Application for State Approval of Teacher Preparation

Specialty Programs

Michigan Department of Education, Office of Professional Preparation Services

P.O. Box 30008, Lansing, Michigan 48909

Phone: (517) 335-4610 *** Fax: (517) 373-0542

Directions:

For each new, amended, or experimental program, a separate application is required.
Application and all documentation are to be submitted electronically.
Fax or mail only the cover page that is signed by the unit head.
All correspondence regarding this application should be addressed to the consultant/coordinator identified on Attachment 1.

I. Application Information
Institution	Eastern Michigan University
MDE Endorsement Area and Code (from Attachment 2)	DP – Physical Science, Secondary
Date of this Application	March 23, 2006
Name and Title of Unit Head	Dr. Alexandria Oakes, Dept. Head, Physics & Astronomy
Signature of Unit Head

II. Contact information for Questions Related to This Application
Contact Person’s Name and Title	Dr. Bonnie Wylo, Professor or Dr. James Carroll, Professor
Contact Person’s Phone Number	734-487-8642 (Wylo); 734-487-8796 (Carroll)
Contact Person’s Fax Number	734-487-0989
Contact Person’s E-Mail Address	bwylo@emich.edu or jcarroll@emich.edu

III. Type of Request for Approval (Indicate One)
New program for institution	X
USOE Code, if vocational occupational area
Compliance with State Board of Education new or modified program criteria
Experimental program
Program amendment (See Section VI for guidelines.)

IV. Institutional Representatives
Please list individuals available to Serve on Michigan Department of Education Ad-Hoc Committees Related to this Specialty Program (e.g. program review, standards development, test development, forum planning). Include both higher education faculty and K-12 representatives.
Name/Title	Specialty	Mailing Address	E-Mail Address	Phone	Fax
Dr. Larry Kolopajlo	Chemistry	Dept. of Chemistry 225 Mark-Jefferson	lkolopajl@emich.edu	734-487-0100	734-487-1496
Dr. Jim Carroll	Physics	Dept. of Physics/Astronomy 303 Strong	jcarroll@emich.edu	734-487-8796	734-487-0989

V. Program Information

Program Summary

Prepare a program narrative (5-6 page maximum) which:

· Describes the philosophy, rationale, and objectives of the specialty program and explains how the program is consistent with the philosophy, rationale, and conceptual framework of the unit.

· Describes the sequence of courses and/or experiences to develop an understanding of the structures, skills, core concepts, ideas, values, facts, methods of inquiry, and uses of technology.

· Describes how candidates are prepared to utilize a variety of instructional approaches to address the various learning styles of students.

· Describes any differences that may exist between elementary or secondary preparation to teach in each major or minor area (e.g. instructional resources, field placements, instructional techniques), if applicable.

· Describes how the program incorporates gender equity, multi-cultural, and global perspectives into the teaching of the subject area.

· Describes how the program prepares candidates to use multiple methods of assessment appropriate to this specialty area.

Program Coursework

Complete Attachment 3 showing the required and elective courses for this program. This list should include the following information.

· Contact person for specialty program

· Course title and number

· Number of semester hours for required and elective courses

· Designation for elementary, secondary, or K-12 certification

· Course descriptions

Please refer to the Quick Reference Chart at http://www.michigan.gov/documents/minhrsarefchart_21931_7.doc for available program options and required semester hour minimums.

V. Program Information

DP Secondary Physical Science Comprehensive Major, Major, and Minor

Philosophy, rationale, and objectives:

The Secondary Physical Science Comprehensive Major, Group Major, and Group Minor programs will prepare prospective secondary teachers to teach the physical sciences at the secondary level. These students will receive the DP endorsement. As the Michigan Department of Education (MDE) has discontinued the General Science Group Major and Minor (Michigan Teacher Test for Certification, DX endorsement) as of December 31, 2003, we created these new programs for Physical Science commensurate with the description of the program certification on the MDE document for DP Content Standards:

"A teacher candidate choosing to earn a secondary physical science endorsement will be prepared to teach physical science, chemistry, and physics at the secondary level. Candidates may elect to earn a group major of 36 semester credits, a group minor of 24 semester credits, or a comprehensive group major of 50 credits when earning this endorsement. Candidates who apply for the DP endorsement must pass the Michigan Test for Teacher Certification physical science test."

We opted to create all three of these programs to offer to teaching majors at Eastern Michigan University in an attempt to encourage students to go into secondary science teaching with a variety of options. A student choosing the Comprehensive group major will receive a single certification in DP. A student choosing the group major will receive a certification in DP and a certification in his/her minor (must be a science minor: physics or chemistry or biology or earth science). A student choosing the physical science minor must be a physics or chemistry major, and would receive certification in that major and this minor (DP). The amount of physics and chemistry needed to be covered by the minor, according to State guidelines, makes this minor too large (>30 hours) for a biology or earth science major.

The State guidelines require a balance in physics and chemistry. We have worked hard to give the program such balance. Note the new Comprehensive Major requires 21 hours of chemistry courses, 21 hours of physics courses and gives students the option of either scientific ethics courses (PHY 406 or CHEM 406), with the remaining hours in applied physical science: earth science and astronomy. The Group Major is similarly balanced.

The new Group Major will have analogous structure to the former General Science Group major with 4 Options depending on the student’s choice of science minor (Physics, Chemistry, Biology, and Earth Science). The number of hours in the options varies from 36-43 hours. Note all options cover all the same courses to ensure coverage of the proper content.

As stated earlier, the Physical Science Group Minor will only be available to Chemistry and Physics teaching majors. We felt it would be impractical to create “minors” with greater than 30 hours.

EMU is one of the largest producers of educators in the United States. We are known for our strong teacher certification programs. The General Science Group Major/Minor (DX) certification was very popular. Offering these DP programs ensures that EMU will continue to prepare secondary science teachers to fill this important niche in science teaching in Michigan.

Sequence of Coursework:

Physical Science Comprehensive Major

A comprehensive secondary physical science endorsement prepares candidates to teach physical science courses as identified in the Michigan Curriculum Framework. A minor is not required in this comprehensive group major. The preparation of physical science teachers includes courses in all the major categories of science with a strong focus on basic chemistry and physics. Candidates who apply for the secondary physical science endorsement must pass the Michigan Test for Teacher Certification in physical science (DP).

Required Physical Science courses 54/55 hrs

1) CHEM 121/122 General Chemistry I and Lab 4 hrs

2) CHEM 123/124 General Chemistry II and Lab 4 hrs

3) CHEM 270/271 Survey of Organic Chemistry and Lab 5 hrs

4) CHEM 281 Quantitative Analysis 4 hrs

5) CHEM 351 Foundations of Biochemistry 4 hrs

6) CHEM 406 The Nature of Science

or PHY 406 Ethical Issues in Physics 1 hr

7) PHY 221 Mechanics, Sound, and Heat 4 hrs

8) PHY 222 Electricity and Light 4 hrs

9) PSCI 270 Relativity, Atomic and Nuclear Physics 3 hrs

10) PHY 372 Modern Physics Laboratory 1 hr

11) PSCI 305 Energy and Society 3 hrs

12) PSCI 309 Thermal Science and Heat Transfer 3 hrs

13) PSCI 340 Milestones in Physics and Astronomy 3 hrs

14) ESSC 110 The Dynamic Earth System 4 hrs

15) ASTR 205 Principles of Astronomy 4 hrs

16) ASTR 315 Observational Astronomy OR

ESSC 111 The Earth System Through Time 3/4 hrs

Additional Requirements

1) Life Sciences course 4 hrs

BIOL 105 Introductory Biology for non-majors 4 hrs

2) Mathematics course(s) 4-5 hrs

(MATH 119 Applied Calculus AND 3 + 2 hrs

MATH 107 Plane Trigonometry)

MATH 120 Calculus I 4 hrs

Professional Studies (in addition to the normal requirements)

Under: Phase II Content Methods, Literacy and Technology

PHY 325 Methods of Teaching the Physical Sciences 3 hrs

Physical Science Group major

A secondary physical science endorsement prepares candidates to teach physical science courses as identified in the Michigan Curriculum Framework. The preparation of physical science teachers includes courses in the all major categories of science with a strong focus on basic chemistry and physics. Coupling this group major with a minor in one of the sciences (biology, chemistry, earth science or physics), as required, additionally qualifies a student to apply for certification in that subject at the secondary level. Candidates who apply for the secondary physical science endorsement must pass the Michigan Test for Teacher Certification in physical science (DP).

Option 1: With a Physics teaching minor (PHYT - 21 hrs), complete the following courses,

Required Physical Science courses 36/37 hrs 1) CHEM 121/122 General Chemistry I and Lab 4 hrs

2) CHEM 123/124 General Chemistry II and Lab 4 hrs

3) CHEM 270/271 Survey of Organic Chemistry and Lab 5 hrs

4) CHEM 281 Quantitative Analysis 4 hrs

5) CHEM 351 Foundations of Biochemistry 4 hrs

6) CHEM 406 The Nature of Science

or PHY 406 Ethical Issues in Physics 1 hr

7) PSCI 340 Milestones in Physics and Astronomy 3 hrs

8) ESSC 110 The Dynamic Earth System 4 hrs

9) ASTR 205 Principles of Astronomy 4 hrs

10) ASTR 315 Observational Astronomy OR

ESSC 111 The Earth System Through Time 3/4 hrs

Additional Requirements

1) Life Sciences course 4 hrs

BIOL 105 Introductory Biology for non-majors 4 hrs

2) Mathematics course(s) 4-5 hrs

(MATH 119 Applied Calculus AND 3 + 2 hrs

MATH 107 Plane Trigonometry)

MATH 120 Calculus I 4 hrs

Professional Studies (in addition to the normal requirements)

Under: Phase II Content Methods, Literacy and Technology

PHY 325 Methods of Teaching the Physical Sciences 3 hrs

Option 2: With a Chemistry teaching minor (CHMT - 24 hrs), complete the following courses,

Required Physical Science courses 37 hrs

1) PHY 221 Mechanics, Sound, and Heat 4 hrs

2) PHY 222 Electricity and Light 4 hrs

3) PSCI 270 Relativity, Atomic and Nuclear Physics 3 hrs

4) PHY 372 Modern Physics Laboratory 1 hr

5) PSCI 305 Energy and Society 3 hrs

6) PSCI 309 Thermal Science and Heat Transfer 3 hrs

7) PSCI 340 Milestones in Physics and Astronomy 3 hr

8) CHEM 406 The Nature of Science

or PHY 406 Ethical Issues in Physics 1 hr

9) ESSC 110 The Dynamic Earth System 4 hrs

10) ESSC 111 The Earth System Through Time 4 hrs

11) ASTR 205 Principles of Astronomy 4 hrs

12) ASTR 315 Observational Astronomy 3 hrs

Additional Requirements

1) Life Sciences course 4 hrs

BIOL 105 Introductory Biology for non-majors 4 hrs

2) Mathematics course(s) 4-5 hrs

(MATH 119 Applied Calculus AND 3 + 2 hrs

MATH 107 Plane Trigonometry)

MATH 120 Calculus I 4 hrs

Professional Studies (in addition to the normal requirements)

Under: Phase II Content Methods, Literacy and Technology

PHY 325 Methods of Teaching the Physical Sciences 3 hrs

Option 3: With a Biology teaching minor (BIOT - 24 hrs), complete the following courses,

Required Physical Science courses 39 hrs

1) CHEM 121/122 General Chemistry I and Lab 4 hrs

2) CHEM 123/124 General Chemistry II and Lab 4 hrs

3) CHEM 270/271 Survey of Organic Chemistry and Lab 5 hrs

4) CHEM 281 Quantitative Analysis 4 hrs

5) CHEM 406 The Nature of Science

or PHY 406 Ethical Issues in Physics 1 hr

6) PHY 221 Mechanics, Sound, and Heat 4 hrs

7) PHY 222 Electricity and Light 4 hrs

8) PSCI 270 Relativity, Atomic and Nuclear Physics 3 hrs

9) PHY 372 Modern Physics Laboratory 1 hr

10) PSCI 305 Energy and Society 3 hrs

11) PSCI 309 Thermal Science and Heat Transfer 3 hrs

12) PSCI 340 Milestones in Physics and Astronomy 3 hrs

Additional Requirements

1) Mathematics course(s) 4-5 hrs

(MATH 119 Applied Calculus AND 3 + 2 hrs

MATH 107 Plane Trigonometry)

OR MATH 120 Calculus I 4 hrs

Professional Studies (in addition to the normal requirements)

Under: Phase II Content Methods, Literacy and Technology

PHY 325 Methods of Teaching the Physical Sciences 3 hrs

Option 4: With an Earth Science teaching minor (ESCT - 21 hrs), complete the following courses,

Required Physical Science courses 43 hrs

1) CHEM 121/122 General Chemistry I and Lab 4 hrs

2) CHEM 123/124 General Chemistry II and Lab 4 hrs

3) CHEM 270/271 Survey of Organic Chemistry and Lab 5 hrs

4) CHEM 281 Quantitative Analysis 4 hrs

6) CHEM 351 Foundations of Biochemistry 4 hrs

7) CHEM 406 The Nature of Science

or PHY 406 Ethical Issues in Physics 1 hr

8) PHY 221 Mechanics, Sound, and Heat 4 hrs

9) PHY 222 Electricity and Light 4 hrs

10) PSCI 270 Relativity, Atomic and Nuclear Physics 3 hrs

11) PHY 372 Modern Physics Laboratory 1 hr

12) PSCI 305 Energy and Society 3 hrs

13) PSCI 309 Thermal Science and Heat Transfer 3 hrs

14) PSCI 340 Milestones in Physics and Astronomy 3 hrs

Additional Requirements

1) Life Sciences course 4 hrs

BIOL 105 Introductory Biology for non-majors 4 hrs

2) Mathematics course(s) 4-5 hrs

(MATH 119 Applied Calculus AND 3 + 2 hrs

MATH 107 Plane Trigonometry)

MATH 120 Calculus I 4 hrs

Professional Studies (in addition to the normal requirements)

Under: Phase II Content Methods, Literacy and Technology

PHY 325 Methods of Teaching the Physical Sciences 3 hrs

Physical Science Minor

Successful completion of this minor, in the context of other science program requirements, qualifies the student for recommendation for endorsement in physical science at the secondary level. This minor must be combined with a secondary teaching major in either Chemistry or Physics. A secondary physical science endorsement prepares candidates to teach physical science courses as identified in the Michigan Curriculum Framework. Candidates who apply for the secondary physical science endorsement must pass the Michigan Test for Teacher Certification in physical science (DP).

