PHS 534: Physical Science
with Math Modeling Workshop
PHS 534 is a 3-credit content-based course for 8th and 9th grade science and math teachers that is included in ASU's graduate program for in-service high school teachers. In accordance with the peer teaching principle espoused by the National Science Education Standards (NSES), the course is taught by a team of two expert practitioners of Modeling Instruction who teach high school mathematics and physical science. Course content is supervised by ASU research faculty in physics. The course is sometimes cross-linked with MTE 598, subject to approval of a committee in the ASU Department of Mathematics.
The course meets for 4.5 hours daily for 15 days with follow-up sessions on three Saturdays during the academic year. Homework is assigned, bringing the student's total course time to at least 135 hours, in accordance with the Arizona Board of Regents policy.
PHS 534 is accepted by the Arizona Department of Education as a content course in general science. A certified letter from Patricia Hardy, Director Title II-A, Highly Qualified Professional Unit, ADE, was received by the ASU Department of Physics in September 2006. It states in part, "Following a review of the course description, daily course calendar, and alignment with physical science performance objectives in grades 8 and high school, PHS 534 may be used, in part, to meet the content requirements for coursework in physical science."
Description:
The Physical Science with Math Modeling Workshop provides teachers of 8th and 9th grade physical sciences and mathematics with a deep understanding of standards-based content. To exemplify effective instruction, the course is taught using a robust pedagogy, Modeling Instruction.
The workshop is an expansion to junior high of the Modeling Instruction Program in high school physics at ASU. In 2001 the U.S. Department of Education recognized the Modeling Instruction Program as one of two EXEMPLARY K-12 science programs in the nation.
Content of an entire semester course in integrated science and mathematics is reorganized around basic models to increase its structural coherence. Participants are supplied with a complete set of course materials (resources) and work through the activities alternately in the roles of student or teacher. Content is aligned with Arizona mathematics and science standards for grade 8 and high school.
Thematic
strands woven into the course include structure/properties of matter, energy,
force, scientific modeling, and use of computers as scientific tools. Mathematics
instruction is integrated seamlessly throughout the entire course by an
emphasis on mathematical modeling.
The course includes these scientific models and modeling activities:
1. Modeling geometric properties of matter: length, area and volume
2. Modeling physical properties of matter: mass and density
4. A small particle model of solids, liquids and gases
5. Modeling transfer of energy and its relation to physical properties of matter
Participants are introduced to the Modeling Method as a systematic approach to the design of curriculum and instruction. The name Modeling Instruction expresses an emphasis on making and using conceptual models of physical phenomena as central to learning and doing science. Adoption of "models and modeling" as a unifying theme for science and mathematics education is recommended by both NSES and NCTM Standards as well as AAAS Project 2061. However, to our knowledge, no other program has implemented it so thoroughly.
Student activities are organized into modeling cycles, which engage students systematically in all aspects of modeling. (Specifics of the modeling cycle are at <http://modeling.asu.edu>.) The teacher guides students unobtrusively through each modeling cycle, with an eye to improving the quality of student discourse by insisting on accurate use of scientific terms, on clarity and cogency of expressed ideas and arguments. After a few cycles, students know how to proceed with an investigation without prompting from the teacher. The main job of the teacher is then to supply them with more powerful modeling tools. Lecturing is restricted to scaffolding new concepts and principles on a need basis. Most Arizona professional teaching standards are addressed.
Teachers will achieve these goals:
* understand content in the structure and properties of matter, energy, scientific thinking skills, and related skills in Arizona Mathematics Standards,
* improve their instructional pedagogy by incorporating the modeling cycle, inquiry methods, critical and creative thinking, cooperative learning, and effective use of classroom technology in instruction,
* strengthen coordination between mathematics and physical science.
Anticipated student outcomes include improved understanding in the nature of matter, including geometric and physical properties of matter, transfer of energy, and related mathematics and reasoning skills including measurement, proportional reasoning, identification and control of variables, graphing, relation between graphs and equations.
Supplies needed for course:
Bound quad-ruled notebook.
Three-ring binder, preferably one inch thick.
Calculator
Teachers' comments about PHS 534 (and MTE 598, with which it is sometimes cross-linked):
* At first, when I was assigned to teach chem/physics, I was really worried, since my major was in biology. Now I feel like I am ready for my students.
-- first year high school science teacher
* I was extremely impressed with the course, the materials, and the instructors. I can honestly say that this is the best course that I have taken in my journey to become a teacher.
-- 8th grade teacher
* It was a great experience, and I've used a lot of the techniques, etc. already.
-- high school science teacher for emotionally disturbed students
* It was very helpful and insightful.
-- 9th grade algebra teacher
Comments by eighth grade teachers in urban Phoenix:
* "The labs helped me visualize why the equations are valid."
