Matrix I -- For the Preparation of All Science Teachers
Matrix II -- For the Preparation of All High School Level Science Teachers
Matrix III -- For the Preparation of Physics
Teachers
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Programs designed to prepare science teachers should enable them to:
1.1 Engage all K-12 students in the study of science, providing for differences in gender, disability, socioeconomic background, culture, ethnic membership and academic ability.
Professional Education Course Work for All Science Teachers
Teacher education majors who plan to teach grades 6-12 or K-12 take courses in professional education studies in common. Secondary School Reading (C&I 214) topics include literacy techniques and strategies for all students, literacy for students with diverse learning needs, and literacy for English as a second language students. Curriculum and Organization Issues in Secondary Schooling (C&I 215) course topics include special needs of adolescents, special needs students in secondary schools, and diversity in secondary school. Secondary Education (C&I 216) course topics include classroom management, diversity, and special needs of learners.
All teacher education majors take either Educational Psychology (PSY 215) or Child Growth and Development (C&I 210). PSY 215 has units on exceptionality in learning/cognition, and individual and contextual influences on achievement. C&I 210 has units on socioemotional development, and the social context of development.
Methods Course for Elementary Science Teachers
Teaching Science in the Elementary Schools (C&I 257). Students learn how to work effectively with students with disabilities, who are gifted, and who are culturally diverse.
Methods Course for Middle School Science Teachers
Science Methods for the Middle School (C&I 351). Students learn how to work effectively with students from different families, races, cultures, academic abilities, and recognize the diversity of needs.
Separate Methods Courses for Secondary Science Teachers
In Methods in the Teaching of Biology (BSC 307) content includes a lecture on social diversity.
In Teaching of Chemistry (CHE 301) students hear from ISU's director of the office of disability concerns, have a follow-up discussion, and make in-class presentations dealing with the subject.
In Teaching High School Physics (PHY 301) students are introduced to individual differences under the topics of Effective Teaching and Inclusion. Under the heading of Effective Teaching, students actively inquire about the nature of learning styles. Under the heading of Inclusion, students learn about the gender differences and equity, meet with students who have disabilities, learn about difficulties associated with English as a second language, deal with the concept of cultural diversity, and learn about working with gifted and talented students.
The Clinical Experiences and Student Teaching Handbook, which all secondary science and technology methods courses employ, contains the following required activities: In activity set 3c clinical students and student teachers are required to "shadow" average and at-risk students for the equivalent of one full day. In activity set 6b the clinical student and student teacher assesses how faculty, staff, and schools generally work with students who have disabilities. Clinical students are required to complete a "Built Environment Checklist" as part of activity set 6b. In activity set 6c the clinical students "interview one university-level student with a disability" and requires the student teacher to "work with two students with disabilities." In addition, student teachers must meet with a variety of school staff who are available for conferral and referral for a variety of student needs and is addressed in activity 9b.
Refer to:
Appendix 5: Selections from the Clinical Experiences & Student Teaching Handbook
Appendix 7: Syllabus for C&I 257, Section IV, part 9, points B-D.
Appendix 7: Syllabus for C&I 351, Section II, part B and Section IV, points B and C.
Appendix 7: Syllabus for PHY 301, Section V, part H, point 2; and part O, points 1-5
Appendix 7: Syllabus for BSC 307, see Selected Topics of Study, Social Issues
Appendix 7: Syllabus for CHE 301, see Section IX and course outline
Appendix 7: Syllabus for C&I 214, see Course Topics
Appendix 7: Syllabus for C&I 215, see Course Topics
Appendix 7: Syllabus for C&I 216, see Course Topics
Appendix 7: Syllabus for PSY 215, see Section 3, Outline of the Course
Appendix 7: Syllabus for C&I 210, see Section 3, Outline of the Course
1.2 Take advantage of collaborative planning among scientists, science teacher educators, science teachers and others so that science, science methods, and other program components are mutually reinforcing.
Advisory Councils
The divisions of elementary education, middle level education, and departments of biology and physics maintain external advisory committees composed of inservice teachers and teacher educators. At the secondary level, the biology and physics advisory committees are composed of inservice teachers, science teacher educators, and scientists. An informal council of "cooperating teachers" make up an advisory group for Chemistry.
Methods Courses for Secondary Science Teachers
Methods in the Teaching of Biology (BSC 307) is taught by an inservice biology teacher, and student teaching is supervised by another inservice biology teacher.
