As a high school teacher making a transition of 173 class days with 50 minutes
per day (144 hours per year) to 86 class days with 85 minutes per day (121 hours
per year) I'd like some advice from the "1st year college" physics educators on
what I should cut out of my curriculum. This is for a physics class (usually
11th & 12 graders) that is designed for students planning on scientific type
careers. From what I've been hearing on this list lately it seems like a good
background in kinematics and dynamics (both 1 and 2 dimensional) would be
fundamental for success in college physics. What else? What kind of time
recommendations do you have.
In Minnesota our Graduation Rule and Profile of Learning (the new edspeak)
requires that "a student shall:
A. demonstrate understanding of matter, forces and energy by investigating
and analyzing concepts of motion, force, laws of conservation, electricity,
magnetism, waves, energy, and work, and the historical significance of major
scientific advances;
B. demonstrate understanding: of how historical and current scientific
concepts and knowledge guide scientific inquiries; that scientific inquiries are
performed to test ideas and predictions and to learn about the natural world; of
how to use various technologies influence the quality of data and the
investigation; of the essential role of mathematical tools and models and how
they are essential to scientific inquiry; of how explanations based on evidence
adhere to established criteria including empirical standards, logic, openness to
criticism and reporting of methods and procedures; and of how traditions govern
the conduct of science, including ethics, peer review and consensus.
C. design and conduct an experiment to investigate a question and test a
hypothesis by: formulating a question and hypothesis; designing and conducting
an investigation; recording relevant data; analyzing data using mathematical
methods; constructing reasonable explanations to answer the question and
supporting or refuting the hypothesis; identifying and considering alternative
interpretations of results; and specifying implications for further
investigation.
D. design and conduct one investigation through a problem-based study,
service learning project, or field study by identifying scientific issues based
on observations and the corresponding scientific concepts; analyzing data to
clarify scientific issues or define scientific questions; and comparing results
to current models, personal experience, or both.
E. use scientific evidence to defend or refute an idea in a historical or
contemporary context by identifying scientific concepts found in evidence;
evaluating the validity of the idea in relationships to scientific information;
and analyzing the immediate and long-term impact on the individual, society, or
both, in the areas of technology, economics, and the environment.
BTW, if anyone has ideas for a "performance assessment" for all of the above
(yes, we must have a written record that each successful student has
accomplished all of this) I'd appreciate the suggestion.