With a Physics teaching major (PHYT), complete the following 24 hrs

1) CHEM 121/122 General Chemistry I and Lab 4 hrs

2) CHEM 123/124 General Chemistry II and Lab 4 hrs

3) CHEM 270/271 Survey of Organic Chemistry and Lab 5 hrs

4) CHEM 281 Quantitative Analysis 4 hrs

5) CHEM 351 Foundations of Biochemistry 4 hrs

6) PSCI 340 Milestones in Physics and Astronomy 3 hrs

With a Chemistry teaching major (CHMT), complete the following 26-27 hrs

1) PHY 223 Mechanics and Sound 5 hrs

2) PHY 222 Electricity and Light 4/5 hrs

or PHY 224 Electricity and Light

3) PSCI 270 Relativity, Atomic and Nuclear Physics 3 hrs

4) PHY 372 Modern Physics Laboratory 1 hrs

5) PSCI 305 Energy and Society 3 hrs

6) PSCI 309 Thermal Science and Heat Transfer 3 hrs

7) PSCI 340 Milestones in Physics and Astronomy 3 hrs

8) ASTR 205 Principles of Astronomy 4 hrs

A recommended course sequence would have the student begin with their math requirements so they can take their beginning physics courses. Physics and math form a foundation for studying all the other sciences and are recommended before taking chemistry which, in turn, is recommended before biology or the earth/space sciences. However, due to scheduling constraints, students would be advised to take the courses as scheduling allows so as not to delay their graduation. Prerequisites, of course, would be enforced. Course numbers within a department, with few exceptions, indicate recommended sequencing, hierarchy of knowledge, and order of difficulty. As one progresses in each sequence, the material is by nature cumulative and increasingly integrated, e.g. principles of physics are applied in chemistry and earth science and astronomy, as are principles of chemistry and physics in the life sciences.

Following is the professional Studies program in the College of Education.

Professional Studies (39 hours)

Pre-admission phase: The Learner and the Community (8 hrs)

EDPS 322 Human Development and Learning (4 hrs)

FETE 201 Field Experience I (1 hr)

SPGN 251 Education of Students with Exceptionalities (3 hrs)

The following courses require formal admission to the teacher education program:

Phase I: Curriculum, Assessment and the Social Context (10 hrs)

SOFD 328 Schools in a Multicultural Society (3 hrs)

CURR 305 Curriculum and Methods: Secondary (3 hrs)

FETE 302 Field Experience II: Secondary (1 hr)

EDPS 340 Introduction to Assessment and Evaluation (3 hrs)

Phase II: Content Methods, Literacy and Technology (9 hrs)

RDNG 311 Teaching Reading in the Secondary School (3 hrs)

FETE 402 Field Experience III: Secondary (1 hr)

EDMT 330 Instructional Applications of Media and Technology (2 hrs)

PHY 325 Methods of Teaching the Physical Sciences (3 hrs) or BIOL 403 Methods and Materials for Teaching Biology or ESSC 347 Teaching Earth Science and Physical Geography or PHY 325 Methods of Teaching Chemistry

Phase III: Capstone Experience (12 hrs)

EDUC 492 Student Teaching (12 hrs)

Variety of Instructional Approaches:

Science faculty use a wide range of instructional approaches, including (but not limited to) traditional lectures, peer teaching, group learning experiences, open-ended projects, and learning through laboratory exercises. Requirements in CURR 305, the science teachings methods class, and the student teaching experience involve variety in teaching strategies and reflections on how to meet the needs of diverse learners.

Differences Between Elementary and Secondary Education Science Preparation Programs:

The elementary science major and minor prepares teachers to teach science in K-5 classrooms as well as in grades 6-8 middle school science programs. The secondary science programs focus on preparing teacher candidates to teach grades 7-12. Elementary students complete pre-service field experiences as well as student teaching in elementary classrooms K-5. Secondary education students complete pre-service field experiences and student teaching in grade appropriate classrooms, basically grades 7-12. In addition, secondary students complete the CURR 305 course, Curriculum in the Secondary Schools and Elementary Education students complete CURR 304, Curriculum in the elementary schools. Both these courses focus on age appropriate classroom practices, specific curriculum topics and subject matter, and generate lesson plans that meet the curriculum needs of children appropriate for the overall program. Teaching methods for specific grades is taught in: CURR 304 Curriculum and Methods: Elementary, RDNG 300 Early Literacy and RDNG 310 Literacy Across the Curriculum in Intermediate Grades. The elementary students take four content/methodology courses: PHY 100, CHEM 101, ESSC 202, and BIOL 303. The secondary students take a methodology course in their specific content area for the major: PHY 325 Methods of Teaching the Physical Sciences (3 hrs) or BIOL 403 Methods and Materials for Teaching Biology or ESSC 347 Teaching Earth Science and Physical Geography or CHEM 325 Methods of Teaching Chemistry.

The elementary science program has an Integrated Science major but no Physical Science programs. The science classes for elementary teachers and secondary teachers do not overlap; they are entirely different tracks.

Addressing Gender Equity, Multi-Cultural and Global Perspectives:

The University and the College of Education are committed to offering programs that are equitable and open to all students. Students are admitted to the University without regard to gender bias, social economic status, race, religion, or other barrier. The Dean of Students Office provides assistance to all students who attend Eastern Michigan University. The offices that provide support to specific student populations on campus through this area are: Center for Multicultural Affairs (CMA), Office of Foreign Student Affairs (OFSA), Access Services (formerly Office of Students with Disabilities) (AS), Office of Greek Affairs (GA), and Lesbian, Gay, Bisexual, and Transgendered Resource Center (LGBTRC).

In BIOL 403, CURR 305, and EDUC 492, reflection questions require candidates to reflect on gender and multi-cultural issues regarding their lesson plans. Lesson plans designed in the secondary science methods courses include the science/technology/society approach addressing a global issue or concern. SOFD 328 Schools in a Multicultural Society, part of the required professional studies, is designed so that students explore the interactive relationship between schools and society, and the development of a culturally responsible pedagogy. Special emphasis is on educational equity and the theoretical foundations of multicultural education. SPGN 251 Education of Exceptional Children is also part of the professional studies core. This introductory survey course provides the historical, philosophical, and organizational factors leading to the enactment of federal and state laws, rules, and regulations governing special education and implications for teaching children with special needs and backgrounds. Therefore, students learn to plan lessons and provide opportunities for all children that are sensitive to gender, race, cultural backgrounds, ethnicity, special needs, and linguistic differences.

Multiple Methods of Assessment:

Students are evaluated/graded using both cognitive and performance-based assessments that provide data to measure the level of students’ knowledge of content, pedagogy, and educational technology, and integration of science and mathematics. Examples of assessments include course exams, quizzes, laboratory reports, independent investigations, class inquiry projects and presentations, reports using primary literature, lesson and unit plans, and reflection essays.

EDPS 340 requires the CAP (Classroom Assessment Plan) which requires students to develop both traditional and authentic assessments. BIOL 403 lesson plans designed for middle and high school teaching must include pre- and post- assessments. In student teaching, students must create and implement an assessment plan for their unit, documenting evidence for student learning. Furthermore, in the various other science and science teaching methods courses, students experience a variety of assessment approaches ranging from traditional multiple-choice and problem-solving test to problem sets, papers, lab reports, and oral presentations.

VI. Content Guidelines/Standards Matrix

Complete the Content Guidelines/Standards Matrix (a sample format is provided in Attachment 2); appropriate program standards must be selected for each program:

· Standards approved by the Michigan State Board of Education (SBE) can be found in matrix format at http://www.michigan.gov/mde/0,1607,7-140-5234_5683_6368-24835--,00.html

· A list of standards to use for each specialty program can be found at http://www.michigan.gov/documents/standards_to_use_5_02-_web_page_35643_7.doc

VII. Supporting Documentation
Field Experiences	· Describe how candidates for majors and minors in specific specialty programs participate in early field experiences in K-12 schools. · Describe aspects of the student teaching experience for certification candidates that enhance the applicants’ abilities to teach in this specific specialty area. Are candidates in your institution assigned to K-12 classrooms as student teachers in both their major and minor (if applicable)?
Instructional Methods	· Describe how candidates are prepared to teach in this specific specialty area.
Course Descriptions	· Provide descriptions of all courses contained on Attachment 3. Descriptions must provide enough information to show that standards could logically be met in these courses.
Syllabi	· Provide a representative syllabus for each required course (those listed on Attachment 3 and referenced in the standards matrix).
Faculty	· Please complete the Instructional Faculty table from Attachment 5. · Include all faculty teaching the courses shown on the Summary of Course Requirements for Specialty Studies Program (Attachment 3), including those who may be temporary or non-tenure stream. · List additional faculty positions that will be added if this program is approved.
Technology	· Describe how this program will utilize technological resources.
Vocational Work Experience	· If applicable, please describe the structure and content of the required vocational work experience program. How is this evaluated?

VIII. Experimental Program Description (Rule 53)
Program Purpose	Attach a statement describing the purpose and objectives(s) of this preparation program. Please include the following: · Employer Needs/Student Aspirations · National/Statewide Needs (for content area, level, diversity, etc., as per the goals of the experimental program) · The number of candidates you anticipate preparing for this endorsement during each of the first three years, if this program is approved.
Program Design	· The hypothesis being tested · The design of the program (including all courses) · Control and experimental groupings · Assessment and evaluation instruments and techniques
Program Duration	Specify the period of time you wish for the experimental program to be in effect. Approval by the State Superintendent of Public Instruction will normally be granted for a time period of three to five years. Once approved, institutions should submit annual reports, including any changes in the experimental program design, and an analysis of evaluation data.

IX. Guidelines for Applying for Amendments to Currently Approved
Teacher Preparation Programs

If the amendment is very minor (e.g., change in a course number(s), change in course sequence, minor modification to a course, etc.) and does not affect how the program standards are met, the amendment may be described in a letter to the Office of Professional Preparation Services. Minor amendments do not require official State approval and are filed with program documentation previously submitted. If the proposed amendment is not clear, or if more information is needed, the institution will be contacted by the Office of Professional Preparation and Certification. Once approved, the description of the amendment will be attached to the program application that is currently on file.

If the amendment is more extensive, or is submitted in response to new state standards, a complete “Application to Request State Board of Education Approval for Professional Preparation Programs” should be submitted to the Office of Professional Preparation Services. (Institutions may copy, for inclusion in the new application, any sections of the previously approved application that have not been affected by the amendment.)

Course Title	Course Number	Sem. Hours *	Secondary Comprehensive	Secondary Options	Endors
Chemistry I with Lab	CHEM 121/122	4	X		X	X	X
Chemistry II with Lab	CHEM 123/124	4	X		X	X	X
Survey of Organic Chemisty w/lab	CHEM 270/271	5	X		X	X
Quantitative Analysis	CHEM 281	4	X		X	X
Foundations of Biochemistry	CHEM 351	4	X		X	X
Nature of Science or Ethical Issues in Physics	CHEM 406 or PHY 406	1	X		X
Mechanics, Sound, & Heat	PHY 221	4	X
Electricity and Light	PHY 222	4	X
Modern Physics Laboratory	PHY 372	1	X
Relativity, Atomic & Nuclear Physics	PSCI 270	3	X
Energy and Society	PSCI 305	3	X
Thermal Science & Heat Transfer	PSCI 309	3	X
Milestones in Physics & Astronomy	PSCI 340	3	X		X	X
The Dynamic Earth System	ESSC 110	4	X		X
Principles of Astronomy	ASTR 205	4	X		X
Observational Astronomy or The Earth System thru Time	ASTR 315 or ESSC 111	3 or 4	X		X
Additional Requirements: Intro to Biology for non-majors	BIOL 105	4	X		X
Applied Calculus & Plane Trigonometry Or Calculus I	MATH 119 & MATH 107 Or MATH 120	3 + 2 4	X		X
Total Number of SEMESTER HOURS required for each option offered:	54/55		36/37	24

Course Title	Course Number	Sem. Hours *	Secondary Options	Secondary Options	Endors
Chemistry I with Lab	CHEM 121/122	4			X	X
Chemistry II with Lab	CHEM 123/124	4			X	X
Survey of Organic Chemisty w/lab	CHEM 270/271	5			X	X
Quantitative Analysis	CHEM 281	4			X	X
Foundations of Biochemistry	CHEM 351	4				X
Nature of Science or Ethical Issues in Physics	CHEM 406 or PHY 406	1	X		X	X
Mechanics, Sound, & Heat	PHY 221	4	X		X	X
Mechanics, Sound, & Heat	PHY 223	5		X
Electricity and Light	PHY 222	4	X		X	X
Electricity and Light or Electricity and Light	PHY 222 or PHY 224	4 or 5		X
Modern Physics Laboratory	PHY 372	1	X		X	X
Relativity, Atomic & Nuclear Physics	PSCI 270	3	X	X	X	X
Energy and Society	PSCI 305	3	X	X	X	X
Thermal Science & Heat Transfer	PSCI 309	3	X	X	X	X
Milestones in Physics & Astronomy	PSCI 340	3	X	X	X	X
The Dynamic Earth System	ESSC 110	4	X
Principles of Astronomy	ASTR 205	4	X	X
Observational Astronomy or The Earth System thru Time	ASTR 315 or ESSC 111	3 or 4	X
Additional Requirements: Intro to Biology for non-majors	BIOL 105	4	X		X	X
Applied Calculus & Plane Trigonometry Or Calculus I	MATH 119 & MATH 107 Or MATH 120	3 + 2 4	X		X	X
Total Number of SEMESTER HOURS required for each option offered:	37/38	26/27	39	43

Attachment 4

Content Guidelines/Standards Matrix

College/University

Eastern Michigan University

Code

Source of Guidelines/Standards

Michigan State Board of Education,
August 2002

Program/Subject Area

Physical Science (Secondary)

A – Awareness

The physical science teacher recognizes/recalls the existence of different aspects of physical science and related teaching strategies.

