, Chemistry, and Physics)or AP Physics • “Failure is not an option”

Resources/Websites • Fred Myers. The Right-Side-Up High School Science Sequence: 10 year reportLederman, L. M. (1998). ARISE: American Renaissance in Science Education (FERMILABTM-2051). Batavia, IL: Fermi National Accelerator Laboratory. Retrieved June 15, 2002, from http://fnalpubs.fnal.gov/archive/1998/tm/TM-2051.pdfG.E. Hall, 2001. Implementing change: Patterns, principles, and potholesLoucks-Horsley, 2003. Designing professional development for teachers of science and mathematics, 2nd editionLove, N. 2002. Using data/getting results: A practical guide for school improvement in mathmatics and scienceBybee, R. Learning Science and the Science of Learning

Resources/Websites • Wiggins, G.P. 1998. Understanding by Design Curriculum Update, Summer 2004, Shaking Up Sciencewww.ascd.orgO’Brien, M. 2006. An Investigation into the Effectiveness of Physics First in Maine.BSCS complete monograph http://www.bscs.org/library/Capstonecomplete.pdfOr http://www.bscs.org/page.asp?pageid=0|119|528|567&id=0|capstone_pdfs

Resources/Websites • BSCS Cornerstone-to-Capstone Conclusion (has several pages of references) http://www.bscs.org/library/CapstoneConclusion.pdfBSCS Executive Summaryhttp://www.bscs.org/library/Capstone_Exec_Summary.pdfhttp://www.ebecri.org/custom/PhysicsFirst.htmlhttp://www.physicsfirstmo.org/index.htmlhttp://www.aapt.org/Policy/physicsfirst.cfmhttp://units.aps.org/units/fed/newsletters/summer2002/hake.cfmhttp://scitation.aip.org/journals/doc/PHTEAH-ft/vol_43/iss_5/319_1.htmlhttp://lss.fnal.gov/archive/2002/pub/Pub-02-088.pdf

Physics First Also Called “Biology On Top” or “Right Side Up”