In Teaching of Chemistry (CHE 301) students learn about professional organizations and their educational publications, and are required to complete a project which requires the use of these publications.
In Teaching High School Physics (PHY 301) students are introduced to the collegial nature of teaching practice with a one-class lesson entitled Professional Growth. In this same course, as opportunities present themselves, inservice physics teachers make presentations to strengthen the course and highlight the need for collegiality. Videotapes of such visits are also employed as necessary.
As part of the activities associated with the Clinical Experiences & Student Teaching Handbook, secondary science student teachers are slowly "inducted" into the teaching profession through a variety of activities. In the Handbook area #10 entitled Professionalism / Collegiality, clinical students and student teachers are required to participate in a variety of community-building activities. Among these activities are the following: attending a teachers' meeting (activities 10a), attend an integrated science teaching planning meeting (10b), attend one professional meeting (activity 10c), electronically network with other student teachers and university supervisor (activity 10d).
Refer to:
Appendix 5: Selections from the Clinical Experiences & Student Teaching Handbook
Appendix 7: Syllabus for C&I 257. Section III and Section IV, part 10, points B and C.
Appendix 7: Syllabus for C&I 351. Section IV, part H, point 3.
Appendix 7: Syllabus for CHE 301, see course outline
Appendix 7: Syllabus for PHY 301, Section V, part R, points 1-4.
Appendix 8: Selected Minutes of Physics Teacher Advisory Council Meetings
1.3 Utilize the skills and expertise of science methods faculty who:
· Have science teaching experience or demonstrated expertise in working with students and teachers at the relevant level.
· Are strongly prepared in science as well as science education.
· Utilize outstanding classroom teachers as resource persons.
There are a number of university faculty who are directly responsible for teaching science "methods" courses at Illinois State University. Four university faculty members teach elementary and middle school science methods; the lead teacher is Robert Fisher (Curriculum and Instruction). Three individuals are responsible for secondary school science teacher preparation: Lois Wisniewski (Biology), Michael Welsh (Chemistry), and Carl Wenning (Physics). Each of these individuals brings a wide range of experience and expertise to the work of preparing future science teachers.
All secondary science teacher programs work closely with inservice science teachers. Master teachers are used to provide sites for clinical and student teaching experiences. The 174-page Clinical Experiences & Student Teaching Handbook is an example of the collaborative efforts of three science methods course instructors (biology, chemistry, physics), one technology methods course instructor, and approximately 30 area science teachers and school administrators.
Refer to:
Appendix 5: Selections from the Clinical Experiences & Student Teaching Handbook
Appendix 6: Academic Vitae for Science Teacher Education Program Faculty
Preparation to teach science should enable high school level teachers to:
4.1 Provide all students with a holistic, inter-disciplinary understanding of science, as well as to:
· Relate science to contemporary events, research results, and the students' daily lives.
· Provide students with information about career opportunities in science and technology.
4.1 Provide all students with a holistic, interdisciplinary understanding of science, as well as to:
· relate science to contemporary events, research results, and the students' daily lives
· provide students with information about career opportunities in science and technology.
BSC 307 Methods in the Teaching of Biology Students participate in Building Bridges Symposium as part of this course's clinical experiences. Teams of pre-service teacher education students from a wide variety of science and non-science disciplines cooperate to create and present integrated units of instruction. Additionally, students prepare and present a lesson using an interdisciplinary teaching approach as part of clinical experiences.
CHE 301 Teaching of Chemistry Students participate in Building Bridges Symposium as part of this course's clinical experiences. Teams of pre-service teacher education students from a wide variety of science and non-science disciplines cooperate to create and present integrated units of instruction. Additionally, students prepare and present a lesson using an interdisciplinary teaching approach as part of clinical experiences.
PHY 301 Teaching High School Physics As above, students participate in Building Bridges Symposium as part of this course's clinical experiences. Teams of pre-service teacher education students from a wide variety of science and non-science disciplines cooperate to create and present integrated units of instruction. Additionally, students prepare and present a lesson using an interdisciplinary teaching approach as part of clinical experiences. Students learn about career opportunities as part of Resource Management.
Clinical and Student Teaching Experiences includes observing science taught in context and teaching science and technology in appropriate context. Student teachers are assessed by inservice cooperating teachers to determine how deep, broad, and current is their knowledge of science/technology, science/technology resources, and science education.