B – Basic Understanding

The physical science teacher articulates knowledge about physical science and related instructional and assessment strategies.

The physical science teacher demonstrates proficiency in using the knowledge at a fundamental level of competence acceptable for teaching.

C – Comprehensive Understanding

The physical science teacher is able to apply broad in-depth knowledge of the different aspects of physical science in a variety of settings. (This level is not intended to reflect mastery; all teachers are expected to be lifelong learners.)

A teacher candidate choosing to earn a Secondary Physical Science Endorsement will be prepared to teach physical science, chemistry, and physics at the secondary level. Candidates may elect to earn a group major of 36 semester credits and a group minor of 24 semester credits, or a comprehensive group major of 50 credits when earning this endorsement. Candidates who apply for the DP endorsement must pass the Michigan Test for Teacher Certification physical science test.

DIRECTIONS: List required courses on matrix and provide additional narrative to explain how standards are met. If electives are included, they should be clearly indicated. Adjust size of cells as needed.

		Narrative Explaining how Required Courses and/or Experiences Fulfill the Standards for Secondary Programs
	Standard/Guideline	36 Semester Hour Group Major	50 Semester Hour Comprehensive Group Major	24 Semester Hour Minor
	Submit a narrative that explains how this program:
A.	uses the Michigan Curriculum Framework K-12 Science Content Standards and Benchmarks as the critical foundation for teacher preparation, ensuring that secondary physical science teachers have the content knowledge and the ability to teach this curriculum; and	Curriculum is defined with the Science content standards in mind for the Physical Sciences (emphasis on chemistry and physics), and Earth/Space Science. Coursework in each science category (including an introductory Biology course and mathematics through Calc I) is the framework of this major. A minor in one of the sciences is required (physics, chemistry, biology, or earth science) in order to elect this group major. The programs offered by the Department of Chemistry and the Department of Physics and Astronomy include Strands I, II and IV of the Michigan Curriculum Framework in both its lecture and lab courses because these strands are applicable to the teaching of physical science, chemistry, and physics. In particular, laboratory work engages prospective teachers in performing experiments in which they are challenged to construct new information and critically reflect on it (Strands I and II). All courses go far beyond the minimum requirements of utilizing Strand IV, as evidenced by the course descriptions presented in the EMU Undergraduate Catalog. For example, in all chemistry courses leading to a secondary certificate, all prospective physical science teachers are required to pass non-multiple choice exams in which they must demonstrate their knowledge of the subject matter by working problems out in detail. In addition, the EMU chemistry programs are approved by the American Chemical Society (ACS), the premier organization of professional chemists.	Curriculum is defined with the Science content standards in mind for the Physical Sciences (emphasis on chemistry and physics), and Earth/Space Science. Coursework in each science category (including an introductory Biology course and mathematics through Calc I) is the framework of this major. A minor is not required in the comprehensive major. The programs offered by the Department of Chemistry and the Department of Physics and Astronomy include Strands I, II and IV of the Michigan Curriculum Framework in both its lecture and lab courses because these strands are applicable to the teaching of physical science, chemistry, and physics. In particular, laboratory work engages prospective teachers in performing experiments in which they are challenged to construct new information and critically reflect on it (Strands I and II). All courses go far beyond the minimum requirements of utilizing Strand IV, as evidenced by the course descriptions presented in the EMU Undergraduate Catalog. For example, in all chemistry courses leading to a secondary certificate, all prospective physical science teachers are required to pass non-multiple choice exams in which they must demonstrate their knowledge of the subject matter by working problems out in detail. In addition, the EMU program is approved by the American Chemical Society (ACS), the premier organization of professional chemists.	Curriculum is defined with the Science content standards in mind for the Physical Sciences (emphasis on chemistry and physics), and Earth/Space Science. Coursework in each science category is the framework of this minor when combined with a major in physics or chemistry. A major in either physics or chemistry is required in order to elect this minor. The programs offered by the Department of Chemistry and the Department of Physics and Astronomy include Strands I, II and IV of the Michigan Curriculum Framework in both its lecture and lab courses because these strands are applicable to the teaching of physical science, chemistry, and physics. In particular, laboratory work engages prospective teachers in performing experiments in which they are challenged to construct new information and critically reflect on it (Strands I and II). All courses go far beyond the minimum requirements of utilizing Strand IV, as evidenced by the course descriptions presented in the EMU Undergraduate Catalog. For example, in all chemistry courses leading to a secondary certificate, all prospective physical science teachers are required to pass non-multiple choice exams in which they must demonstrate their knowledge of the subject matter by working problems out in detail. In addition, the EMU chemistry programs are approved by the American Chemical Society (ACS), the premier organization of professional chemists.
B.	develops student understanding of the interconnectedness of all science, including earth science and biology, and relates this understanding to the teaching of physical science.	Group major includes the same introductory courses as the Chemistry major (CHEM 121/122/123/124), Earth Science major (ESSC 110/111), and astronomy minor (ASTR 205/315). It includes the same topics as the Physics major at an algebra-math level (PHY 221/222, PSCI 270, PHY 372) and creates a new "physical science track" requiring less calculus. These courses teach how basic theory in each science relates to the foundations of the other sciences as part of the normal course discussions. Major classes are dependent on the elected minor (physics, chemistry, biology, or earth science). As an example, in chemistry courses, the unifying concepts and processes in science, as advanced in the National Science Education Standards, are taught by each faculty member and understood and practiced by each teaching candidate who is tested on them in a way applicable to lecture and lab courses. PSCI 305 revisits all basic theories introduced and studied in this major as an integrated application to energy generation and energy consumption. Energy generation is a basic human necessity, as recent natural disasters have highlighted. Students are required to develop a lesson plan on energy generation and consumption that meets the Science content standards and Draft Benchmarks and is interconnected to the different branches of science.	Comprehensive major includes the same introductory courses as the Chemistry major (CHEM 121/122/123/124), Earth Science major (ESSC 110/111), and astronomy minor (ASTR 205/315). It includes the same topics as the Physics major at an algebra-math level (PHY 221/222, PSCI 270, PHY 372) and creates a new "physical science track" requiring less calculus. These courses teach how basic theory in each science relates to the foundations of the other sciences as part of the normal course discussions. As an example, in chemistry courses, the unifying concepts and processes in science, as advanced in the National Science Education Standards, are taught by each faculty member and understood and practiced by each teaching candidate who is tested on them in a way applicable to lecture and lab courses. PSCI 305 revisits all basic theories introduced and studied in this major as an integrated application to energy generation and energy consumption. Energy generation is a basic human necessity, as recent natural disasters have highlighted. Students are required to develop a lesson plan on energy generation and consumption that meets the Science content standards and Draft Benchmarks and is interconnected to the different branches of science.	Minor includes the same introductory courses as the Chemistry major (CHEM 121/122/123/124), if electing a physics minor, and includes the same topics as the Physics major at an algebra-math level (PHY 221/222, PSCI 270, PHY 372) if electing a chemistry minor and creates a new "physical science track" requiring less calculus. These courses teach how basic theory in each science relates to the foundations of the other sciences as part of the normal course discussions. Minor classes are dependent on the elected major in physics or chemistry. As an example, in chemistry courses, the unifying concepts and processes in science, as advanced in the National Science Education Standards, are taught by each faculty member and understood and practiced by each teaching candidate who is tested on them in a way applicable to lecture and lab courses. PSCI 305 revisits all basic theories introduced and studied in this minor as an integrated application to energy generation and energy consumption. Energy generation is a basic human necessity, as recent natural disasters have highlighted. Students are required to develop a lesson plan on energy generation and consumption that meets the Science content standards and Draft Benchmarks and is interconnected to the different branches of science.

