You are a high school physics teacher with 10 years of experience in a small consolidated school district. The district is out to cut expenses for next year because the tax base has lost value. A 3% cut of the school budget is anticipated. According to the superintendent, this means the loss of one teaching position next year. You have been teaching physics for only two years, and your classes are small. The superintendent and school board members think that it might be best to cut physics out of the curriculum because it is not a cost-effective course to teach, and only a relatively small number of students take the course in comparison to biology and chemistry. Nonetheless, the superintendent is willing to give you your "day in court." You have been given the opportunity to make a case for keeping physics in the high school curriculum (and keeping your job). You have been given the opportunity to call in "expert" witnesses to help you make your case. You will be given 15 minutes to state and make your case for keeping physics in the high school curriculum; the Board will also be given 15 minutes for questions of school board members. Students will be randomly assigned to both groups; be prepared to argue either side of the case. Time will be given for planning purposes the night of the class.