Refer to: Syllabus for PHY 301 See page 2, part IV, Objectives, next to last bulleted item; see also pages 4-5, part VI, Methodology; see page 7, section X, clinical experiences, showing schedule for Building Bridges Symposium. See page 4, section V, item S4, career information; see also page 7, section IX, week of 11/29. Attached to syllabus is a flier describing Building Bridges Symposium.
Clinical Experiences & Student Teaching Handbook See pages from handbook,
especially activities #4d in both clinical and student teaching experiences,
and assessment #4e in student teaching experiences.
4.2 Fulfill the professional and legal obligations of science teaching.
Professional Education Courses for Secondary Teachers
C&I 215 Curriculum and Organization Issues in Secondary Schooling All secondary science students enroll in this course which contains legal aspects of teaching. Several lessons deal with ordinary care, and teacher negligence and liability. Students receive and discuss a number of articles dealing with legal concerns. Additionally, a member of the local police department makes a presentation dealing with drugs and school violence.
BSC 307 Methods in the Teaching of Biology Students receive a lesson based on the NSTA handbook Science Teaching and the Law and on the commercially prepared Illinois School Law Survey. Students learn about safety and the concerns of ordinary care, negligence, and liability as they relate to the teaching of Biology. Course content also includes National Association of Biology Teachers teaching guidelines.
CHE 301 Teaching of Chemistry Students receive a lesson based on the NSTA handbook Science Teaching and the Law and on the commercially prepared Illinois School Law Survey. Students learn about safety and the concerns of ordinary care, negligence, and liability as they relate to the teaching of Chemistry. Negligence and liability guidelines that appear in the Flinn Scientific chemical supply catalog are also used for instructional. Safety section deals with liability and negligence as well.
PHY 301 Teaching High School Physics Students receive a lesson based on the NSTA handbook Science Teaching and the Law and on the commercially prepared Illinois School Law Survey. Students learn about safety and the concerns of ordinary care, negligence, and liability as they relate to the teaching of Physics. Students also learn about safety issues as they relate to negligence and liability in a lesson dealing with safety based upon both NSTA and the American Association of Physics Teachers safety guidelines.
Refer to: Syllabus for C&I 215 See Course Objectives and Outcomes, page 2, point 5. See also Course Topics, page 2: Legal Issues for Schools. Additionally, see copies of three typical articles that students receive, read, and discuss: "Legal Issues Affecting Students and Teachers," "How Much Education Law Do You Know?," and "Teaching Teachers to Protect Themselves and Their Students."
Syllabus for PHY 301 See page 3, section V, items M and N. Also see attached to syllabus the outline of a PowerPoint presentation used in course to discuss legal issues.
4.3 Establish and maintain safety in classroom, field and storage areas.
Methods Courses for Secondary Science Teachers
The practical and legal aspects of safety as it related to labs, demonstrations, storerooms, and field trips is addressed in each of the major methods courses as appropriate. In addition, safety components are involved in each of the laboratory courses required of secondary education majors in biology, chemistry, and physics.
Methods in the Teaching of Biology (BSC 307) course content includes Laboratory Safety, the design and comparison of safety contracts, room assessments.
Methods of the Teaching of Chemistry (CHE 301) content includes a lesson on safety.
Teaching High School Physics (PHY 301) has a section dealing with safety. Additionally, in required physics courses with laboratory components (PHY 110, 111, 112, 270, and 302) safety is an integral part of pre-lab discussions for every experiment for which it is relevant.
In the Clinical Experiences & Student Teaching Handbook there are a number of clinical and student teaching activities required of all secondary science majors that are associated with safety. In activity set 2b2, for instance, clinical students are required to "conduct one pre-lab discussion" and student teachers are required to "conduct an in-depth, pre-lab discussion for not less than three lab exercises." These pre-labs, as outlined in the Handbook, require appropriate treatment of safety concerns. Additionally, in activity set 5b clinical students must "conduct a safety assessment of classroom, lab, and three observed demonstrations" and student teachers must "demonstrate safe practice in laboratory and classroom." Lab Procedures and Safety is the topic of one of the semi-structured conferences required of student teachers and detailed in Section 5 of the Handbook.
Refer to:
Appendix 5: Selections from the Clinical Experiences & Student Teaching Handbook.
Appendix 7: Syllabus for BSC 307, see Selected Topics of Study
Appendix 7: Syllabus for CHE 301, see content outline
Appendix 7: Syllabus for PHY 301, see Section V, part M
4.4 Use a variety of instructional strategies, science curricula and community resources, as well as to:
· Adapt instruction to the needs of [a] wide range of learner abilities, backgrounds and goals.