			Narrative Explaining how Required Courses and/or Experiences Fulfill the Standards for Secondary Programs
No.	Standard/Guideline	Level of Proficiency	36 Semester Hour Group Major	50 Semester Hour Comprehensive Group Major	24 Semester Hour Minor
	The preparation of secondary physical science teachers should:
1.0	understand and develop the major concepts and principles of physics and chemistry which shall include the following topics:
1.1	Major Concepts and Principles of Chemistry
1.1.1	Inorganic Chemistry, including
1.1.1.1	atomic/molecular structure and bonding	C	In CHEM 121, all physical science teaching candidates will apply, predict and solve problems relating to: o quantum theory. o electronic configurations of atoms and ions. o predict the number of valence electrons and valences of main group elements o predict the type of molecular bond using the periodic chart and electronegativities o apply the octet rule with its exceptions to write and draw Lewis formulas and structures for elements, ions and both covalently bonded molecules and ionic compounds. o use VSEPR theory to draw molecular structures for all of the common molecular geometries. o predict the type of intermolecular forces between molecules. o use hybridization theory	In CHEM 121, all physical science teaching candidates will apply, predict and solve problems relating to: o quantum theory. o electronic configurations of atoms and ions. o predict the number of valence electrons and valences of main group elements o predict the type of molecular bond using the periodic chart and electronegativities. o apply the octet rule with its exceptions to write and draw Lewis formulas and structures for elements, ions and both covalently bonded molecules and ionic compounds. o use VSEPR theory to draw molecular structures for all of the common molecular geometries. o predict the type of intermolecular forces between molecules. o use hybridization theory	In CHEM 121, all physical science teaching candidates will apply, predict and solve problems relating to: o quantum theory. o electronic configurations of atoms and ions. o predict the number of valence electrons and valences of main group elements o predict the type of molecular bond using the periodic chart and electronegativities. o apply the octet rule with its exceptions to write and draw Lewis formulas and structures for elements, ions and both covalently bonded molecules and ionic compounds. o use VSEPR theory to draw molecular structures for all of the common molecular geometries. o predict the type of intermolecular forces between molecules. o use hybridization theory
1.1.1.2	stoichiometry	C	All physical science physical science teaching candidates will apply, predict and solve problems relating to: o conservation of mass and balancing equations. o formula weight. o percent composition. o empirical formula. o mole-mole. o mass-mass. o limiting reactants. o Molarity. o Preparing/diluting solutions. o titrations. o heat of reaction.	All physical science physical science teaching candidates will apply, predict and solve problems relating to: o conservation of mass and balancing equations. o formula weight. o percent composition. o empirical formula. o mole-mole. o mass-mass. o limiting reactants. o Molarity. o Preparing/diluting solutions. o titrations. o heat of reaction.	All physical science physical science teaching candidates will apply, predict and solve problems relating to: o conservation of mass and balancing equations. o formula weight. o percent composition. o empirical formula. o mole-mole. o mass-mass. o limiting reactants. o Molarity. o Preparing/diluting solutions. o titrations. o heat of reaction.
1.1.1.3	gas laws	C	All physical science physical science teaching candidates will apply, predict and solve problems relating to: o temperature conversions. o definitions, units and concepts for all gas variables involved. o the kinetic theory of gases. o Boyle’s Law o Charles’ Law o Avogadro’s Law o the ideal gas law o density of gases o mass-volume problems o predicting an answer without using mathematics. o diffusion	All physical science physical science teaching candidates will apply, predict and solve problems relating to: o temperature conversions. o definitions, units and concepts for all gas variables involved. o the kinetic theory of gases. o Boyle’s Law o Charles’ Law o Avogadro’s Law o the ideal gas law o density of gases o mass-volume problems o predicting an answer without using mathematics. o diffusion	All physical science physical science teaching candidates will apply, predict and solve problems relating to: o temperature conversions. o definitions, units and concepts for all gas variables involved. o the kinetic theory of gases. o Boyle’s Law o Charles’ Law o Avogadro’s Law o the ideal gas law o density of gases o mass-volume problems o predicting an answer without using mathematics. o diffusion
1.1.1.4	states of matter	C	All physical science physical science teaching candidates will: o compare and contrast the three most common states of matter: solids, liquids, and gases and predict the physical properties of those states using both microscopic and macroscopic viewpoints. o describe and explain the phases and phase changes of matter in terms of atomic and molecular structure. o conduct and evaluate experiments on both chemical and physical changes in terms of atomic and molecular structure, and thermodynamics. o solve unfamiliar problems related to the states of matter and density.	All physical science physical science teaching candidates will: o compare and contrast the three most common states of matter: solids, liquids, and gases and predict the physical properties of those states using both microscopic and macroscopic viewpoints. o describe and explain the phases and phase changes of matter in terms of atomic and molecular structure. o conduct and evaluate experiments on both chemical and physical changes in terms of atomic and molecular structure, and thermodynamics. o solve unfamiliar problems related to the states of matter and density.	All physical science physical science teaching candidates will: o compare and contrast the three most common states of matter: solids, liquids, and gases and predict the physical properties of those states using both microscopic and macroscopic viewpoints. o describe and explain the phases and phase changes of matter in terms of atomic and molecular structure. o conduct and evaluate experiments on both chemical and physical changes in terms of atomic and molecular structure, and thermodynamics. o solve unfamiliar problems related to the states of matter and density.
1.1.1.5	chemical kinetics	C	In CHEM 121 students are introduced to chemical kinetics. In CHEM 122, students complete a laboratory titled “Conductivity and Chemical Reactions”. From a physics viewpoint, reaction rates in regards to heat flow and transfer are also introduced in PHY 221 and discussed in detail in PSCI 309.	In CHEM 121 students are introduced to chemical kinetics. In CHEM 122, students complete a laboratory titled “Conductivity and Chemical Reactions”. From a physics viewpoint, reaction rates in regards to heat flow and transfer are also introduced in PHY 221 and discussed in detail in PSCI 309.	In CHEM 121 students are introduced to chemical kinetics. In CHEM 122, students complete a laboratory titled “Conductivity and Chemical Reactions”. From a physics viewpoint, reaction rates in regards to heat flow and transfer are also introduced in PHY 221 and discussed in detail in PSCI 309.
1.1.1.6	equilibria	C	With regard to equilibrium, all physical science physical science teaching candidates will: o effectively write and interpret balanced equations using words, formulas and picture drawings. o use mathematical and chemical equations to write equilibrium constant expressions and solve such problems. o predict the “position of equilibrium” by computing the numerical value of the equilibrium constant K. o define and use LeChatleier’s Principle to predict shifts in equilibria. o apply the theory to acids, bases and precipitation reactions.	With regard to equilibrium, all physical science physical science teaching candidates will: o effectively write and interpret balanced equations using words, formulas and picture drawings. o use mathematical and chemical equations to write equilibrium constant expressions and solve such problems. o predict the “position of equilibrium” by computing the numerical value of the equilibrium constant K. o define and use LeChatleier’s Principle to predict shifts in equilibria. o apply the theory to acids, bases and precipitation reactions.	With regard to equilibrium, all physical science physical science teaching candidates will: o effectively write and interpret balanced equations using words, formulas and picture drawings. o use mathematical and chemical equations to write equilibrium constant expressions and solve such problems. o predict the “position of equilibrium” by computing the numerical value of the equilibrium constant K. o define and use LeChatleier’s Principle to predict shifts in equilibria. o apply the theory to acids, bases and precipitation reactions.
1.1.1.7	acid-bases	C	With respect to acids and bases, all secondary physical science teaching candidates in physical science will: o name and write chemical formulas. o effectively utilize the theories of Arrhenius, Bronsted-Lowry and Lewis in problem solving. o draw, write and interpret formulas and Lewis structures o classify them as weak or strong. o perform a titration experiment with indicator and analyze the results o write molecular, complete ionic and net ionic balanced for ionization and neutralization. o recognize hazards associated with acids and bases. o understand and use the pH scale to identify acids and bases; compute pH values.	With respect to acids and bases, all secondary physical science teaching candidates in physical science will: o name and write chemical formulas. o effectively utilize the theories of Arrhenius, Bronsted-Lowry and Lewis in problem solving. o draw, write and interpret formulas and Lewis structures o classify them as weak or strong. o perform a titration experiment with indicator and analyze the results o write molecular, complete ionic and net ionic balanced for ionization and neutralization. o recognize hazards associated with acids and bases. o understand and use the pH scale to identify acids and bases; compute pH values.	With respect to acids and bases, all secondary physical science teaching candidates in physical science will: o name and write chemical formulas. o effectively utilize the theories of Arrhenius, Bronsted-Lowry and Lewis in problem solving. o draw, write and interpret formulas and Lewis structures o classify them as weak or strong. o perform a titration experiment with indicator and analyze the results o write molecular, complete ionic and net ionic balanced for ionization and neutralization. o recognize hazards associated with acids and bases. o understand and use the pH scale to identify acids and bases; compute pH values.
1.1.1.8	electrochemistry	C	With respect to electrochemistry, all physical science physical science teaching candidates will: o effectively utilize the theory of electrolytes and solve problems. o classify substances as electrolytes or nonelectrolytes based on (a) chemical and physical properties and b) molecular structure. o Perform an experiment using a conductivity detector to differentiate strong and weak electrolytes. o predict the variance of conductivity with molar concentrations of ions. o define, identify, name and write balanced chemical equations for common strong and weak electrolytes. o write molecular, complete ionic and net ionic balanced equations.	With respect to electrochemistry, all physical science physical science teaching candidates will: o effectively utilize the theory of electrolytes and solve problems. o classify substances as electrolytes or nonelectrolytes based on (a) chemical and physical properties and b) molecular structure. o Perform an experiment using a conductivity detector to differentiate strong and weak electrolytes. o predict the variance of conductivity with molar concentrations of ions. o define, identify, name and write balanced chemical equations for common strong and weak electrolytes. o write molecular, complete ionic and net ionic balanced equations.	With respect to electrochemistry, all physical science physical science teaching candidates will: o effectively utilize the theory of electrolytes and solve problems. o classify substances as electrolytes or nonelectrolytes based on (a) chemical and physical properties and b) molecular structure. o Perform an experiment using a conductivity detector to differentiate strong and weak electrolytes. o predict the variance of conductivity with molar concentrations of ions. o define, identify, name and write balanced chemical equations for common strong and weak electrolytes. o write molecular, complete ionic and net ionic balanced equations.
1.1.1.9	nomenclature	C	With regard to nomenclature, all physical science teaching candidates in physical science will: o use the rules of nomenclature to write the names, chemical symbols and chemical formulas for all organic compounds, common elements, ions, ionic compounds and molecular compounds involving both main group and transition metal elements.	With regard to nomenclature, all physical science teaching candidates in physical science will: o use the rules of nomenclature to write the names, chemical symbols and chemical formulas for all organic compounds, common elements, ions, ionic compounds and molecular compounds involving both main group and transition metal elements.	With regard to nomenclature, all physical science teaching candidates in physical science will: o use the rules of nomenclature to write the names, chemical symbols and chemical formulas for all organic compounds, common elements, ions, ionic compounds and molecular compounds involving both main group and transition metal elements.
1.1.1.10	qualitative analysis	C	With regard to qualitative analysis, all physical science teaching candidates in physical science will: o perform experiments in which they must separate common cations. o write balanced molecular, complete ionic and net ionic equations for the reactions studied in the lab. o interpret and make predictions based on experimental results.	With regard to qualitative analysis, all physical science teaching candidates in physical science will: o perform experiments in which they must separate common cations. o write balanced molecular, complete ionic and net ionic equations for the reactions studied in the lab. o interpret and make predictions based on experimental results.	With regard to qualitative analysis, all physical science teaching candidates in physical science will: o perform experiments in which they must separate common cations. o write balanced molecular, complete ionic and net ionic equations for the reactions studied in the lab. o interpret and make predictions based on experimental results.
1.1.2	Physical Chemistry, including
1.1.2.1	measurements of physical properties of solids, liquids, and gases	C	All physical science physical science teaching candidates will: o compare and contrast the three most common states of matter: solids, liquids, and gases and predict the physical properties of those states using both microscopic and macroscopic viewpoints. o describe and explain the phases and phase changes of matter in terms of atomic and molecular structure. o conduct and evaluate experiments on both chemical and physical changes in terms of atomic and molecular structure, and thermodynamics. o solve unfamiliar problems related to the states of matter and density.	All physical science physical science teaching candidates will: o compare and contrast the three most common states of matter: solids, liquids, and gases and predict the physical properties of those states using both microscopic and macroscopic viewpoints. o describe and explain the phases and phase changes of matter in terms of atomic and molecular structure. o conduct and evaluate experiments on both chemical and physical changes in terms of atomic and molecular structure, and thermodynamics. o solve unfamiliar problems related to the states of matter and density.	All physical science physical science teaching candidates will: o compare and contrast the three most common states of matter: solids, liquids, and gases and predict the physical properties of those states using both microscopic and macroscopic viewpoints. o describe and explain the phases and phase changes of matter in terms of atomic and molecular structure. o conduct and evaluate experiments on both chemical and physical changes in terms of atomic and molecular structure, and thermodynamics. o solve unfamiliar problems related to the states of matter and density.
1.1.2.2	phase equilibria	C	With regard to equilibrium, all physical science physical science teaching candidates will: o effectively write and interpret balanced equations using words, formulas and picture drawings. o use mathematical and chemical equations to write equilibrium constant expressions and solve such problems. o predict the “position of equilibrium” by computing the numerical value of the equilibrium constant K. o define and use LeChatleier’s Principle to predict shifts in equilibria. o apply the theory to acids, bases and precipitation reactions.	With regard to equilibrium, all physical science physical science teaching candidates will: o effectively write and interpret balanced equations using words, formulas and picture drawings. o use mathematical and chemical equations to write equilibrium constant expressions and solve such problems. o predict the “position of equilibrium” by computing the numerical value of the equilibrium constant K. o define and use LeChatleier’s Principle to predict shifts in equilibria. o apply the theory to acids, bases and precipitation reactions.	With regard to equilibrium, all physical science physical science teaching candidates will: o effectively write and interpret balanced equations using words, formulas and picture drawings. o use mathematical and chemical equations to write equilibrium constant expressions and solve such problems. o predict the “position of equilibrium” by computing the numerical value of the equilibrium constant K. o define and use LeChatleier’s Principle to predict shifts in equilibria. o apply the theory to acids, bases and precipitation reactions.
1.1.2.3	calorimetry	A	In PHY 221, students are introduced to the basics of calorimetry in their introduction to thermodynamics, and specifically the conversion of ice to water to steam.	In PHY 221, students are introduced to the basics of calorimetry in their introduction to thermodynamics, and specifically the conversion of ice to water to steam.	In PHY 221, students are introduced to the basics of calorimetry in their introduction to thermodynamics, and specifically the conversion of ice to water to steam.
1.1.2.4	quantum mechanics	A	In CHEM 121, all physical science teaching candidates will pass tests in quantum theory. In PSCI 270 students will build on the introduction to quantum mechanics in PHY 221 to develop a deeper understanding of basic principles of quantum mechanics.	In CHEM 121, all physical science teaching candidates will pass tests in quantum theory. In PSCI 270 students will build on the introduction to quantum mechanics in PHY 221 to develop a deeper understanding of basic principles of quantum mechanics.	In CHEM 121, all physical science teaching candidates will pass tests quantum theory. In PSCI 270 students will build on the introduction to quantum mechanics in PHY 221 to develop a deeper understanding of basic principles of quantum mechanics.
1.1.3	Organic Chemistry, including:
1.1.3.1	functional groups	C	Functional Groups are covered throughout the organic chemistry sequence, CHEM 270 lecture and CHEM 271 laboratory, required by the major. In CHEM 270, there are several sections devoted to the chemistry of functional groups, and the course is essentially structured around this topic. For example, functional groups studied include: “Organic Halogen Compounds,” “Alcohols, Phenols, Thiols,” “Ethers and Epoxides,” “Ethers and Epoxides,” and “Carboxylic Acids and Derivatives”. In the CHEM 271 laboratory, there is an entire experiment titled “Chemical Tests for Functional Groups and the Identification of an Unknown”	Functional Groups are covered throughout the organic chemistry sequence, CHEM 270 lecture and CHEM 271 laboratory, required by the major. In CHEM 270, there are several sections devoted to the chemistry of functional groups, and the course is essentially structured around this topic. For example, functional groups studied include: “Organic Halogen Compounds,” “Alcohols, Phenols, Thiols,” “Ethers and Epoxides,” “Ethers and Epoxides,” and “Carboxylic Acids and Derivatives”. In the CHEM 271 laboratory, there is an entire experiment titled “Chemical Tests for Functional Groups and the Identification of an Unknown”	Functional Groups are covered throughout the organic chemistry sequence, CHEM 270 lecture and CHEM 271 laboratory, required by the major. In CHEM 270, there are several sections devoted to the chemistry of functional groups, and the course is essentially structured around this topic. For example, functional groups studied include: “Organic Halogen Compounds,” “Alcohols, Phenols, Thiols,” “Ethers and Epoxides,” “Ethers and Epoxides,” and “Carboxylic Acids and Derivatives”. In the CHEM 271 laboratory, there is an entire experiment titled “Chemical Tests for Functional Groups and the Identification of an Unknown”
1.1.3.2	nomenclature	C	With regard to nomenclature, all physical science teaching candidates in physical science will: o use the rules of nomenclature to write the names, chemical symbols and chemical formulas for all organic compounds, common elements, ions, ionic compounds and molecular compounds involving both main group and transition metal elements.	With regard to nomenclature, all physical science teaching candidates in physical science will: o use the rules of nomenclature to write the names, chemical symbols and chemical formulas for all organic compounds, common elements, ions, ionic compounds and molecular compounds involving both main group and transition metal elements.	With regard to nomenclature, all physical science teaching candidates in physical science will: o use the rules of nomenclature to write the names, chemical symbols and chemical formulas for all organic compounds, common elements, ions, ionic compounds and molecular compounds involving both main group and transition metal elements.
