Connecting SDSU Liberal Studies Majors with the NGSS: The Physics Course

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

2. 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

3. Physics 412: Learning Physics

4. Learning Physics • 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 • Using Calibrated Peer Review program for online writing and evaluating of scientific explanations • Students assigned homework that explicitly connects their own learning with the NGSS practices, core ideas and crosscutting concepts

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

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

7. Example: Can an object be charged without directly touching it? • 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. Tinsel sticks out Tinsel still hangs straight down Tinsel hangs straight down Tinsel hangs straight down After touching bases with positively (+) charged acrylic sheet Before touching bases with positively (+) charged acrylic sheet • Would tinsel on other end of each now be charged? What evidence would suggest this? If charged, would it be + or - ? • Develop model to explain these results, take a photo, and e-mail to instructor.

10. Video of group discussing their model

12. Groups’ E-mailed models posted on Blackboard for students to review before next class

13. Several groups had a model similar to this U3L02

14. Several other groups had a model similar to this • During class students compare and critique the two representative models U3L02

15. Unit on Developing a Model of Static Electricity: Connections with NGSS • 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

16. 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 (fgoldberg@mail.sdsu.edu) *With support from Chevron Foundation and CSU