· Plan instruction based on the prior knowledge and conceptualizations of the students.
· Use electronic educational technology, including computers, interactive video, telecommunic-ations, and others.
Professional Education Courses for Secondary Teachers
Secondary Education (C&I 216) deals with the planning, teaching, and evaluation of individual and unit lessons.
Methods Courses for Secondary Science Teachers
Methods in the Teaching of Biology (BSC 307) content includes 40 clock hours of clinical experience in which the students complete sequential lessons in unit plan and adapt instruction to the needs of the learner abilities. Course content includes use of the Internet, computer software, Bioscope, laser discs, etc.
Methods in the Teaching of Chemistry (CHE 301) content includes a one-day lesson on microcomputer-based laboratories.
In the physics education major, students taking Introductory Astronomy (PHY 101) will see a variety of commercial, freeware, and shareware simulations used by the course instructor. Students taking the courses Physics for Engineering and Physics I-III (PHY 110-112) will experience a variety of simulations using a wide range of software. Students taking PHY 112 experience asynchronous learning on the World Wide Web using Mallard. In this interactive environment students access a variety of on-line course materials, including tutorials, exercises and quizzes.
In Teaching High School Physics (PHY 301) students learn to plan for effective teaching, encounter standards for effective teaching, practice the use of various instructional strategies (concept change-constructivism, inquiry practices, problem-based learning, and cooperative learning), student engagement, assessment, classroom and resource management, and inclusion. In addition, students see a wide range of educational technologies demonstrated, and must use a variety of such technologies in three microteaching activities. The lesson plans from these microteaching activities are integrated into an exhaustive unit plan that students must prepare as the major course project. These unit plans must take into account the adaptation of instruction based on the needs of a wide range of learner abilities -- from those with academic disabilities to those who can be considered intellectually gifted. In the course Computer Applications in High School Physics (PHY 302) students are required to utilize a variety of educational computer technologies for learning, presentation, and resource retrieval.
In the Clinical Experiences & Student Teaching Handbook there are a number of clinical and student teaching experiences required of all secondary science majors that are associated with putting into practice a variety of instructional strategies, science curricula and community resources. All of area #7 in the Handbook deals with activities associated with student inquiry practices. Area #9 deals with school and community outreach.
Refer to:
Appendix 5: Selections from the Clinical Experiences & Student Teaching Handbook.
Appendix 7: Syllabus for BSC 307, see Selected Topics of Study
Appendix 7: Syllabus for CHE 301, see course outline
Appendix 7: Syllabus for PHY 301, see Section V, parts H through L
4.5 Design and implement laboratory and field-based learning activities which will:
· Foster the development of student research skills in the laboratory and field.
· Apply basic statistical methods and processes of data analysis to interpret scientific phenomena.
Methods in the Teaching of Biology (BSC 307) course assignments and experiences include the design and participation in an inquiry lesson and a statistics lesson.
Methods of the Teaching of Chemistry (CHE 301) course content includes microcomputer-based laboratories.
Students in the physics education major have a nearly continuous opportunity to work with laboratory learning activities. In Physics for Science and Engineering I-III (PHY 110-112) the laboratory experience is central to the understanding of physics phenomena. Therefore, all sections of PHY 110-111 have semi-weekly labs with alternating recitation sessions, and PHY 112 students have alternating labs and computer projects. In these labs students learn about basic physical phenomena. Not infrequently these labs integrate various aspects of physics such as thermodynamics and electricity. Students are required to conduct rudimentary error analysis, calculate basic statistics, and deal with the propagation of error. In Electricity and Magnetism I (PHY 240) students must complete four computer projects which cover: 1) graphical displays of complicated functions, 2) visualization of E fields, 3) solutions of Laplace's equation in one dimension by over-relaxation, and 4) solution of Laplace's equation in two dimensions and visualizing the results. In Laboratory Physics (PHY 270) students refine their research skills as they design and execute research projects dealing with classical physics phenomena. In Computer Applications in High School Physics (PHY 302) students are required to devise and execute a research project as part of a capstone experience. The capstone project lab report must include a theory base, hypothesis, data and data collection procedures, data and error analysis, and a conclusion. In addition, some prospective physics teachers are actively engaged in the departmental faculty's on-going research.