1.1.3.3	aliphatic and alicyclic reactions	A	In CHEM270/271 all physical science teaching candidates in physical science will: o use IUPAC rules for writing names and drawing structural formulas. o Use hybridization to describe bonding. o Relate structure to reactivity. o These classes of reactions are covered: addition, substitution, hydration, halogenation, oxidation, combustion, dehydration, and polymerization, hydrolysis, esterfication and amiidation. o Perform lab experiments on thin layer chromatography. o Perform a lab experiment on saponification.	In CHEM270/271 all physical science teaching candidates in physical science will: o use IUPAC rules for writing names and drawing structural formulas. o Use hybridization to describe bonding. o Relate structure to reactivity. o These classes of reactions are covered: addition, substitution, hydration, halogenation, oxidation, combustion, dehydration, and polymerization, hydrolysis, esterfication and amiidation. o Perform lab experiments on thin layer chromatography. o Perform a lab experiment on saponification.	In CHEM270/271 all physical science teaching candidates in physical science will: o use IUPAC rules for writing names and drawing structural formulas. o Use hybridization to describe bonding. o Relate structure to reactivity. o These classes of reactions are covered: addition, substitution, hydration, halogenation, oxidation, combustion, dehydration, and polymerization, hydrolysis, esterfication and amiidation. o Perform lab experiments on thin layer chromatography. o Perform a lab experiment on saponification.
1.1.3.4	stereochemistry	A	In CHEM270/271 all physical science teaching candidates in physical science will: o use Newman projections o Optical isomers o Stereoisomers o Fischer projections o Understand how stereochemistry influences biochemical reactions.	In CHEM270/271 all physical science teaching candidates in physical science will: o use Newman projections o Optical isomers o Stereoisomers o Fischer projections o Understand how stereochemistry influences biochemical reactions.	In CHEM270/271 all physical science teaching candidates in physical science will: o use Newman projections o Optical isomers o Stereoisomers o Fischer projections o Understand how stereochemistry influences biochemical reactions.
1.1.3.5	structure and reactivity of major functional groups	B	In CHEM270/271 all physical science teaching candidates in physical science will: o name, write formulas, identify and draw structures for all important classes of compounds containing them. o describe the reactions of: alcohols, phenols, thiols, aldehydes, ketones, carboxylic acids, ethers, amines, acid anhydrides and amides. o Perform lab experiments on functional group analysis.	In CHEM270/271 all physical science teaching candidates in physical science will: o name, write formulas, identify and draw structures for all important classes of compounds containing them. o describe the reactions of: alcohols, phenols, thiols, aldehydes, ketones, carboxylic acids, ethers, amines, acid anhydrides and amides. o Perform lab experiments on functional group analysis.	In CHEM270/271 all physical science teaching candidates in physical science will: o name, write formulas, identify and draw structures for all important classes of compounds containing them. o describe the reactions of: alcohols, phenols, thiols, aldehydes, ketones, carboxylic acids, ethers, amines, acid anhydrides and amides. o Perform lab experiments on functional group analysis.
1.1.3.6	aromatic compounds	B	In CHEM270/271 all physical science teaching candidates in physical science will: o use IUPAC rules for writing names and drawing structural formulas. o describe these types of electrophillic substitution reactions, halogenation, nitration, and sulfonation. o describe fused polycyclic reactions of aromatic rings.	In CHEM270/271 all physical science teaching candidates in physical science will: o use IUPAC rules for writing names and drawing structural formulas. o describe these types of electrophillic substitution reactions, halogenation, nitration, and sulfonation. o describe fused polycyclic reactions of aromatic rings.	In CHEM270/271 all physical science teaching candidates in physical science will: o use IUPAC rules for writing names and drawing structural formulas. o describe these types of electrophillic substitution reactions, halogenation, nitration, and sulfonation. o describe fused polycyclic reactions of aromatic rings.
1.1.3.7	spectroscopy	B	Students are introduced to spectroscopy in CHEM 121. Spectroscopy is then studied in detail in CHEM 270 as entire sections on the syllabus are dedicated to this topic. PHY 222 students are introduced to the basic concepts of spectroscopy from a physics point of view. In PHY 372 students complete a laboratory where they perform spectroscopy measurements on hydrogen, helium, and an unknown gas. They must then identify the unknown gas based on their spectroscopic measurements. In ASTR 205, students are shown the application of spectroscopy to the study of the universe.	Students are introduced to spectroscopy in CHEM 121. Spectroscopy is then studied in detail in CHEM 270 as entire sections on the syllabus are dedicated to this topic. PHY 222 students are introduced to the basic concepts of spectroscopy from a physics point of view. . In PHY 372 students complete a laboratory where they perform spectroscopy measurements on hydrogen, helium, and an unknown gas. They must then identify the unknown gas based on their spectroscopic measurements. In ASTR 205, students are shown the application of spectroscopy to the study of the universe.	Students are introduced to spectroscopy in CHEM 121. Spectroscopy is then studied in detail in CHEM 270 as entire sections on the syllabus are dedicated to this topic. PHY 222 students are introduced to the basic concepts of spectroscopy from a physics point of view. . In PHY 372 students complete a laboratory where they perform spectroscopy measurements on hydrogen, helium, and an unknown gas. They must then identify the unknown gas based on their spectroscopic measurements. In ASTR 205, students are shown the application of spectroscopy to the study of the universe.
1.1.3.8	polymers	B	In CHEM270/271 all physical science teaching candidates in physical science will: o describe addition polymerization reactions o describe condensation polymerization o classify polymers as polyesters and polyamides o draw structures for monomers and polymers o how monomers combine to form polymers o study the three-dimensional conformations of proteins, enzymes, carbohydrates and nucleic acids. o Study the relationships between structure and properties. o Study the relationships between structure and function.	In CHEM270/271 all physical science teaching candidates in physical science will: o describe addition polymerization reactions o describe condensation polymerization o classify polymers as polyesters and polyamides o draw structures for monomers and polymers o how monomers combine to form polymers o study the three-dimensional conformations of proteins, enzymes, carbohydrates and nucleic acids. o Study the relationships between structure and properties. o Study the relationships between structure and function.	In CHEM270/271 all physical science teaching candidates in physical science will: o describe addition polymerization reactions o describe condensation polymerization o classify polymers as polyesters and polyamides o draw structures for monomers and polymers o how monomers combine to form polymers o study the three-dimensional conformations of proteins, enzymes, carbohydrates and nucleic acids. o Study the relationships between structure and properties. o Study the relationships between structure and function.
1.1.3.9	biomolecules	B	Physical science teaching candidates will: o Name and draw the structures of all common biomolecules. o Use the enzyme-substrate model; study inhibitors & enzyme activity. o Describe the role of coenzymes in metabolism. o Recognize the relationships among metabolic pathways. o Describe the role of DNA, RNA and enzymes in the process of DNA replication, transcription, translation and protein synthesis. o Be familiar with these cycles: Krebs, Citric Acid, Fatty Acid Oxidation and Oxidative Phosphorylation. o Use: Fluid Mosaic Model. o Perform lab experiments on protein denaturation & enzymatic hydrolysis.	Physical science teaching candidates will: o Name and draw the structures of all common biomolecules o Use the enzyme-substrate model; study inhibitors & enzyme activity. o Describe the role of coenzymes in metabolism. o Recognize the relationships among metabolic pathways. o Describe the role of DNA, RNA and enzymes in the process of DNA replication, transcription, translation and protein synthesis. o Be familiar with these cycles: Krebs, Citric Acid, Fatty Acid Oxidation and Oxidative Phosphorylation. o Use: Fluid Mosaic Model. o Perform lab experiments on protein denaturation & enzymatic hydrolysis.	Physical science teaching candidates will: o Name and draw the structures of all common biomolecules o Use the enzyme-substrate model; study inhibitors & enzyme activity. o Describe the role of coenzymes in metabolism. o Recognize the relationships among metabolic pathways. o Describe the role of DNA, RNA and enzymes in the process of DNA replication, transcription, translation and protein synthesis. o Be familiar with these cycles: Krebs, Citric Acid, Fatty Acid Oxidation and Oxidative Phosphorylation. o Use: Fluid Mosaic Model. o Perform lab experiments on protein denaturation & enzymatic hydrolysis.
1.2	Major Concepts and Principles of Physics, including
1.2.1	mechanics	C	Using algebra as the mathematical tool, students completing PHY 221 are introduced to the basics of mechanics: acceleration, velocity, displacement, forces (gravity, push/pull, normal, tension, friction, buoyancy, spring), Newton’s Laws, work and energy, momentum, equilibrium, rotational motion, and fluids. The investigation of these topics occurs in the lecture, recitation, and laboratory, and is reinforced in homework assignments, quizzes, examinations, and laboratory reports. Examples investigated by the students in PHY 221 include applications to the human body (muscles and equilibrium), the true meaning of “weightlessness” as applied to the Space Station (microgravity environments), the motion of a ball flying across a playing field (baseball, football, soccer, basketball), accident scene forensics (conservation of energy and momentum), plate tectonics (motion under constant acceleration or velocity), slingshot-ing satellites around the Sun (conservation of momentum), the GPS system (gravity, rotational motion and geosynchronous orbits), ship design (conditions for floating and remaining upright), aircraft motion (headings and wind speeds, lift, simple runway design), and construction applications (entrance/exit ramp lengths, road banking).	Using algebra as the mathematical tool, students completing PHY 221 are introduced to the basics of mechanics: acceleration, velocity, displacement, forces (gravity, push/pull, normal, tension, friction, buoyancy, spring), Newton’s Laws, work and energy, momentum, equilibrium, rotational motion, and fluids. The investigation of these topics occurs in the lecture, recitation, and laboratory, and is reinforced in homework assignments, quizzes, examinations, and laboratory reports. Examples investigated by the students in PHY 221 include applications to the human body (muscles and equilibrium), the true meaning of “weightlessness” as applied to the Space Station (microgravity environments), the motion of a ball flying across a playing field (baseball, football, soccer, basketball), accident scene forensics (conservation of energy and momentum), plate tectonics (motion under constant acceleration or velocity), slingshot-ing satellites around the Sun (conservation of momentum), the GPS system (gravity, rotational motion and geosynchronous orbits), ship design (conditions for floating and remaining upright), aircraft motion (headings and wind speeds, lift, simple runway design), and construction applications (entrance/exit ramp lengths, road banking).	Using algebra as the mathematical tool, students completing PHY 221 are introduced to the basics of mechanics: acceleration, velocity, displacement, forces (gravity, push/pull, normal, tension, friction, buoyancy, spring), Newton’s Laws, work and energy, momentum, equilibrium, rotational motion, and fluids. The investigation of these topics occurs in the lecture, recitation, and laboratory, and is reinforced in homework assignments, quizzes, examinations, and laboratory reports. Examples investigated by the students in PHY 221 include applications to the human body (muscles and equilibrium), the true meaning of “weightlessness” as applied to the Space Station (microgravity environments), the motion of a ball flying across a playing field (baseball, football, soccer, basketball), accident scene forensics (conservation of energy and momentum), plate tectonics (motion under constant acceleration or velocity), slingshot-ing satellites around the Sun (conservation of momentum), the GPS system (gravity, rotational motion and geosynchronous orbits), ship design (conditions for floating and remaining upright), aircraft motion (headings and wind speeds, lift, simple runway design), and construction applications (entrance/exit ramp lengths, road banking).
1.2.2	electricity	C	Using algebra as the mathematical tool, students completing PHY 222 are introduced to the basics of electricity and magnetism: electric charge, electric forces, electric fields, electric potential, electric flux, magnetic forces, magnetic fields, magnetic flux, magnetic induction, energy storage in electric and magnetic fields, basic circuit components in all combinations (batteries, resistors, inductors, and capacitors), and current (direct and alternating). The investigation of these topics occurs in the lecture, recitation, and laboratory, and is reinforced in homework assignments, quizzes, examinations, and laboratory reports. Examples investigated by the students in PHY 222 include DNA separation by electric fields, description of lightning (static charge), flow of positive ions across neurons synapses and cell membranes, the Earth’s magnetic field (orientation, compasses, dipole structure, current measurements indicating it is decreasing in strength, influence by the Sun), geomagnetic dating, the Mars meteorite (magnetic crystals), mass spectrometers (electric and magnetic fields), plasma physics (charged particle motion, B-dot probes), MRI devices (magnetic fields, superconducting magnets), solenoid switches (variable windshield wipers), electric generators, transformers, seismograph (magnetic induction),	Using algebra as the mathematical tool, students completing PHY 222 are introduced to the basics of electricity and magnetism: electric charge, electric forces, electric fields, electric potential, electric flux, magnetic forces, magnetic fields, magnetic flux, magnetic induction, energy storage in electric and magnetic fields, basic circuit components in all combinations (batteries, resistors, inductors, and capacitors), and current (direct and alternating). The investigation of these topics occurs in the lecture, recitation, and laboratory, and is reinforced in homework assignments, quizzes, examinations, and laboratory reports. Examples investigated by the students in PHY 222 include DNA separation by electric fields, description of lightning (static charge), flow of positive ions across neurons synapses and cell membranes, the Earth’s magnetic field (orientation, compasses, dipole structure, current measurements indicating it is decreasing in strength, influence by the Sun), geomagnetic dating, the Mars meteorite (magnetic crystals), mass spectrometers (electric and magnetic fields), plasma physics (charged particle motion, B-dot probes), MRI devices (magnetic fields, superconducting magnets), solenoid switches (variable windshield wipers), electric generators, transformers, seismograph (magnetic induction),	Using algebra as the mathematical tool, students completing PHY 222 are introduced to the basics of electricity and magnetism: electric charge, electric forces, electric fields, electric potential, electric flux, magnetic forces, magnetic fields, magnetic flux, magnetic induction, energy storage in electric and magnetic fields, basic circuit components in all combinations (batteries, resistors, inductors, and capacitors), and current (direct and alternating). The investigation of these topics occurs in the lecture, recitation, and laboratory, and is reinforced in homework assignments, quizzes, examinations, and laboratory reports. Examples investigated by the students in PHY 222 include DNA separation by electric fields, description of lightning (static charge), flow of positive ions across neurons synapses and cell membranes, the Earth’s magnetic field (orientation, compasses, dipole structure, current measurements indicating it is decreasing in strength, influence by the Sun), geomagnetic dating, the Mars meteorite (magnetic crystals), mass spectrometers (electric and magnetic fields), plasma physics (charged particle motion, B-dot probes), MRI devices (magnetic fields, superconducting magnets), solenoid switches (variable windshield wipers), electric generators, transformers, seismograph (magnetic induction),
1.2.3	magnetism	C	Using algebra as the mathematical tool, students completing PHY 222 are introduced to the basics of electricity and magnetism: electric charge, electric forces, electric fields, electric potential, electric flux, magnetic forces, magnetic fields, magnetic flux, magnetic induction, energy storage in electric and magnetic fields, basic circuit components in all combinations (batteries, resistors, inductors, and capacitors), and current (direct and alternating). The investigation of these topics occurs in the lecture, recitation, and laboratory, and is reinforced in homework assignments, quizzes, examinations, and laboratory reports. Examples investigated by the students in PHY 222 include DNA separation by electric fields, description of lightning (static charge), flow of positive ions across neurons synapses and cell membranes, the Earth’s magnetic field (orientation, compasses, dipole structure, current measurements indicating it is decreasing in strength, influence by the Sun), geomagnetic dating, the Mars meteorite (magnetic crystals), mass spectrometers (electric and magnetic fields), plasma physics (charged particle motion, B-dot probes), MRI devices (magnetic fields, superconducting magnets), solenoid switches (variable windshield wipers), electric generators, transformers, seismograph (magnetic induction),	Using algebra as the mathematical tool, students completing PHY 222 are introduced to the basics of electricity and magnetism: electric charge, electric forces, electric fields, electric potential, electric flux, magnetic forces, magnetic fields, magnetic flux, magnetic induction, energy storage in electric and magnetic fields, basic circuit components in all combinations (batteries, resistors, inductors, and capacitors), and current (direct and alternating). The investigation of these topics occurs in the lecture, recitation, and laboratory, and is reinforced in homework assignments, quizzes, examinations, and laboratory reports. Examples investigated by the students in PHY 222 include DNA separation by electric fields, description of lightning (static charge), flow of positive ions across neurons synapses and cell membranes, the Earth’s magnetic field (orientation, compasses, dipole structure, current measurements indicating it is decreasing in strength, influence by the Sun), geomagnetic dating, the Mars meteorite (magnetic crystals), mass spectrometers (electric and magnetic fields), plasma physics (charged particle motion, B-dot probes), MRI devices (magnetic fields, superconducting magnets), solenoid switches (variable windshield wipers), electric generators, transformers, seismograph (magnetic induction),	Using algebra as the mathematical tool, students completing PHY 222 are introduced to the basics of electricity and magnetism: electric charge, electric forces, electric fields, electric potential, electric flux, magnetic forces, magnetic fields, magnetic flux, magnetic induction, energy storage in electric and magnetic fields, basic circuit components in all combinations (batteries, resistors, inductors, and capacitors), and current (direct and alternating). The investigation of these topics occurs in the lecture, recitation, and laboratory, and is reinforced in homework assignments, quizzes, examinations, and laboratory reports. Examples investigated by the students in PHY 222 include DNA separation by electric fields, description of lightning (static charge), flow of positive ions across neurons synapses and cell membranes, the Earth’s magnetic field (orientation, compasses, dipole structure, current measurements indicating it is decreasing in strength, influence by the Sun), geomagnetic dating, the Mars meteorite (magnetic crystals), mass spectrometers (electric and magnetic fields), plasma physics (charged particle motion, B-dot probes), MRI devices (magnetic fields, superconducting magnets), solenoid switches (variable windshield wipers), electric generators, transformers, seismograph (magnetic induction),
