A-TIME for PHYSICS FIRST LOGO

A TIME for PHYSICS FIRST

Academy for Teachers - Inquiry and
Modeling Experiences for Physics First

Information for Administrators

What is Physics First? | Why Physics First? | Physics First Nationwide | Certification FAQ's | Course Descriptions and Coding | Course Titles | Support for Physics First and Program FAQ's | Info on A TIME for Physics First, benefits and commitments | AAPT Physics First Brochure 2006

What is Physics First?

Physics First is a sequence spearheaded by Leon M. Lederman, who won the Nobel Prize in Physics in 1988. The rationale for Physics First is stated on the Project ARISE website:

"High schools overwhelmingly insist that students start their science study (and often end it) with 9th or 10th grade biology, occasionally preceded by a course in earth science or introduction to physical sciences. The sequence of high school study in science is then biology, chemistry and physics - a sequence set out in 1894 on the recommendation of a prestigious national commission. Today these courses are treated as independent, having nothing to do with one another. It is our contention that this sequence is inappropriate and does not respect the development in the disciplines over the past century."

The American Association of Physics Teachers (AAPT) published this infomational brochure describing Physics First in December 2006.

Why Physics First?

Compelling Developments in Science and Education make Physics First more important today than ever before:

  • Today's society relies more upon science and technology, so more students need to learn more science. This is crucial to both employment and to the exercise of responsible citizenship.
  • A physics-chemistry-biology sequence leads the student from the simple to the complex, an approach which is in harmony with current understanding of how the brain learns.
  • Understanding modern biology, for example the function of DNA, requires a background in chemistry, physics, and mathematics.
  •  Moreover, chemistry is based upon the charge structure of atoms and the forces between these charges, concepts learned in physics.
  • A largely conceptual physics course starts with concrete experiences from students' daily lives, e.g., from sports, transportation and safety. Investigating the plausibility of popular science fiction may add to the appeal.
  • Today, algebra classes start earlier, often in eighth grade, and support the earlier study of physics and chemistry. At the same time, real-world science applications can motivate students to learn many more mathematical tools.

Information on Physics First Programs Nationwide:

Certification FAQ's:

Question: With the graduate credit we will receive from MU is it true that we will be certified to teach intro. level physics??  Will this be something that will show up on our teaching certificate or just a transcript that allows us to teach physics (intro.level, not AP or anything like that).

Answer:   (Based upon Sep 12, 2006 communication with Rusty Rosenkoetter, Director of Educator Certification, DESE): Physics First classes will be listed in the Core Data manual as a separate course code and any teacher certified in the field of general science, earth science, chemistry, physics or unified science (and locally approved by having completed the Physics First program) is eligible to teach it.
 
This means that DESE will not be offering a separate certificate of license to teach or endorsement for one subject area (Physics First). It does mean that the course code will require the district to ensure that the teachers have received the appropriate professional development for the Physics First concept.

Question: The MU program is a three year program with a different focus each summer.  Enrollees will only be 1/3 of the way done at the end of the first  summer.  Can temp authorization be allowed with only one summer under their belts? 

Answer:  The certification will only be granted as long as they are active in the program. If they "drop out" they will lose the temporary certification and will need to seek certification through other avenues.

Course Descriptions and Coding

Update November 2006:
New project named: Add course 135950 - Physics First to COURSE table has been submitted.
The request number assigned is: FY07-3341-1207
Request Type is : Product Enhancement
Request Priority is: High
The Section is: School Improvement and Accreditation
Physics First - 135950 is not considered an Advanced Course. (Tom Ogle, Nov 13, 2006)

Summer 2006 communication with Linda Lacy, MO Science Coordinator, DESE:
Any course designed to "count" as a Physics I course should meet, minimally, the expectations related to Physics understandings in the 9-11 Grade Level Expectations.

That course would minimally expect student mastery of all expectations in Strand 1: Matter and Energy not covered in the Chemistry course, and all of Strand 2: Force and Motion. It would also be appropriate to integrate those expectations in Strand 5: Earth Systems and Strand 6: Universe that apply understanding of the Physics concepts.

The NCES descriptions most appropriate for MO use are "Physics: First Year," with the addition of thermodynamics and laws of conservation. "Conceptual Physics" might be appropriate if the course curriculum and expectations maintains the rigor of the expectations articulated in those Grade Level Expectations mentioned above. Chemistry understandings addressed by a "Conceptual Physics" curriculum should be limited to an introduction of atomic structure necessary for the development of conceptual understanding of interactions between atoms/molecules and energy. Therefore, a semester dedicated to introducing basic chemistry understandings, as typically taught in a "Physical Science" course, should not be a part of the freshman physics course. It is more appropriate to wait to teach the chemistry concepts (periodic properties of elements, chemical reactions, stoichiometry, etc.) in the year-long sophomore Chemistry class, after the student has mastered basic physics concepts.

Course Assignment/Titles and Descriptions (Physics and Astronomy)

Astronomy (133810) - A study of the sun, the solar system, galaxies, nebulae, "black holes," comets and lesser space bodies.  Integrated into the course are discussions and student applications of astronomical instruments.  Some principles of space flight are also presented.

Physical Science (usually 9th Grade) (135010) - An introduction to the concepts of matter and energy and their interactions.  Elementary atomic and kinetic theory are discussed.  Also, the basic principles of work, force, mass, weight, volume, and the forms of energy are introduced.

Physics (135900) - Level I:  This course might include topics such as the characteristics, properties, and change processes of matter; definition and causes of motion; equilibrium; kinds of energy; static and moving charges; magnetism; and introductions to waves, light, and sound.  This level may be taught in the middle school.  Level II:  This level might include the relationships between electricity and magnetism and between matter and energy; the laws of conservation; energy transformation; and wave and particle phenomena.  Level III:  This level would present more detailed studies of the second level topics, concentrating on particular subtopics such as optics, thermodynamics, quantum physics, electromagnetism, or fluid dynamics. 

Principles of Technology (135910) - A broad, technically-oriented course that provides secondary vocational students with a foundation for more education and training in advanced-technology career paths.  Each unit deals with one principle as it applies in the four energy systems--mechanical, fluid, thermal, and electrical--that make up both simple and complex technological devices and equipment.  (CIP Code 40.0899)

More courses, MO-DESE list | More courses, NCES List

Support for the Physics First Teacher and Program FAQ's

Question: How do teachers that did not participate in the summer academy get involved?

Answer: Teachers that were not involved in the summer academy can be part of the Physics First Professional Learning Community (PLC) that were established during the academy.  The protégé’s could earn inservice credit for attending the meetings if the school will provide it.  Those teachers that are active protégés in the PLC may have the opportunity to participate in the upcoming summer academy if funding/space is available.

 

E-mail: meerac@missouri.edu
Phone: (573) 882-2619
Address: University of Missouri - Columbia

© 2006 — University of Missouri - Columbia

Last Updated: May 1, 2007