In the Clinical Experiences & Student Teaching Handbook there are a number of clinical and student teaching experiences required of all secondary science majors. In area #7 clinical students and student teachers must address the use of inquiry practices in the classroom. Among these many experiences are 7a where the clinical student "will observe, record, and report on the methods used by cooperating teachers to involve students in the inquiry process." Student teachers are required to "create an open-ended activity that helps students acquire the mental operations, habits of mind, and attitudes that characterize the process of scientific inquiry."
Refer to:
Appendix 5: Selections from the Clinical Experiences & Student Teaching Handbook.
Appendix 7: Syllabus for BSC 307, see Selected Topics of Study
Appendix 7: Syllabus for CHE 301, see course outline
Appendix 7: Syllabus for PHY 240, see Note on Computer assignments
Appendix 7: Syllabus for PHY 302, see Section V, Content
4.6 Foster the development of decision-making and value-analysis skills needed to explore issues and relationships involving scientific, technological, societal and individual human issues and cultural values.
Methods Courses for Secondary Science Majors
The practical aspects of teaching science at the secondary level are addressed in the methods courses required as part of each of the science education majors.
Methods in the Teaching of Biology (BSC 307) course content includes the philosophy of science and "difficult" issues in biology teaching.
In Methods in the Teaching of Chemistry (CHE 301) students are encouraged to include issues in lessons and unit plans.
Physics education majors taking Teaching High School Physics (PHY 301) are required to generate a personal teaching philosophy as part of an exhaustive unit plan. In one part of the unit plan, students are required to provide a Taylor-like rationale for the teaching of the chosen unit content. This rationale must include consideration of the needs of the student, society, and the profession. In executing these sections of the unit plan, students practice decision making and value analysis. In another part of the unit plan students must make value judgments about what content to include in a year-long curriculum. This requires to students to make important value-laden decisions based upon student, societal, and professional needs. Prospective physics teachers taking PHY 301 are required to participate in a small group problem-based learning activity. Activities include such issue-laden problems as building an amusement park in an ecologically sensitive and geologically unstable area, and dealing with the imminent impact of an asteroid with planet Earth.
In the Clinical Experiences & Student Teaching Handbook there are a number of clinical and student teaching experiences required of all secondary science majors that are associated with utilizing decision-making and value-analysis skills. As part of activity set 4a student teachers are required to "conduct a unit dealing with issue-oriented subject matter." In activity set 4d clinical students are required to "determine to what extent science/technology is presented in context." Student teachers are required to "teach science and technology in context as appropriate."
Refer to:
Appendix 5: Selections from the Clinical Experiences & Student Teaching Handbook.
Appendix 7: Syllabus for BSC 307, see
Appendix 7: Syllabus for PHY 301, see Section V, parts C and I4, and Section VI, Methodology; see also Unit Plan Guidelines
4.7 Use techniques for assessing student outcomes which are aligned with instruction and consistent with contemporary assessment goals.
Methods Courses for Secondary Science Teachers
Methods in the Teaching of Biology (BSC 307) content includes assessment practices.
Methods in the Teaching of Chemistry (CHE 301) content includes assessment practices.
In physics, students experience a variety of assessment practices, and learn to integrate these procedures into the assessment of the learning of their own students. Among these assessment practices are exams, quizzes, home work problem sets, laboratory exercises, research projects, writing assignments, student presentations, and computer projects. Students formally learn about alternative assessment practices and grading rubrics in the methods course Teaching High School Physics (PHY 301). Students in this course are required to prepare exams, create alternative assessments, and develop grading rubrics for their own in-course presentations. Such efforts continue during Student Teaching in Physics (STT 399.72).
In the Clinical Experiences & Student Teaching Handbook there are a number of clinical and student teaching experiences required of all secondary science majors that are associated with putting into practice a variety of assessment practices. In area #8 of the Handbook, Student Assessment, clinical students and student teachers must utilize a number of alternative assessment practices, and creating and using a grading rubric to assess performance on an open-ended activity.
Refer to:
Appendix 5: Selections from the Clinical Experiences & Student Teaching Handbook.
Appendix 7: Syllabus for BSC 307, see
Appendix 7: Syllabus for CHE 301, see course outline
Appendix 7: Syllabus for PHY 301, see Section V, part N
Appendix 7: Syllabus for STT 399.72, see Objectives & Documentation
4.8 Applying contempo- rary research findings to the teaching and learning of science.
BSC 307 Methods in the Teaching of Biology Course assignments include a literature review paper on effective science teaching.