1.2.4	thermodynamics	C	Using algebra as the mathematical tool, students completing PHY 221 are introduced to the basics of heat and thermodynamics: work, heat, energy, the laws of thermodynamics (0^th, 1^st, and 2^nd), temperature, temperature scales, ideal gas laws, phases of matter (solid, liquid, gas, plasma), heat transfer (conduction, convection, and radiation). The investigation of these topics occurs in the lecture, recitation, and laboratory, and is reinforced in homework assignments, quizzes, examinations, and laboratory reports. Examples investigated by the students in PHY 221 include length expansion of bridges, the home (R-factor, BTU, refrigerator, heat pump), hot and cold versus temperature as measured by one’s hand (leading to a discussion about conduction), conduction through “triple-paned” windows (what’s the argon gas for?), basic calorimetry (ice, water, steam), boiling water with a Bunson burner and a paper cup, boiling water at room temperature (affects of pressure), Sun’s proximity in summer and winter (closer to Sun in our winter, but it’s colder), and automobile engines (isobaric, isothermal, isochloric, and work done). PSCI 309 then expands on these topics. Thermodynamics is also covered in great detail during most of general chemistry sequence: CHEM 121, CHEM 122, and CHEM 123. CHEM 121 introduces thermodynamics and enthalpy. CHEM 122 has an entire laboratory (and detailed Prelab assignment) dealing with thermodynamics of dissolving salt solutions and the concepts of Hess’s Law that are applied. CHEM 123 introduces entropy and the Laws of Thermodynamics.	Using algebra as the mathematical tool, students completing PHY 221 are introduced to the basics of heat and thermodynamics: work, heat, energy, the laws of thermodynamics (0^th, 1^st, and 2^nd), temperature, temperature scales, ideal gas laws, phases of matter (solid, liquid, gas, plasma), heat transfer (conduction, convection, and radiation). The investigation of these topics occurs in the lecture, recitation, and laboratory, and is reinforced in homework assignments, quizzes, examinations, and laboratory reports. Examples investigated by the students in PHY 221 include length expansion of bridges, the home (R-factor, BTU, refrigerator, heat pump), hot and cold versus temperature as measured by one’s hand (leading to a discussion about conduction), conduction through “triple-paned” windows (what’s the argon gas for?), basic calorimetry (ice, water, steam), boiling water with a Bunson burner and a paper cup, boiling water at room temperature (affects of pressure), Sun’s proximity in summer and winter (closer to Sun in our winter, but it’s colder), and automobile engines (isobaric, isothermal, isochloric, and work done). PSCI 309 then expands on these topics. Thermodynamics is also covered in great detail during most of general chemistry sequence: CHEM 121, CHEM 122, and CHEM 123. CHEM 121 introduces thermodynamics and enthalpy. CHEM 122 has an entire laboratory (and detailed Prelab assignment) dealing with thermodynamics of dissolving salt solutions and the concepts of Hess’s Law that are applied. CHEM 123 introduces entropy and the Laws of Thermodynamics.	Using algebra as the mathematical tool, students completing PHY 221 are introduced to the basics of heat and thermodynamics: work, heat, energy, the laws of thermodynamics (0^th, 1^st, and 2^nd), temperature, temperature scales, ideal gas laws, phases of matter (solid, liquid, gas, plasma), heat transfer (conduction, convection, and radiation). The investigation of these topics occurs in the lecture, recitation, and laboratory, and is reinforced in homework assignments, quizzes, examinations, and laboratory reports. Examples investigated by the students in PHY 221 include length expansion of bridges, the home (R-factor, BTU, refrigerator, heat pump), hot and cold versus temperature as measured by one’s hand (leading to a discussion about conduction), conduction through “triple-paned” windows (what’s the argon gas for?), basic calorimetry (ice, water, steam), boiling water with a Bunson burner and a paper cup, boiling water at room temperature (affects of pressure), Sun’s proximity in summer and winter (closer to Sun in our winter, but it’s colder), and automobile engines (isobaric, isothermal, isochloric, and work done). PSCI 309 then expands on these topics. Thermodynamics is also covered in great detail during most of general chemistry sequence: CHEM 121, CHEM 122, and CHEM 123. CHEM 121 introduces thermodynamics and enthalpy. CHEM 122 has an entire laboratory (and detailed Prelab assignment) dealing with thermodynamics of dissolving salt solutions and the concepts of Hess’s Law that are applied. CHEM 123 introduces entropy and the Laws of Thermodynamics.
1.2.5	waves and vibrations	C	Using algebra as the mathematical tool, students completing PHY 221 are introduced to the basics of wave motion and vibrations: springs, simple harmonic motion, oscillations, frequency, wavelength, transverse waves, longitudinal waves, waves on a string, sound waves, beat waves, harmonics, standing waves and Doppler shifts. Using algebra as the mathematical tool, students completing PHY 222 are introduced to the basics of geometric optics: the electromagnetic spectrum, reflection, refraction, interference, diffraction, and polarization. The investigation of these topics occurs in the lecture, recitation, and laboratory, and is reinforced in homework assignments, quizzes, examinations, and laboratory reports. Examples investigated by the students in PHY 221 include the traveling of S and P waves through the Earth, ultrasound (wave speeds and Doppler shifts), standing wave patterns of musical instruments (string and wind), a model of the human ear as a closed-ended pipe, the intensity level criteria for the human ear, and predator-prey cycles as simple harmonic oscillators. Examples investigated by the students in PHY 222 include mirrors, lenses, the human eye, vision correction by glasses and contact lenses, apparent depth vs actual depth of fish (bear, eagle, heron), thin films (coatings on glasses, solar panels, lenses), the laser (light amplification by stimulated emission of radiation), diffraction patterns of a laser through one slit or two slits or a diffraction grating, fiber optics (total internal reflection), spectrometers (diffraction grating), telescope, microscope, camera, highway mirage, holograms, polarization by thin films, the remote as a source of IR light, light from the Sun (solar flares, SOHO satellite), microwaves and the microwave oven (why does the glass door have all those holes?), and atmospheric scattering (in milky white liquid to simulate the atmosphere)	Using algebra as the mathematical tool, students completing PHY 221 are introduced to the basics of wave motion and vibrations: springs, simple harmonic motion, oscillations, frequency, wavelength, transverse waves, longitudinal waves, waves on a string, sound waves, beat waves, harmonics, standing waves and Doppler shifts. Using algebra as the mathematical tool, students completing PHY 222 are introduced to the basics of geometric optics: the electromagnetic spectrum, reflection, refraction, interference, diffraction, and polarization. The investigation of these topics occurs in the lecture, recitation, and laboratory, and is reinforced in homework assignments, quizzes, examinations, and laboratory reports. Examples investigated by the students in PHY 221 include the traveling of S and P waves through the Earth, ultrasound (wave speeds and Doppler shifts), standing wave patterns of musical instruments (string and wind), a model of the human ear as a closed-ended pipe, the intensity level criteria for the human ear, and predator-prey cycles as simple harmonic oscillators. Examples investigated by the students in PHY 222 include mirrors, lenses, the human eye, vision correction by glasses and contact lenses, apparent depth vs actual depth of fish (bear, eagle, heron), thin films (coatings on glasses, solar panels, lenses), the laser (light amplification by stimulated emission of radiation), diffraction patterns of a laser through one slit or two slits or a diffraction grating, fiber optics (total internal reflection), spectrometers (diffraction grating), telescope, microscope, camera, highway mirage, holograms, polarization by thin films, the remote as a source of IR light, light from the Sun (solar flares, SOHO satellite), microwaves and the microwave oven (why does the glass door have all those holes?), and atmospheric scattering (in milky white liquid to simulate the atmosphere)	Using algebra as the mathematical tool, students completing PHY 221 are introduced to the basics of wave motion and vibrations: springs, simple harmonic motion, oscillations, frequency, wavelength, transverse waves, longitudinal waves, waves on a string, sound waves, beat waves, harmonics, standing waves and Doppler shifts. Using algebra as the mathematical tool, students completing PHY 222 are introduced to the basics of geometric optics: the electromagnetic spectrum, reflection, refraction, interference, diffraction, and polarization. The investigation of these topics occurs in the lecture, recitation, and laboratory, and is reinforced in homework assignments, quizzes, examinations, and laboratory reports. Examples investigated by the students in PHY 221 include the traveling of S and P waves through the Earth, ultrasound (wave speeds and Doppler shifts), standing wave patterns of musical instruments (string and wind), a model of the human ear as a closed-ended pipe, the intensity level criteria for the human ear, and predator-prey cycles as simple harmonic oscillators. Examples investigated by the students in PHY 222 include mirrors, lenses, the human eye, vision correction by glasses and contact lenses, apparent depth vs actual depth of fish (bear, eagle, heron), thin films (coatings on glasses, solar panels, lenses), the laser (light amplification by stimulated emission of radiation), diffraction patterns of a laser through one slit or two slits or a diffraction grating, fiber optics (total internal reflection), spectrometers (diffraction grating), telescope, microscope, camera, highway mirage, holograms, polarization by thin films, the remote as a source of IR light, light from the Sun (solar flares, SOHO satellite), microwaves and the microwave oven (why does the glass door have all those holes?), and atmospheric scattering (in milky white liquid to simulate the atmosphere)
1.2.6	optics	C	Using algebra as the mathematical tool, students completing PHY 221 are introduced to the basics of wave motion and vibrations: springs, simple harmonic motion, oscillations, frequency, wavelength, transverse waves, longitudinal waves, waves on a string, sound waves, beat waves, harmonics, standing waves and Doppler shifts. Using algebra as the mathematical tool, students completing PHY 222 are introduced to the basics of geometric optics: the electromagnetic spectrum, reflection, refraction, interference, diffraction, and polarization. The investigation of these topics occurs in the lecture, recitation, and laboratory, and is reinforced in homework assignments, quizzes, examinations, and laboratory reports. Examples investigated by the students in PHY 221 include the traveling of S and P waves through the Earth, ultrasound (wave speeds and Doppler shifts), standing wave patterns of musical instruments (string and wind), a model of the human ear as a closed-ended pipe, the intensity level criteria for the human ear, and predator-prey cycles as simple harmonic oscillators. Examples investigated by the students in PHY 222 include mirrors, lenses, the human eye, vision correction by glasses and contact lenses, apparent depth vs actual depth of fish (bear, eagle, heron), thin films (coatings on glasses, solar panels, lenses), the laser (light amplification by stimulated emission of radiation), diffraction patterns of a laser through one slit or two slits or a diffraction grating, fiber optics (total internal reflection), spectrometers (diffraction grating), telescope, microscope, camera, highway mirage, holograms, polarization by thin films, the remote as a source of IR light, light from the Sun (solar flares, SOHO satellite), microwaves and the microwave oven (why does the glass door have all those holes?), and atmospheric scattering (in milky white liquid to simulate the atmosphere)	Using algebra as the mathematical tool, students completing PHY 221 are introduced to the basics of wave motion and vibrations: springs, simple harmonic motion, oscillations, frequency, wavelength, transverse waves, longitudinal waves, waves on a string, sound waves, beat waves, harmonics, standing waves and Doppler shifts. Using algebra as the mathematical tool, students completing PHY 222 are introduced to the basics of geometric optics: the electromagnetic spectrum, reflection, refraction, interference, diffraction, and polarization. The investigation of these topics occurs in the lecture, recitation, and laboratory, and is reinforced in homework assignments, quizzes, examinations, and laboratory reports. Examples investigated by the students in PHY 221 include the traveling of S and P waves through the Earth, ultrasound (wave speeds and Doppler shifts), standing wave patterns of musical instruments (string and wind), a model of the human ear as a closed-ended pipe, the intensity level criteria for the human ear, and predator-prey cycles as simple harmonic oscillators. Examples investigated by the students in PHY 222 include mirrors, lenses, the human eye, vision correction by glasses and contact lenses, apparent depth vs actual depth of fish (bear, eagle, heron), thin films (coatings on glasses, solar panels, lenses), the laser (light amplification by stimulated emission of radiation), diffraction patterns of a laser through one slit or two slits or a diffraction grating, fiber optics (total internal reflection), spectrometers (diffraction grating), telescope, microscope, camera, highway mirage, holograms, polarization by thin films, the remote as a source of IR light, light from the Sun (solar flares, SOHO satellite), microwaves and the microwave oven (why does the glass door have all those holes?), and atmospheric scattering (in milky white liquid to simulate the atmosphere)	Using algebra as the mathematical tool, students completing PHY 221 are introduced to the basics of wave motion and vibrations: springs, simple harmonic motion, oscillations, frequency, wavelength, transverse waves, longitudinal waves, waves on a string, sound waves, beat waves, harmonics, standing waves and Doppler shifts. Using algebra as the mathematical tool, students completing PHY 222 are introduced to the basics of geometric optics: the electromagnetic spectrum, reflection, refraction, interference, diffraction, and polarization. The investigation of these topics occurs in the lecture, recitation, and laboratory, and is reinforced in homework assignments, quizzes, examinations, and laboratory reports. Examples investigated by the students in PHY 221 include the traveling of S and P waves through the Earth, ultrasound (wave speeds and Doppler shifts), standing wave patterns of musical instruments (string and wind), a model of the human ear as a closed-ended pipe, the intensity level criteria for the human ear, and predator-prey cycles as simple harmonic oscillators. Examples investigated by the students in PHY 222 include mirrors, lenses, the human eye, vision correction by glasses and contact lenses, apparent depth vs actual depth of fish (bear, eagle, heron), thin films (coatings on glasses, solar panels, lenses), the laser (light amplification by stimulated emission of radiation), diffraction patterns of a laser through one slit or two slits or a diffraction grating, fiber optics (total internal reflection), spectrometers (diffraction grating), telescope, microscope, camera, highway mirage, holograms, polarization by thin films, the remote as a source of IR light, light from the Sun (solar flares, SOHO satellite), microwaves and the microwave oven (why does the glass door have all those holes?), and atmospheric scattering (in milky white liquid to simulate the atmosphere)
1.2.7	atomic and nuclear physics	B	Using algebra as the mathematical tool, students completing PHY 222 are introduced to the basics of the atomic and nuclear physics: the atom, the nucleus, radioactivity (alpha, beta, and gamma decay), half-life. The investigation of these topics occurs in the lecture, recitation, and laboratory, and is reinforced in homework assignments, quizzes, examinations, and laboratory reports. Examples investigated by the students in PHY 222 include radioactive waste, the Fermi plant, radioactive dating, the atom (proton, electron, and neutrons) as modeled by Bohr using Coulomb’s Law. PSCI 270 studies this information in detail. PHY 372 includes a laboratory on the Bohr model of the atom. PSCI 305 revisits these topics in as an integrated application to energy generation and energy consumption.	Using algebra as the mathematical tool, students completing PHY 222 are introduced to the basics of the atomic and nuclear physics: the atom, the nucleus, radioactivity (alpha, beta, and gamma decay), half-life. The investigation of these topics occurs in the lecture, recitation, and laboratory, and is reinforced in homework assignments, quizzes, examinations, and laboratory reports. Examples investigated by the students in PHY 222 include radioactive waste, the Fermi plant, radioactive dating, the atom (proton, electron, and neutrons) as modeled by Bohr using Coulomb’s Law. PSCI 270 studies this information in detail. PHY 372 includes a laboratory on the Bohr model of the atom. PSCI 305 revisits these topics in as an integrated application to energy generation and energy consumption.	Using algebra as the mathematical tool, students completing PHY 222 are introduced to the basics of the atomic and nuclear physics: the atom, the nucleus, radioactivity (alpha, beta, and gamma decay), half-life. The investigation of these topics occurs in the lecture, recitation, and laboratory, and is reinforced in homework assignments, quizzes, examinations, and laboratory reports. Examples investigated by the students in PHY 222 include radioactive waste, the Fermi plant, radioactive dating, the atom (proton, electron, and neutrons) as modeled by Bohr using Coulomb’s Law. PSCI 270 studies this information in detail. PHY 372 includes a laboratory on the Bohr model of the atom. PSCI 305 revisits these topics in as an integrated application to energy generation and energy consumption.
1.2.8	radioactivity	B	Using algebra as the mathematical tool, students completing PHY 222 are introduced to the basics of the atomic and nuclear physics: the atom, the nucleus, radioactivity (alpha, beta, and gamma decay), half-life. The investigation of these topics occurs in the lecture, recitation, and laboratory, and is reinforced in homework assignments, quizzes, examinations, and laboratory reports. Examples investigated by the students in PHY 222 include radioactive waste, the Fermi plant, radioactive dating, the atom (proton, electron, and neutrons) as modeled by Bohr using Coulomb’s Law. PSCI 270 studies this information in detail. PHY 372 includes a laboratory on the Bohr model of the atom. PSCI 305 revisits these topics in as an integrated application to energy generation and energy consumption.	Using algebra as the mathematical tool, students completing PHY 222 are introduced to the basics of the atomic and nuclear physics: the atom, the nucleus, radioactivity (alpha, beta, and gamma decay), half-life. The investigation of these topics occurs in the lecture, recitation, and laboratory, and is reinforced in homework assignments, quizzes, examinations, and laboratory reports. Examples investigated by the students in PHY 222 include radioactive waste, the Fermi plant, radioactive dating, the atom (proton, electron, and neutrons) as modeled by Bohr using Coulomb’s Law. PSCI 270 studies this information in detail. PHY 372 includes a laboratory on the Bohr model of the atom. PSCI 305 revisits these topics in as an integrated application to energy generation and energy consumption.	Using algebra as the mathematical tool, students completing PHY 222 are introduced to the basics of the atomic and nuclear physics: the atom, the nucleus, radioactivity (alpha, beta, and gamma decay), half-life. The investigation of these topics occurs in the lecture, recitation, and laboratory, and is reinforced in homework assignments, quizzes, examinations, and laboratory reports. Examples investigated by the students in PHY 222 include radioactive waste, the Fermi plant, radioactive dating, the atom (proton, electron, and neutrons) as modeled by Bohr using Coulomb’s Law. PSCI 270 studies this information in detail. PHY 372 includes a laboratory on the Bohr model of the atom. PSCI 305 revisits these topics in as an integrated application to energy generation and energy consumption.
1.2.9	relativity	A	A major portion of PSCI 270 studies the basic principles of special relativity in detail, including time dilation, length contraction, properly measuring kinetic energy and momentum, the rest mass of an object, the relativistic mass of an object. General relativity, in particular the affects of a gravitational field, is introduced at a very elementary level.	A major portion of PSCI 270 studies the basic principles of special relativity in detail, including time dilation, length contraction, properly measuring kinetic energy and momentum, the rest mass of an object, the relativistic mass of an object. General relativity, in particular the affects of a gravitational field, is introduced at a very elementary level.	A major portion of PSCI 270 studies the basic principles of special relativity in detail, including time dilation, length contraction, properly measuring kinetic energy and momentum, the rest mass of an object, the relativistic mass of an object. General relativity, in particular the affects of a gravitational field, is introduced at a very elementary level.
1.2.10	quantum mechanics	A	In PSCI 270 the basic principles of quantum mechanics are introduced, including the particle in a box, the Schrodinger equation, the simple harmonic oscillator, and electron tunneling.	In PSCI 270 the basic principles of quantum mechanics are introduced, including the particle in a box, the Schrodinger equation, the simple harmonic oscillator, and electron tunneling.	In PSCI 270 the basic principles of quantum mechanics are introduced, including the particle in a box, the Schrodinger equation, the simple harmonic oscillator, and electron tunneling.