* "It has highlighted how little I understood; and what a difference it can make on your view of a subject once you start to understand it. It cured my phobia!"
* "It has proved to me how so many people hate physics because of how it was taught to them, not because it was too hard."
* "I plan to use what I learned immediately, starting with the measurement unit."
Documentation of enhanced content understanding:
Graphs showing significant individual teacher gains in content knowledge in mathematics and physical science, as measured by objective research-based instruments, can be obtained from Jane.Jackson@asu.edu.
Background:
Modeling Instruction was developed at ASU over more than a decade to integrate insights from physics education research with classroom experience of exceptional inservice teachers. In a series of intensive three-week summer workshops, teachers improve their physics and/or chemistry and mathematics content knowledge and are equipped with a robust teaching methodology.
PHS 534: Physical Science
with Math Modeling Workshop
course calendar for PHS 534
|
Mon Day 1 |
Welcome, introductions, orientation to site, workshop goals, distribute handouts. Pre-Test:
Math Concepts Inventory. Experiences
survey. Number sense
(grouping, relationships, reasoning). Reading reflection: Raloff,
“Errant Texts, Where’s the
Book?” Science News Online (Note:
Reading reflections are typed one-page
reactions to the reading assignments.) Homework: Finish number sense in Lab Book |
|
Tue Day 2 |
Discuss readings, homework. Distribute modeling manual. Pretest: Physical Science Concepts Inventory Number Sense Estimation, unit conversion, precision, uncertainty, and reasoning. Graphing (constructing, interpreting, predicting, identifying misrepresentations). Wksts
Reading reflection: Mestre, "Learning & Instruction in Pre-College Phys Science” Homework: Complete work in lab book and any graphing wksts. |
|
Wed Day 3 |
Discuss readings, homework. Number
Sense Estimation, unit
conversion, precision, uncertainty, and reasoning. Graphing
(constructing, interpreting, predicting, identifying misrepresentations)
continued. Metric representation and Arm span vs. Height Activity. Discuss measures of central tendency (mean, median, mode) and graphs of lists of data (e.g., stem-and-leaf, box-and-whisker, scatter plots). AIMS test examples.Circumference vs. Diameter Activity (Graphical Analysis software) Reading reflection: McDermott, “How We Teach & How Students Learn” Homework: Complete work in lab book and any measurement wksts. |
|
Thu Day 4 |
Discuss readings, homework. Circumference vs. Diameter Activity Continued (Graphical Analysis software) AIMS math test examples Measurement of Area Activity 1, Activity 2, more features of Graphical Analysis software Worksheet 1 & 2; quiz 1, worksheet 3; quiz 2 Reading reflection: Hake, “Socratic Pedagogy in the ... Laboratory” &
Yost, "White boarding" Homework: Finish
1.4 worksheets & quizzes |
|
Fri Day 5 |
Discuss readings, how to conduct white boarding sessions/Socratic dialogue and homework. Geometric Properties of Matter Model Discuss readings, how to conduct white boarding sessions/Socratic dialogue Measurement of Area Continued Activity 1, Activity 2, more features of Graphical Analysis software Worksheet 1 & 2; quiz 1, worksheet 3; quiz 2 Read: Royce,
"Question their Answers" Homework: Update lab notebook (rubric) and turn it in on Monday for grading. Finish and wksts or quizzes. Write reflection on white boarding. |
|
Mon Day 6 |
Geometric Properties of Matter Model Grade Lab Book Measurement of volume Activity 1: defining volume, discussion, wksts Activity 2: volume relationships Reflection: Royce,
"Question their Answers" Homework: Worksheet 1 & quiz 1; worksheet 2 |
|
Tues Day 7 |
Discuss readings, homework. Geometric Properties of Matter Model Activity 2: volume relationships continued Activity 3 - volume of irregular solids. Discussion. Worksheet 2 Activity 4 - graphing volume relationships. Worksheet 3; quiz 2 NCTM Illuminations: diagrams of 3-D
solids. (orthographic, isometric, perspective) AIMS math test examples Homework: finish worksheets 2 & 3 and quiz 2. Do 1.4-1.5 test in Unit 1 |
|
Wed Day 8 |
Discuss hmwk Activity 4 - graphing volume relationships continued Small Particle Model of Matter Video-Bill Nye Phases of Matter- take notes Video - Eureka Heat and Temperature- episodes 1 - 3 Observations/discussion of 3 phases of H2O & motion of small particles Activity – Melting point of water Reading Reflection: Read: "Financial Asset Model of Energy" -
Pat Westphal Homework: write reflection on videos in lab book. |
|
Thurs Day 9 |
Discuss readings, homework. Small Particle Model of Matter Activity – Phase Change-Melting Eureka videos: solids, liquids Wkst(s) Practice Activity – Phase Change- Boiling Pre Lab Discussion Wkst(s) Practice Reading Reflection: Homework: Complete Wksts, Quizzes. For A grade: start to write two activities (lesson plans) for your class that lead to a model and/or use a model to solve a problem (due next Thursday). |
|
Fri Day 10 |