CHE 301 Teaching of Chemistry Students regularly employ the science education literature in preparation to teach in-class lessons.
PHY 301 Teaching High School Physics Students are familiarized with recent findings in science education in general and physics education in particular by introducing students to the professional journals and requiring them to work with them as part of the microteaching experience and as part of a review of the physics education research literature. Students are required to work with such journals as The American Journal of Physics, Journal of Research in Science Teaching, Science Education, The Physics Teacher, The Science Teacher. Three classes are dedicated to reviewing the findings of physics and science education research during student-led discussions, and one class is dedicated to a student-led discussion about physics education curriculum projects that students research using the Internet.
Refer to: Syllabus for PHY 301 See page 3, section V, item J; see page 6, section VIII, bottom items; see page 7, section IX, topics for the weeks of 10/11-10/25.
4.9 Use effective class-room management techniques to establish and maintain an environment conducive to learning science.
Professional Education Courses for Secondary Teachers
In Secondary Education (C&I 216) students encounter a unit dealing with classroom management. In Educational Psychology (PSY 215) students encounter of unit dealing with classroom management, and complete a classroom management plan.
Methods Courses for Secondary Science Teachers
In Methods in the Teaching of Chemistry (CHE 301) content includes a section on classroom management that deals with discipline, resource management, grade books, and test preparation.
In Teaching High School Physics (PHY 301) students learn about more advanced behavior control techniques in a section entitled Classroom Management. Moreover, students encounter the concept of maintaining appropriate classroom atmospheres conducive to learning in the sections relating to instructional strategies. Of particular note is the distinction drawn between individualistic, cooperative, and competitive classroom practices and how they can affect the learning environment. In addition, students examine learning cycles and how they can be used effectively to create and maintain student interest. Student backgrounds and interests are also taken into account. Students taking Computer Applications in High School Physics (PHY 302) learn to use the latest versions of microcomputer-based labs and calculator-based labs for collecting and analyzing data from a wide array of physics phenomena not otherwise available in the traditional physics classroom, thereby maintaining an engaging environment conducive to learning.
Student teachers are held accountable for establishing an maintaining classroom discipline during Student Teaching in Physics (STT 399.72).
In the Clinical Experiences & Student Teaching Handbook there are a number of clinical and student teaching experiences required of all secondary science majors that are associated with establishing and maintaining classroom control while at the same time creating an atmosphere conducive to learning. Area #5 of the Handbook deals with Learning Environment. Clinical students, in activity set 5c are required to "observe the various practices used by teachers to maintain classroom discipline," and student teachers are required to "establish and maintain classroom discipline using a firm, fair, and friendly demeanor." In area #6 of the Handbook, there are activities associated with engaging students and achieving equitable participation. In activity set 6a clinical students are required to "observe and analyze how the cooperating teacher uses subject matter to engage students," whereas student teachers are required to "use subject matter to elicit sustained student participation in learning activities." Additional relevant activities are required in areas #3 (Understanding Students) and #7 (Student Inquiry) that play an important role in creating and maintaining an environment conducive to learning.
Refer to:
Appendix 5: Selections from the Clinical Experiences & Student Teaching Handbook.
Appendix 7: Syllabus for BSC 307, see
Appendix 7: Syllabus for CHE 301, see course outline
Appendix 7: Syllabus for PHY 301, see Section V, part P
Appendix 7: Syllabus for C&I 216, see Course Topics
Appendix 7: Syllabus for PSY 215, see Section 3 Outline of the Course; see Section 4, Learning Experiences
Appendix 7: Syllabus for STT 399.72, see Objectives
In additional to the general high school program standards, preparation should enable physics teachers to:
10.1 Understand and develop the major concepts and principles of physics, including concepts in mechanics, electricity, magnetism, thermo-dynamics, waves, optics, atomic and nuclear physics, radioactivity, relativity and quantum mechanics.
The following required courses help meet this guideline:
· Introductory Astronomy (PHY 101)
· Physics for Science and Engineering I (PHY 110)
· Physics for Science and Engineering II (PHY 111)
· Physics for Science and Engineering III (PHY 112)
· Methods of Theoretical Physics (PHY 217)
· Mechanics I (PHY 220)
· Electricity and Magnetism I (PHY 240)
· Experimental Physics (PHY 270)
· Computer Applications in High School Physics (PHY 302)
Refer to:
Appendix 3: See Undergraduate Catalog page 153 for program of study.