		Narrative Explaining how Required Courses and/or Experiences Fulfill the Standards for Secondary Programs
No.	Standard/Guideline	36 Semester Hour Group Major	50 Semester Hour Comprehensive Group Major	24 Semester Hour Minor
	The preparation of physical science teachers will enable them to:
2.0	apply mathematics, including statistics and precalculus, to investigations in physical science and the analysis of data;	The Physical Science group major includes all mathematics-based science courses, most of which are completed by science majors in each discipline (although required physics is only algebra-based) and is linked with a minor in one of the sciences.	The Physical Science comprehensive group major includes all mathematics-based science courses, most of which are completed by science majors in each discipline (although required physics is only algebra-based).	The Physical Science minor includes all mathematics-based science courses and must be linked with a major in either physics or chemistry.
3.0	relate the concepts of physical science to contemporary, historical, technological, and societal issues; in particular, relate concepts of physical science to current controversies, such as the use of energy, medical research, and other issues;	The Physical Science group major includes the same introductory courses as the Chemistry major, It also includes the same topics as the Physics major at an algebra-math level, plus basic coursework in ESSC 110, BIOL 105, and ASTR 205. Such introductory courses study how basic theory relates to current issues as part of the normal course discussion In addition, PSCI 340 is an overview of historical topics within their societal milieu, not unlike the science, technology, and society context within which we live today. PSCI 305 revisits these basic theories as an integrated application to energy generation and energy consumption.	The Physical Science comprehensive group major includes the same introductory courses as the Chemistry major, It also includes the same topics as the Physics major at an algebra-math level, plus basic coursework in ESSC 110, BIOL 105 and ASTR 205. Such introductory courses study how basic theory relates to current issues as part of the normal course discussions. In addition, PSCI 340 is an overview of historical topics within their societal milieu, not unlike the science, technology, and society context within which we live today. PSCI 305 revisits these basic theories as an integrated application to energy generation and energy consumption.	The Physical Science minor is dependent on either a physics or chemistry major, but either way includes the same introductory courses as the Chemistry major and the same topics as the Physics major at an algebra-math level. Such introductory courses study how basic theory relates to current issues as part of the normal course discussions. In addition, PSCI 340 is an overview of historical topics within their societal milieu, not unlike the science, technology, and society context within which we live today. PSCI 305 revisits these basic theories as an integrated application to energy generation and energy consumption.
4.0	locate resources, design and conduct inquiry-based open-ended investigations in physical science, interpret findings, communicate results, and make judgments based on evidence;	Courses such as CHEM121/2, PHY 221, PHY 222, ASTR 205, and ESSC 110 (and several others required on the group major and attendant science minor) have labs that are built into the lecture series. Students are given problems to solve and methods that can be used to solve some of these problems. Students must then collect data, using one or more of these methods, interpret these data, and complete professional reports in scientific format that utilizes scientific inquiry and the scientific method of problem solving. Students also are required to locate scientific information to complete assignments in all the upper-level courses, particularly in PSCI 340 and PSCI 305.	Courses such as CHEM121/2, PHY 221, PHY 222, ASTR 205, and ESSC 110 (and 7 others required on the comprehensive major) have labs that are built into the lecture series. Students are given problems to solve and methods that can be used to solve some of these problems. Students must then collect data, using one or more of these methods, interpret these data, and complete professional reports in scientific format that utilizes scientific inquiry and the scientific method of problem solving. Students also are required to locate scientific information to complete assignments in all the upper-level courses, particularly in PSCI 340 and PSCI 305.	Numerous courses required for either the physics or chemistry major that is to accompany this minor (as well as most courses on the minor) have labs that are built into the lecture series. Students are given problems to solve and methods that can be used to solve some of these problems. Students must then collect data, using one or more of these methods, interpret these data, and complete professional reports in scientific format that utilizes scientific inquiry and the scientific method of problem solving. Students also are required to locate scientific information to complete assignments in all the upper-level courses, particularly in PSCI 340 and PSCI 305.
5.0	construct new knowledge for themselves through research, reading and discussion, and reflect in an informed way on the role of science in human affairs;	A substantial number of the courses in this major include laboratory investigations. PSCI 340 includes researching milestones in physics, chemistry and astronomy that shape our current understanding of the universe. PSCI 305 involves relating the concepts in all the courses of the major to the global issue of energy generation and consumption.	A substantial number of the courses in this major include laboratory investigations. PSCI 340 includes researching milestones in physics, chemistry and astronomy that shape our current understanding of the universe. PSCI 305 involves relating the concepts in all the courses of the major to the global issue of energy generation and consumption.	A substantial number of the courses in this minor include laboratory investigations. PSCI 340 includes researching milestones in physics, chemistry and astronomy that shape our current understanding of the universe. PSCI 305 involves relating the concepts in all the courses of the minor to the global issue of energy generation and consumption.
6.0	understand and promote the maintenance of a safe science classroom as identified by the Council of State Science Supervisors, including the appropriate use and storage of equipment, and the safe storage, use, and disposal of chemicals;	These important topics are discussed in the Professional Studies sequence required by the College of Education, including EDMT 330: Instructional Applications of Media and Technology, and the required science teaching methods course, PHY 325 or CHEM325. The Physical Science group major includes numerous courses that contain weekly laboratory components, where laboratory safety is practiced and learned.	These important topics are discussed in the Professional Studies sequence required by the College of Education, including EDMT 330: Instructional Applications of Media and Technology, and the required science teaching methods course, PHY 325 or CHEM325. The Physical Science comprehensive group major includes numerous courses that contain weekly laboratory components, where laboratory safety is practiced and learned.	These important topics are discussed in the Professional Studies sequence required by the College of Education, including EDMT 330: Instructional Applications of Media and Technology, and the required science teaching methods course, PHY 325 or CHEM325. The Physical Science minor requires the election of either a physics or chemistry major which include numerous courses that contain weekly laboratory components, where laboratory safety is practiced and learned.
7.0	demonstrate competence in the practice of teaching as defined within the Entry-Level Standards for Michigan Teachers;	All secondary education programs are structured around the EMU Teacher Preparation Standards and Benchmarks. These are aligned with the Michigan Entry-Level standards. Students complete six core program assessments-- in addition to field experiences and student teaching--all organized around the benchmarks. In particular, all student teachers must complete a required curriculum unit in their content area that documents student learning as a result of the unit.	All secondary education programs are structured around the EMU Teacher Preparation Standards and Benchmarks. These are aligned with the Michigan Entry-Level standards. Students complete six core program assessments-- in addition to field experiences and student teaching--all organized around the benchmarks. In particular, all student teachers must complete a required curriculum unit in their content area that documents student learning as a result of the unit.	All secondary education programs are structured around the EMU Teacher Preparation Standards and Benchmarks. These are aligned with the Michigan Entry-Level standards. Students complete six core program assessments-- in addition to field experiences and student teaching--all organized around the benchmarks. In particular, all student teachers must complete a required curriculum unit in their content area that documents student learning as a result of the unit.
8.0	create and maintain an educational environment in which conceptual understanding will occur for all science students;	Students must complete curriculum units in science areas in CURR 305, PHY 325, CHEM325, and student teaching. Part of the assessment for each of these units is the analysis of content and organization around key concepts. In addition, both units must include multiple teaching methods (related to multiple learning styles) and adaptations for a variety of special needs. The student teaching unit must be assessed to document overall student learning and particular analysis of learning for a student with a special need. Of course multiple other dimensions of effective teaching are assessed in the student teaching evaluation forms and journal.	Students must complete curriculum units in science areas in CURR 305, PHY 325, CHEM325, and student teaching. Part of the assessment for each of these units is the analysis of content and organization around key concepts. In addition, both units must include multiple teaching methods (related to multiple learning styles) and adaptations for a variety of special needs. The student teaching unit must be assessed to document overall student learning and particular analysis of learning for a student with a special need. Of course multiple other dimensions of effective teaching are assessed in the student teaching evaluation forms and journal.	Students must complete curriculum units in science areas in CURR 305, PHY 325, CHEM325, and student teaching. Part of the assessment for each of these units is the analysis of content and organization around key concepts. In addition, both units must include multiple teaching methods (related to multiple learning styles) and adaptations for a variety of special needs. The student teaching unit must be assessed to document overall student learning and particular analysis of learning for a student with a special need. Of course multiple other dimensions of effective teaching are assessed in the student teaching evaluation forms and journal.
9.0	demonstrate competence in the practice of teaching through investigative experiences and by demonstrating the application of the scientific processes and in assessing student learning through multiple processes; and	Both the unit prepared in CURR 305 and the student teaching unit must include at least one inductive lesson. That isn't the same as investigative experiences but it is supportive of that kind of experience. In EDPS 340 students must develop both traditional and authentic assessments. In student teaching they must assess student learning through a variety of both individual and group analyses.	Both the unit prepared in CURR 305 and the student teaching unit must include at least one inductive lesson. That isn't the same as investigative experiences but it is supportive of that kind of experience. In EDPS 340 students must develop both traditional and authentic assessments. In student teaching they must assess student learning through a variety of both individual and group analyses.	Both the unit prepared in CURR 305 and the student teaching unit must include at least one inductive lesson. That isn't the same as investigative experiences but it is supportive of that kind of experience. In EDPS 340 students must develop both traditional and authentic assessments. In student teaching they must assess student learning through a variety of both individual and group analyses.
10.0	develop an understanding and appreciation for the nature of scientific inquiry.	The Physical Science group major includes 6-7 courses that contain weekly laboratory components (CHEM 121/122/123/124/270/271, ESSC 110/111, ASTR 205, BIOL 105), depending on the minor, which adds additional lab experiences. All introductory science courses begin with and emphasize the scientific method, use inquiry in labs, discuss laws and theories, etc. More advanced courses expand on the scientific method, and successive courses require students to formulate conclusions in lab assignments using the scientific method. For instance, the scientific method and explanations in regard to theory, hypothesis and scientific law are introduced in PHY 221. The three basic approaches to scientific reasoning (experimental, empirical and theoretical) are also introduced. Concepts of pseudo-science and misuse of statistics are also discussed. More advanced courses expand on the scientific method, and successive courses require students to formulate conclusions in lab assignments using the scientific method.	The Physical Science comprehensive major includes 9 courses that contain weekly laboratory components (CHEM 121/122/123/124/270/271, PHY 221/222/372, ESSC 110, ASTR 205, BIOL 105). All introductory science courses begin with and emphasize the scientific method, use inquiry in labs, discuss laws and theories, etc. More advanced courses expand on the scientific method, and successive courses require students to formulate conclusions in lab assignments using the scientific method. For instance, the scientific method and explanations in regard to theory, hypothesis and scientific law are introduced in PHY 221. The three basic approaches to scientific reasoning (experimental, empirical and theoretical) are also introduced. Concepts of pseudo-science and misuse of statistics are also discussed. More advanced courses expand on the scientific method, and successive courses require students to formulate conclusions in lab assignments using the scientific method.	The Physical Science minor contains at least 4 lecture courses with lab. It must be coupled with a full chemistry or physics major. With a physics major, CHEM 121/122/123/124/270/271/281 have labs; with a chemistry major, PHY 223/224/372, ASTR 205 have labs. All introductory science courses begin with and emphasize the scientific method, use inquiry in labs, discuss laws and theories, etc. More advanced courses expand on the scientific method, and successive courses require students to formulate conclusions in lab assignments using the scientific method.

