Physics-Chemistry-Biology: A Logical and Effective Sequence Adapted from Rex Rice’s presentation at AAPT Summer 2002

Physics First: Not a New Idea Physics and the High School Sophomore (Hamilton, TPT, 1970) Physics in the Tenth Grade (Sousanis, TPT, 1971) The Illogic of Teaching Bio Before Chem and Physics (Palombi, TPT, 1971) Take Physics to Ninth Graders With Budget Savers (TPT, 1974) High School Physics Should be Taught Before Chemistry and Biology (Haber-Schaim, TPT, 1984) Physics Before Chemistry (Bolton,TPT, 1987) A Case for a Better High School Science Sequence in the 21st Century (Myers, TPT, 1987) Freshman Physics (Hickman, The Science Teacher, 1990) Many articles appeared between 1970 and 1990 which espoused reasons for teaching physics first!

Haber-Schaim Article Average of 23 Chemistry Prerequisites in Biology Textbooks Average of 31 Physics Prerequisites in Chemistry Textbooks No Biology Prerequisites in Physics Textbooks Average of 2 Chemistry Prerequisites in Physics Textbooks My interest in the idea of teaching physics first began when I read the Haber-Schaim (of PSSC physics fame) article on teaching Physics before Chemistry and Biology in 1984. Haber-Schaim argues that textbooks make a strong case for the teaching of physics first.

Committee of Ten National Education Association 1892 Recommendations Regarding Physics: The study of chemistry should precede the study of physics. The study of physics should be pursued the last year of high school. In 1892 the Committee of Ten, activated by the National Education Association, advocated change in the physics curriculum in secondary schools. Two of their primary recommendations dealt with the order of teaching chemistry and physics.

Start with biology because: Reasons for Traditional Biology-Chemistry-Physics Sequence at Turn of Century Start with biology because: Relied mostly on memorization Required almost no mathematics In my research, the primary reasoning for the sequence dealt with the nature of the subjects at the turn of the century. Biology was mostly descriptive, and involved lots of memorization but little mathematics.

Follow with chemistry because: Reasons for Traditional Biology-Chemistry-Physics Sequence at Turn of Century Follow with chemistry because: Relied mostly on memorization and detailed experimental procedures Required only modest amounts of mathematics Chemistry was, similarly, a mostly descriptive course with only slightly more mathematics than was required for Biology.

Make physics last because: Reasons for Traditional Biology-Chemistry-Physics Sequence at Turn of Century Make physics last because: Required greater mathematical fluency Relied heavily on problem solving, analysis, and critical thinking Physics was taught in a way that demanded greater mathematical sophistication than either biology or chemistry.

Advantages of Teaching Physics to Freshmen (Hickman, 1990) Algebra is still fresh in students minds Freshmen are enthusiastic and motivated Most students who start with physics complete the science sequence Increased interest in math courses Enrollment in senior physics course increases AP Biology can be the first biology course if physics and chemistry have been studied In Paul Hickman’s 1990 Science Teacher article, Freshman Physics, he cites several advantages and disadvantages to teaching physics to freshmen. We have not noticed the increase in senior physics course enrollment that Hickman cites. After learning about the Physics-Chemistry-Biology sequence, I tried to convince fellow science teachers that this would be a good idea. Large school district with 5 large high schools. No takers in Mesa

Disadvantages of Teaching Physics to Freshmen (Hickman, 1990) Shortage of qualified physics teachers Opposition to change from “proven” sequence by parents, teachers, administrators, school boards Freshmen are more active, noisier, less coordinated Measurement and estimation skills are not good Trigonometry has not been studied Problems of transition of from middle school to high school level course Lack of problem solving and test taking skills Hickman thinks that the advantages far outweigh the disadvantages. I agree. Most of these disadvantages are not serious problems and are fairly easily dealt with. The notable exception is the first one--The shortage of qualified Physics Teachers. I will discuss later how we have tried to deal with this problem. After learning about the Physics-Chemistry-Biology sequence, I tried to convince fellow science teachers that this would be a good idea. Large school district with 5 large high schools. No takers in Mesa

Implementation in Clayton HS Clayton, Missouri One high school in district About 800 students in grades 9-12 Fairly affluent suburban school district About 20% of students are African-American students from neighboring city of St Louis In 1989, I moved to Missouri, small, one-high school district. Transferred to a new master’s degree program at SIUE. Decided to make the “inverted” science sequence the subject of my master’s project. Did research and wrote a paper entitled “Inverting the High School Science Course Sequence.”