Discuss homework. Small Particle Model of Matter Activity – Phase Change- Boiling Eureka videos: Expansion and Contraction Discuss system, kinetic energy, interaction energy (potential energy) Representations of energy storage and transfer Wkst(s) practice Reading Reflection: Homework: Prepare Lab book for grading on Monday |
|
Mon Day 11 |
Grade Lab book Wrap up Small Particle Model of Matter Modeling Properties of Matter Measurement of mass. Eureka
video: episode 2: mass Use of histograms Activity - mass of unit cubes Reading Reflection: Homework: Wksts, quizzes…. For A and B grade: write two-page paper explaining your understanding of Modeling and the implementation of it in your classroom. Due this Thursday. |
|
Tues Day 12 |
Review hmwk Modeling Properties of Matter Properties of Matter Activity Properties of Matter Groupings Properties of Matter Classifications Activity - energy transfer in materials Reading Reflection: Homework: Wksts, quizzes…. |
|
Wed Day 13 |
Discuss homework. Modeling
Properties of Matter Density as a characteristic property of matter Activity - Density of solids Discuss Activity - density of solids Proportional reasoning (95% of students need explicit instruction & much practice!) Conservation of volume. (50% of students need explicit instruction & much practice!) Worksheet 1; quiz 1 Homework: Wksts, quizzes…. For A or B grade: Paper and or two lesson plans due tomorrow |
|
Thurs Day 14 |
Discuss homework Collect papers and lesson plans Modeling Properties of Matter Post-Test: Math Concepts
Inventory. Activity - Density of liquids. Worksheet 2 Proportional reasoning (95% of students need explicit instruction & much practice!) Conservation of volume. (50% of students need explicit instruction...) Homework: Wksts, quizzes…. |
|
Friday Day 15 |
Post-test: Physical Science Concepts Inventory Modeling Properties of Matter Activity - density of gases Worksheets 2 & 3 Proportional reasoning Conservation of volume. Course evaluation. Agenda for four follow-up Saturday meetings |
Examples
of how PHS 534 aligns with Mathematics P.O.s in grade 8 and high school.
· Work with numbers begins in Unit 1; numbers, numerical operations, and mathematical terminology are used throughout the course in laboratory investigations, classroom activities, and word problems.
· Meaning for real numbers and absolute value in problem-solving situations are constructed, interpreted and demonstrated in all measurements and calculations.
· Students learn to construct simple mathematical models for physical phenomena.
· In Units 1 and 2, the primary emphasis of models is to estimate, use and describe measures of distance, perimeter, area, volume, capacity, weight, mass and angles.
· Skills are developed in selecting and using measurement tools.
· Precision is considered with each measurement tool: timer, ruler, balance, graduated cylinder.
· Types of graphs of lists of data are taught (e.g., stem-and-leaf, box-and-whisker, scatter plots).
· Data collected in all labs is organized into tables and plotted in graphs.
· In developing graphs and mathematical models in every unit, students represent and analyze relationships using written and oral explanations, tables, equations, and graphs, and they describe connections among those representations.
· In developing graphs and mathematical models in every unit, students translate among tabular, symbolic and graphical representations of functions.
· Students solve problems in contextual situations using the mean, median, & mode of data sets.
· To develop graphs and mathematical models in every unit, students construct and draw inferences from charts, tables, graphs and data plots that describe real-world situations.
· In all experiments, students distinguish between independent and dependent variables.
· Students compare outcomes of an experiment to predictions made prior to performing it.
· In every unit, graphs and mathematical models are developed. Thus students analyze functional relationships to explain how a change in one variable results in a change in another.
· In every unit students distinguish between linear and nonlinear functions through investigations, as they develop graphical relationships and mathematical models.
· Area, volume, density and particle models are developed throughout the units.
· Measurements are used in all paradigm labs and activities.
· In high-tech situations, computers, MBL probes, CBRs or Go!Motion detectors, and Graphical Analysis software are used as tools by the students.
· In each unit, skills are developed to design and conduct investigations to aid in building models.
· Starting in Unit 1, students identify the slope of a line as rate of change (ex. uniform motion).
· Students use ratios and proportions to solve problems in scientific contexts (ex. density).
Alignment with performance
objectives in the Arizona Science Standard for grade 8 and high school is described in a document at
<http://modeling.asu.edu/MNS/MNS.html>.
Further information:
A description of how the workshop addresses ADE Professional Teaching Standards can be obtained from Jane.Jackson@asu.edu.
Instructions on how to apply to ASU and register for the course are at <http://modeling.asu.edu>; click on 'ASU graduate program for high school teachers of the physical sciences'.