Appendix 7: Syllabus for PHY 101, see Course Plan (tentative)
Appendix 7: Syllabus for PHY 110, see Tentative Schedule
Appendix 7: Syllabus for PHY 111, see Homework Assignments by Chapter for topics
Appendix 7: Syllabus for PHY 112, see Course Content
Appendix 7: Syllabus for PHY 217, see Overview
Appendix 7: Syllabus for PHY 220, see Notes associated with Dates and Lecture/Reading for topics
Appendix 7: Syllabus for PHY 240, see Typical Course Content
Appendix 7: Syllabus for PHY 270, see Section 9, First Semester Experiments; Section 10, Second Semester Experiments
Appendix 7: Syllabus for PHY 302, see Section V., Content
10.2 Develop student understanding of the interconnectedness of the sciences, and relate the major concepts of biology, chemistry and the earth/space sciences to the teaching of physics.
PHY 101 Introductory Astronomy Students learn about important earth-sky relationships and how they affect living matter on earth. Topics include seasons, the chemical nature of matter, global warming due to the greenhouse effect, meteor impacts and mass extinctions, effects of cosmic rays on life forms, and solar/planetary and atmospheric conditions necessary for the evolution and sustenance of life.
PHY 110 Physics for Scientists and Engineers I Students learn about the laws of mechanics as applied to the human body as a system of levers. They also write an essay on the nature of science.
PHY 111 Physics for Scientists and Engineers II Students are required to participate in a semester-long cooperative learning project in which they address the issue of including creation science in the high school science curriculum. In particular, they address controversies surrounding the interpretation of data taken from the fields of biology, chemistry, earth/space sciences, physics, and even anthropology.
PHY 112 Physics for Scientists and Engineers III Students are required to participate in a collaborative project in which they address the issue of biological and environmental hazards of living near high voltage transmission lines. In particular, they examine arguments surrounding the issue of the effect of electromagnetic radiation on biological systems of humans and animals. Students make and justify recommendations suitable for presentation to a governmental body.
PHY 301 Teaching High School Physics Students learn about unified/integrated science teaching, and are required to microteach an interdisciplinary science lesson as part of out-of-class clinical experiences. They also must participate in the Building Bridges Symposium as a clinical experience in which teams of pre-service teacher education students from a variety of science and non-science disciplines cooperate to create and present integrated units of instruction.
Refer to: Syllabus for PHY 101 See page 2, section 7, topics from lecture schedule especially chapters 1, 4, 8, 9, and 19. See the corresponding study questions attached to the syllabus for these chapters.
Syllabus for PHY 110 See page 6, Tentative Schedule, sections 12.1-12.4; see also page 2, second paragraph for essay project.
Syllabus for PHY 111 See pages 2-3, section entitled Science Literacy Project; see also the appended web page overview and task sections of document entitled School Board Dilemma: Creation Science in the High School Classroom?
Syllabus for PHY 112 See page 1, Course Structure, Collaborative Project; page 3, section entitled Collaborative Project Guidelines.
Syllabus for PHY 301 See page 2, section IV, Objectives, second to last bulleted item; see page 3, section V, Content, part I5; see pages 4-5, section VI, Methodology; see page 7, section IX, Course Outline, especially the week of 9/27; see page 7 section X, Clinical Experience Assignments. Also see attached to the PHY 301 syllabus a descriptive flier from the Building Bridges Symposium.
10.3 Apply mathematics, including statistics, calculus and introductory differential equations to investigations in physics and the analysis of data.
Physics for Science and Engineering I-III (PHY 110-112)
Though no mathematics courses are required as part of the physics teacher education major per se, they are prerequisites for a number of physics courses. For instance, PHY 110-112 require Calculus I-III (MAT 145-147) respectively. Students encounter the use of calculus and differential equations in class and in laboratory work. Each introductory physics course has associated with it a semi-weekly lab where the use of statistics is central to the investigation of physical phenomena and the interpretation of data derived therefrom.
Methods of Theoretical Physics (PHY 217)
This course is heavily involved with solving differential equations and the application of integral equations as they relate to mechanical systems.
Mechanics I (PHY 220)
Students investigate complex systems of particles in motion. As such, students encounter and solve a large number of differential equations applied to real-life phenomena.
Electricity and Magnetism I (PHY 240)
Students perform several mathematically intense computer-based investigations dealing with electromagnetic phenomena.
Laboratory Physics (PHY 270)
Mathematics is applied to the collection, analysis, and interpretation of data related to the observation of physical phenomena.