Physics First at Clayton High School Quantitative Science in place since early ‘60s Other course thought of as “dummy course” Best students already followed the Physics-Chemistry-Biology sequence Algebra taken by all students in Eighth Grade Just as I completed the paper, the district was undergoing a curriculum review and was trying to decide what to do with the freshman science course. QS in place since early ‘60s. (Alexander Callandra, Washington U) Based on physics. Students expected to develop mathematical models from experiments. General science course contained physical science and earth science. 50/50 enrollment resulted in many students in the higher level course that really weren’t qualified. The top students at CHS had, since the early 60’s been following a Physics/Chemistry/Biology sequence. I suggested that physics for all students would be a good start to the science sequence. The stigma of a “dummy” course might go away if all students were taking a more similar course

Physics First at Clayton High School Presented “Inverted Sequence” idea to curriculum committee in Spring of 1991 Full inversion considered too radical a change Two courses, Honors Freshman Physics and Freshman Physics, proposed School Board approved change for the start of 1991-92 school year I suggested that we consider the inverted sequence. It was agreed that The top students at CHS had, since the early 60’s been following a Physics/Chemistry/Biology sequence. I suggested that physics for all students would be a good start to the science sequence. The stigma of a “dummy” course might go away if all students were taking a more similar course

Freshman Physics: ‘91/92 Text: Conceptual Physics-Hewitt Light Waves and Sound Kinematics Newton’s Laws Work, Energy, Power Circular Motion and Gravitation Properties of Matter Heat Electricity and Magnetism In its initial iteration, Freshman Physics was a conceptual physics course based on Hewitt’s “Conceptual Physics” text (high school version). It included units on Light, Waves and Sound, Kinematics, Newton’s Laws, Work, Energy, and Power, Circular Motion and Gravitation, Properties of Matter, Heat, and Electricity and Magnetism.

Honors Freshman Physics: ‘91/’92 Based on “Quantitative Science” Geometric Optics Plane Mirrors Pinholes Curved Mirrors Refraction Lenses Honors Freshman Physics pretty much followed the same sequence as had traditionally been followed in the Quantitative Science course. With a more exclusive clientele, the drill and practice components of the previous course were substantially reduced. Problem solving aspects were beefed up. The course began with Geometric Optics. Each topic developed via initial experiment designed to allow students to build the mathematical models of geometric optics. Many experiments based on PSSC . Optics took most of the first semester.

Honors Freshman Physics: ‘91/92 Based on “Quantitative Science” Mechanics Uniform Motion Uniform Acceleration Newton’s Laws Work, Power, Energy Honors Freshman Physics pretty much followed the same sequence as had traditionally been followed in the Quantitative Science course. With a more exclusive clientele, the drill and practice components of the previous course were substantially reduced. Problem solving aspects were beefed up.

Honors Freshman Physics: ‘91/92 Based on “Quantitative Science” Electricity and Magnetism Electrostatics D.C. Circuits Magnetism Within a couple of years we found that we were having an increasingly difficult time getting to E & M in the depth that we had been able to

Transition to Physics-Chemistry-Biology Chemistry teachers initially resisted moving chemistry to 10th grade Initial resistance to “inversion” faded with departmental discussion Complete inversion led by biology teachers Period of one year where chemistry was offered to sophomores and juniors “Inversion” completed by 1995/96 school year I was an advocate for complete inversion from outset. Most of the chemistry teachers were not in favor of moving chemistry to the sophomore year (concerns about maturity, math skills). After pushing for the complete “inversion” for a couple of years, I backed off. When I did, the biology teachers picked up the crusade, seeing the advantages of teaching biology to students all of whom entered with a chemistry course under their belts. Within three years of beginning with physics first we had started working on the complete “inversion.” We had a transition period during which we had to offer chemistry to both sophomores and juniors. Fortunately, we had several biology teachers who were qualified to teach both biology and chemistry and were able to cover the extra chemistry sections.

