Bridging the Gap Between High School and College Physics: An Exploratory Study: NSF DRK12 Award # Energizing Physics: – Introductory HS Physics curriculum that focuses on energy as an in depth topic. BEAR Assessment System: (Berkeley Evaluation and Assessment Research) – Provide formative assessment opportunities for students and teachers.

Rationale HS Physics Teachers- I want my students to have a good understanding of physics and the skills necessary to be successful in college science. National Academy of Sciences, Rising Above The Gathering Storm: Energizing and Employing America for a Brighter Economic Future- prepare more students for college science courses by increasing the number of students who take Advanced Placement (AP) courses in math and science from 1.25 million to 4.5 million and tripling the number who pass the AP test (The National Academies 2005, p. 4).

Which factors lead to success in college physics? Relevant findings from research. -1 (Sadler and Tai, 2007) found that students who passed the AP exam but decided to take physics anyway do not perform much better than those who did not take AP physics. – 2 (Sadler and Tai, 2007) students who bypass the introductory courses with high AP scores tend to perform worse in higher-level physics courses. – 3 (Schwartz et. al. 2008) found that high school physics courses that focused on a relatively limited number of physics concepts, and taught those in depth, was equivalent in its impact on first year college physics to an additional two thirds of a year of high school physics. There was no advantage to studying a curriculum with only breadth of coverage. – 4 HS students who did not use a textbook performed better than those that did.

Energizing Physics+ BEAR To bring together Energizing Physics and a formative evaluation system that has the potential to enable all students to learn how to learn physics, so they can succeed in their first physics course in college. Partners include: Course authors Aaron Osowiecki and Jesse Southwick from Boston Latin School in Boston, Massachusetts, Cary Sneider and graduate students at Portland State University in Portland, Oregon, and Assessment specialists Mark Wilson and Karen Draney at the Graduate School of Education, University of California at Berkeley

Traditional Intro Physics Traditional SequenceQuestion Measurement and Units 1 – D Motion Forces Momentum 2-D Motion Circular Motion Energy Waves Electricity Thermal Energy Why does energy come after motion?

Physics in the News Traditional SequenceQuestion Measurement and Units 1 – D Motion Forces Momentum 2-D Motion Circular Motion Energy Waves Electricity Thermal Energy Which topic might you see regularly in the news?

Comparing Traditional w/ EP Traditional SequenceEnergizing Physics Measurement and Units 1 – D Motion Forces Momentum 2-D Motion Circular Motion Energy Waves Electricity Thermal Energy Speed and Measurement Energy Work and Energy Forces and Motion (1D) Electricity Thermal Energy Waves and Light Multiple Objects/Dimensions Energy Interludes (btw Chapters): Students investigate energy and society

People make everyday energy choices Energy is scalar Energy crosses disciplines – Politics, economics, science Provides a strong foundation for forces Energy is in the news Benefits of Energy First Challenges Acceleration due to gravity Reference books don't match Student centered approach

Methods Incorporated physics ed research Student Centered Physics concepts built through a modeling approach (from their own observations/data) Project focused Scaffolding for Success Just-In-Time: Give students what they need to be successful in the project Success after Algebra 1

The Project: Phase I-II: 2010 Bear Assessment System/Recruit teachers. Phase III: Summer Weeklong workshops will be held in Oregon and Massachusetts. Phase IV: Curriculum taught, data collected. Phase V: Summer the teams will analyze the results, modify the course materials as appropriate, and report on findings. Possible future funding for expanding the number of schools and continued research.

Become an Energized Physics Teacher 3 or 4 Oregon/SW Washington Teachers to pilot the curriculum in week workshop during summer Collect and copy student papers for evaluation purposes. Provide feedback. Invite program staff to observe course implementation

Field Test Teachers receive: A $750 stipend for attending the one-week institute. A $750 stipend for providing copies of student work and feedback during the year. Copies of the Energizing Physics Workbook for the students. Access to tested assessments (quizzes and exams). A Teacher Guide to using the Energizing Physics Workbook. A budget of up to $500 for additional lab equipment. Support as needed from the physics teachers who developed the course.

Questions? energizingphysics.com Cary Sneider (PI) Stephen Scannell,