Connecting SDSU Liberal Studies Majors with the NGSS: The Physics Course Fred Goldberg San Diego State University Supported by the National Science Foundation, San Diego State University, the California State University and the S. D. Bechtel, Jr. Foundation CSU STEM Symposium Forum 3: Projects March 14, 2014 CSULA: Los Angeles, CA 1

Five one-semester Courses at SDSU for LSMs have been modified by including specific activities connecting student learning with the NGSS Natural Sciences 100 – Intro level, predominantly LSM, large class environment Geology 104 – Intro level, about half LSM, large class environment Geology 412 – Upper division, all LSM, small class environment Physics 412 Upper division, all LSM, large class environment Teacher Education 211B – Upper division, LSM, small class environment 2

Physics 412: Learning Physics 3

Learning Physics UnitTitleCore Idea (PS#) 1Building a Model for MagnetismForces (2) 2Building a Model for Static Electricity Forces (2) 3Interactions and EnergyEnergy (3) 4Interactions and ForcesForces (2) 5Mechanical Waves and SoundWaves (4) 6Electromagnetic Waves and LightWaves (4) 4 Throughout the curriculum students are engaged in the practices of science and engineering: in-class hands-on activities with materials and videos of experiments and demonstrations  The goal is for students to see that the core ideas of science emerge from engagement in the practices Students assigned homework that explicitly connects their own learning with the NGSS practices, core ideas and crosscutting concepts Using Calibrated Peer Review program for online writing and evaluating of scientific explanations

Example from Unit 2: Developing Model for Static Electricity In first lesson, groups perform experiments with tape and various objects to conclude that electrically charged objects attract all materials, both metals and non-metals 5

Developing Model for Static Electricity 6 In successive lessons, students observe series of videos showing various static electric phenomena … … and use the evidence to revise their models

Example: Can an object be charged without directly touching it? 7 Consider two ‘electroscopes’ with different ‘bodies’ (metal and plastic). Uncharged tinsel hangs from each end. Metal Soda Can Plastic Water Bottle Watch video where positively charged acrylic sheet is touched to ‘base’ end of soda can and bottle.

8 Students watch video of experiment

9 Develop model to explain these results, take a photo, and to instructor. After touching bases with positively (+) charged acrylic sheet Tinsel sticks out Tinsel still hangs straight down Before touching bases with positively (+) charged acrylic sheet Tinsel hangs straight down Would tinsel on other end of each now be charged? What evidence would suggest this? If charged, would it be + or - ?

10 Video of group discussing their model

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12 Groups’ ed models posted on Blackboard for students to review before next class

U3L0213 Several groups had a model similar to this

U3L0214 Several other groups had a model similar to this During class students compare and critique the two representative models

Unit on Developing a Model of Static Electricity: Connections with NGSS 15 Practices – Developing and using models – Analyzing and interpreting data – Engaging in argument from evidence Core Ideas – Forces and interactions Crosscutting Concepts – Cause and Effect: mechanism and explanation

Plans for Curriculum Development* Develop six modules – Five covering all the physical science core ideas, science and engineering practices, and many crosscutting connections – One focusing on Learning about Learning (students’ learning, children’s learning, nature of science, connections to NGSS, CCSS-M and CCSS-ELA) Three versions of each module – Small class – Large class – Online Implementation begins Fall 2015 – Please contact me if interested 16 *With support from Chevron Foundation and CSU