Reactions /Results Chemistry teachers found that sophomores did fine with chemistry Biology teachers were elated with their ability to upgrade the biology program A.P. Physics “worked” as a one-year course since students entered with a physics background. More students took two or more A.P. science courses since many were able to take A.P. Biology as a first-year course To a teacher, teachers at Clayton High School have been happy with the change. Biology teachers continue to feel like they have benefited from the change. The program has become more inquiry based, with more biochemistry, and greater infusion of technology. Chemistry has not been negatively affected. Many of the best students take AP Bio during the junior year. While they start behind their senior counterparts who have had a year of biology, they ultimately catch and pass them. Most of the “fives” on the AP Biology test come from this group. Enrollment in A.P. Biology, A.P. Chemistry, and A.P. Physics is strong. Results on AP tests are good with nearly 100% 3 or better. Over 30% fives in Biology, over 50% fives in Chemistry, and 90% fives in Physics.

Shift to Modeling Methods In summer, 1995 Rex Rice attended the first of three years of training in Modeling Methods in High School Physics at Arizona State University In 1995-96 he started using Modeling in all of his physics courses, including freshman physics Since then, four of five physics teachers have been trained in Modeling and are using it in Freshman Physics. As a result of being trained in Modeling Methods in High School Physics at Arizona State University from 1995 to 1997, and leading workshops in Modeling in the summers of 1997, 1998 and 2000, I switched to using modeling in all of the physics courses that I teach. I encouraged other freshman physics teachers to do the same. Initially, I shared as much as I could about modeling with my colleagues and they did the best they could to implement modeling. It became clear however, that to truly understand the modeling method and to feel comfortable using it in the classroom would require formal training in the method. As of this school year, four of the five physics teachers have completed at least a 3-week course in modeling, and are using modeling as the methodology in their physics courses.

How Has Modeling Changed Our Freshman Physics Program? In regular Freshman Physics, breadth has been sacrificed for depth The teaching has become much more student centered and less teacher centered Students leave the course with better thinking skills, analysis skills, and ownership of the concepts they have studied in physics In Honors Freshman Physics, the depth of study has been significantly increased. As a result of being trained in Modeling Methods in High School Physics at Arizona State University from 1995 to 1997, and leading workshops in Modeling in the summers of 1997, 1998 and 2000, I switched to using modeling in all of the physics courses that I teach. I encouraged other freshman physics teachers to do the same. Initially, I shared as much as I could about modeling with my colleagues and they did the best they could to implement modeling. It became clear however, that to truly understand the modeling method and to feel comfortable using it in the classroom would require formal training in the method. As of this school year, four of the five physics teachers have completed at least a 3-week course in modeling, and are using modeling as the methodology in their physics courses.

Why modeling?! To make students’ classroom experience closer to the scientific practice of physicists. To make the coherence of scientific knowledge more evident to students by making it more explicit. Construction and testing of mathematical models is a central activity of research physicists. Models and Systems are explicitly recognized as major unifying ideas for all the sciences by the AAAS Project 2061 for the reform of US science education. Emphasis on points 1 and 2.

Adjustments to Curriculum: Freshman Physics Start with CASTLE electricity Introduces modeling with minimal math Last unit bridges to mathematical modeling Uniform Motion Uniform Acceleration Forces and Newton’s Laws Electrostatics Energy Mechanical Waves Each unit is based on the Modeling curriculum units except the electrostatics unit which is based on the Robert Morse/AAPT materials. These units were chosen with the idea of providing the best foundation for developing ideas of atomic theory for chemistry. It would be nice if we could include a unit on atiomic theory as per Leon Lederman’s suggestions, but time does not permit.

Adjustments to Curriculum: Honors Freshman Physics Uniform Motion Uniform Acceleration Newton’s Laws Energy Electrostatics DC Circuits Mechanical Waves All of the units are based on the Modeling Curriculum units except the electrostatics unit. It is based on the Robert Morse/AAPT materials. This change is the first major change in the “topics” included in the Honors Freshman Physics course in twenty years. We have not yet finalized.

How are the Courses Different? Expected fluency with algebra Amount of mathematical problem solving Required “studentship” skills Depth of coverage All of the units are based on the Modeling Curriculum units except the electrostatics unit. It is based on the Robert Morse/AAPT materials. This change is the first major change in the “topics” included in the Honors Freshman Physics course in twenty years. We have not yet finalized.