Computer Applications in High School Physics (PHY 302)
Students use technology to learn about physical phenomena. Students conduct a series of investigations in which they apply mathematics as part of a theory base, and collect, statistically analyze, and interpret data using computer applications.
Refer to:
Appendix 7: Syllabus for PHY 110, see Tentative Schedule for topics
Appendix 7: Syllabus for PHY 111, see Tentative Syllabus
Appendix 7: Syllabus for PHY 112, see Course Content
Appendix 7: Syllabus for PHY 217, see Course Outline
Appendix 7: Syllabus for PHY 220, see general introduction after text
Appendix 7: Syllabus for PHY 240, see Note on Computer assignments
Appendix 7: Syllabus for PHY 270, see Section 5, Reports
Appendix 7: Syllabus for PHY 302, see Section III, and Section V, pt G
10.4 Relate the concepts of physics to contemporary, historical, technological and societal issues.
PHY 101 Introductory Astronomy This course takes an historical approach to solar system astronomy and, in so doing, examines a number of historic social issues. Historic topics include the nature of the world system and the "crime" of Galileo. Contemporary issues include scientific evidence for a billions of years old evolving universe, and scientific evidence for the appearance and evolution of life on planet earth.
PHY 110 Physics for Scientists and Engineers I All students are required to write an essay in which they address three central questions: (1) What is science? (2) How does science affect society? and (3) How is science impacted by society? Separate lessons deal with astrology as a pseudoscience; with science, movies, and stereotypes; and with forces as they impact the human body. Has both contemporary and historical overtones.
PHY 111 Physics for Scientists and Engineers II All students are required to participate in a semester-long problem-based learning experience in which they address the question of creation science in the high school classroom -- a contemporary social issue.
PHY 112 Physics for Scientists and Engineers III All students are required to participate in a problem-based learning experience in which students, working in small groups, investigate the physics of the the interaction of electromagnetic waves and living tissue, as well as the evidence for deleterious effects -- a contemporary technological issue.
PHY 301 Teaching High School Physics Students learn about unified/integrated science teaching, and are required to microteach an interdisciplinary science lesson as part of out-of-class clinical experiences. They also must participate in the Building Bridges Symposium as a clinical experience in which teams of pre-service teacher education students from a variety of science and non-science disciplines cooperate to create and present integrated units of instruction.
Refer to: Syllabus for PHY 101 See page 2, section 7, topics from lecture schedule especially chapters 2, 18, and 19. See the corresponding study questions attached to the syllabus for these chapters.
Syllabus for PHY 110 See page 2, section entitled Grading; see section entitled Tentative Schedule, pages 5 and 6.
Syllabus for PHY 111 See pages 2-3, section entitled Science Literacy Project; see also the appended web page overview and task sections of document entitled School Board Dilemma: Creation Science in the High School Classroom?
Syllabus for PHY 112 See page 1, Course Structure; page 3, section entitled Collaborative Project Guidelines.
Syllabus for PHY 301 See page 2, section IV, Objectives, second to last bulleted item; see page 3, section V, Content, part I5; see pages 4-5, section VI, Methodology; see page 7, section IX, Course Outline, especially the week of 9/27; see page 7 section X, Clinical Experience Assignments. Also see attached to the PHY 301 syllabus a descriptive flier from the Building Bridges Symposium.
10.5 Locate resources, design and conduct inquiry-based, open-ended investigations in physics, interpret findings, communicate results and make judgments based on evidence.
PHY 270 Experimental Physics During the second semester of this required course, students are required to operate under the standard research paradigm where they locate resources, control variables, collect data, interpret data using statistics, draw conclusions, and communicate results in each of six laboratory projects. Students work independently of the directions of the course instructor to the greatest degree experience has shown possible.
PHY 302 Computer Applications for High School Physics Students are required to complete a capstone project that is expected to take not less than ten hours of actual lab work to complete using some of the most modern data collection technology available to high school physics teachers. This project requires students to design and conduct a complete experiment and report results both orally in writing -- modeling the behavior of research physicists.
Refer to: Syllabus for PHY 270 See page 1, section 3, Course Goals; see page 1-2, section 6, Reports; see page 3, section 10b, Second Semester Experiments, paying particular attention to the criteria defining independent work.
Syllabus for PHY 302 See page 2, section V, item G; see Capstone Project Guidelines attached to end of PHY 302 syllabus.