Placement: Which Students in Which Course? Eighth Grade Teacher Recommendation Ninth Grade Math Placement Results of Science Reasoning Test Results of EXPLORE test The eighth grade teachers assess students based on performance in eighth grade science (FAST 2). We ask them to look at such student characteristics as Organization/Study Skills, Curiosity/Science Interest, Enjoyment of Problem Solving, Comfort with deferred closure, ability to synthesize concepts, ability to understand abstract concepts, Independent learner. Most of the students who end up in HFP are also enrolled in Honors Geometry. Most of the students in FP are enrolled in Integrated Mathematics. All eighth graders take algebra in the district, but we find that there is a large number of students who are not functional in algebra after eighth grade. The reasoning test is based on Tony Lawson’s (ASU) test of formal reasoning and includes items on controlling variables, proportional reasoning, combinatorial reasoning, probabilistic reasoning, and graphical analysis. The EXPLORE test will be used for the first time this year.

Placement Results Typically about 25% of the students end up in Honors Freshman Physics About 68% take Freshman Physics The remaining 7% take Algebra/Physics, an integrated math/science course. The eighth grade teachers assess students based on performance in eighth grade science (FAST 2). We ask them to look at such student characteristics as Organization/Study Skills, Curiosity/Science Interest, Enjoyment of Problem Solving, Comfort with deferred closure, ability to synthesize concepts, ability to understand abstract concepts, Independent learner. Most of the students who end up in HFP are also enrolled in Honors Geometry. Most of the students in FP are enrolled in Integrated Mathematics. All eighth graders take algebra in the district, but we find that there is a large number of students who are not functional in algebra after eighth grade. The reasoning test is based on Tony Lawson’s (ASU) test of formal reasoning and includes items on controlling variables, proportional reasoning, combinatorial reasoning, probabilistic reasoning, and graphical analysis. The EXPLORE test will be used for the first time this year.

Who Teaches the Course? Value good teacher of freshmen over physics content specialist Chemistry and Biology specialists have taught the course Difficult to teach using Modeling Method without formal training Insist on Modeling Training as a condition of hiring Experienced physics teachers are rare. Experienced physics teachers who are willing to step down from teaching the best students in the school in the junior/senior years to teach the masses during the freshman year are even more rare. Having chemistry and biology teachers who would rather be teaching chemistry or biology cross over to teach physics to freshmen is a short term solution--one with the benefits of helping those teachers understand the school science curriculum more completely from the bottom up. Usually not a satisfying solution for most of those teachers. Revolving door syndrome. Tired of training a new person each year. Now hiring people whose primary interest is working with freshmen. Insist on Modeling Training as a condition of hiring. Existing 9th Grade physical science teachers could easily make the transition with training.

Does it Replace Physics in the Junior or Senior Year? No! This was not our goal. Physics at the Freshman year is the foundation of our Science curriculum Physics in the Senior year is improved and can now explore a broader range of topics. Physics enrollment in the Senior year has remained fairly steady, averaging about 20 to 25% of the student body All students get some physics!

Are Students Successful? Low failure rate FCI scores for regular freshmen comparable to those from traditional senior level physics courses. FCI scores for Honors freshmen are significantly above those from traditional senior level courses and even above those for most modeling courses. FCI scores for seniors entering do not diminish (and even increase) between grades 9 and 12 FCI scores for seniors at completion are at the top Students scoring above state average on MAP Last bullet is notable since our 9/10 curriculum does not align closely to MAP program which is tested in Spring of sophomore year

Are Students Successful? Winners of Division 2 in Region 12 of Physics Bowl four times Top ten finish in TEAMS competition every year since 1993 Six national championships in TEAMS competition Twice finished first and second in nation in TEAMS competition First Place in Saint Louis University High School Physics competition eight of last nine years 85% “five” rate on A.P. Physics exam Note that these statistics are primarily for seniors who are taking physics again after having completed Freshman Physics or Honors Freshman Physics in ninth grade.

Conclusions Freshman physics makes chemistry more meaningful/understandable Biology teachers are ecstatic about the changes they have been able to make in the curriculum 100% enrollment in Physics Nearly 100% enrollment in four years of science despite two-year state requirement for graduation Students, Teachers, Parents, and School Board are happy with the change. Followup surveys of graduates indicate high levels of satisfaction with the teaching and the curriculum in science at Clayton High School

Physics First at Clayton High School Rex Rice, retired in 2017 from Clayton High School 1 Mark Twain Circle Clayton, MO 63105