Attachment 5

Instructional Faculty

Institution:

Eastern Michigan University

Date:

5/22/06

Specialty Studies Program:

Physical Science, Secondary Teaching

Certification/Endorsement CODE:

Please include all faculty teaching the courses shown on the Summary of Course Requirements for Specialty Studies Program (Attachment 3), including those who may be temporary or non-tenure stream.

Courses	Faculty Member	Highest Degree in this Specialty Area, Indicating Study Focus and Research Area	Professional Development Experience in the Last 3 Years	Familiarity with K-12 Curriculum Framework and MEAP Assessment	Special Awards and Recognition		K-12 Collaborative Work
Chem 125/126 Honors Chemistry	Maria Milletti	Ph.D. Theoretical Chemistry	Attended numerous	Very Familiar	Dept Chair. American Association for Advancement of Science		Oversees numerous K-12 Departmental outreach activities
Chem 121/122	Ross Nord	Ph.D. Physical Chemistry Theoretical Chemistry	Sabbatical at University of Michigan, Designed a computer system for general chem labs	Very Familiar	Helps manage the chemistry Department, Well-respected across the academic community		Coordinates gen chem lab activities
Chem 121/122	Mike Brabec	Ph.D. Toxicology Biochemistry	Numerous publications	Very Familiar	Oversees Research Program, On numerous committees		Well-known as a great High School Outreach Speaker
Chem 121/122Chem	Donald Snyder	Ph.D. Polymer & Organic Chemistry Industrial & PolymerChemistry	Received Several Faculty Research Awards	Very Familiar	Helps manage chemistry department		Family involved in Chem education,
Chem 121/122	Vance Kennedy	Ph.D. Inorganic Chemistry	Sabbatical at University of Michigan, Collaboration with Case Western Reserve University	Very Familiar	Former Chair of Chemistry NCATE Accreditation Body. Received teaching awards.
Chem 121/122	Timothy Brewer	Ph.D. Physical Chemistry	Carries on a laser research program in physical chemistry	Very Familiar	Has been nominated for teaching awards		Oversees Huge Grant for after school outreach Activities in the Willow Run School District
Chem 121/122	Steve Pernecky	Ph.D. Biochemistry Toxicology	Sabbatical at University of Michigan, NSF STEM grant workshop.	Very Familiar	NSF CCLI grant, NSF Instrumentation grant		Outreach Saturday at the Lab, SE Michigan Science Fair (Judging)
Chem 121/122	Jose Vites	Ph.D. Inorganic & Environmental Chemistry	Sabbatical at EPA Research Center in North Carolina	Very Familiar	Grant from MDE		Outreach, Recipient of MDE Grant.
Chem 121/122	Larry Kolopajlo	Ph.D. Inorganic Chemistry & Chemical Education	Attended numerous workshops in chemical education and NCATE Accreditation.	Very Familiar	MICLIMB Grant, NSF Grant, Institutional Values Service Award, Publications		Outreach, Chem Olympiad, Science, Olympiad, Rouge River, MDE Grant Reviewer, Summer Workshops for High School Teachers & Students.
Chem 121/122	Ruth Ann Armitage	Ph.D. Analytical Chemistry & Archaeological Chemistry	Presented at numerous ACS Meetings	Very Familiar	Membership in many scientific organizations		Conducted Forensic Science; Advisor for Outreach activities

Chem 123/124	Ross Nord	Ph.D. Physical Chemistry Theoretical Chemistry	Sabbatical at University of Michigan	Very Familiar
Chem 123/124	Mike Brabec	Ph.D. Toxicology Biochemistry	See above	Very Familiar			Outreach
Chem 123/124	Donald Snyder	Ph.D. Polymer & Organic Chemistry Industrial Chemistry	See above	Very Familiar
Chem 123/124	Vance Kennedy	Ph.D. Inorganic Chemistry	Sabbatical at University of Michigan	Very Familiar
Chem 123/124	Timothy Brewer	Ph.D. Physical Chemistry	See above	Very Familiar			Outreach
Chem 123/124	Steve Pernecky	Ph.D. Biochemistry Toxicology	See above	Very Familiar			Outreach
Chem 123/124	Jose Vites	Ph.D. Inorganic & Environmental Chemistry	Sabbatical at EPA Research Center in North Carolina	Very Familiar	Grant from MDE		Outreach
Chem 123/124	Larry Kolopajlo	Ph.D. Inorganic Chemistry & Chemical Education	Attended numerous workshops in chemical education.	Very Familiar	MICLIMB Grant, NSF Grant, Institutional Values Service Award, Publications		Outreach, Chem Olympiad, Science Olympiad, Rouge River MDE Grant Reviewer, Summer Workshops for High School Teachers & Students
Chem 123/124	Ruth Ann Armitage	Ph.D. Analytical Chemistry & Archaeological Chemistry	See above	Very Familiar

Chem 270/271	Arthur Howard	Ph.D. Organic Chemistry	Synthetic Organic Chemistry	Very Familiar			Participates in numerous high school outreach projects
Chem 270/271	Tim Friebe	Ph.D. Organic Chemistry	Sabbatical at Michigan State University	Very Familiar	Phi Lambda Upsilon Phi Theta Kappa		Outreach in numerous high school projects; National Science Foundation Project Kaleidoscope (PKAL-F21
Chem 270/271	Harriet Lindsay	Ph.D. Organic Chemistry	Presented at numerous national conferences; Chem Club Advisor	Very Familiar	Grants from American Chemical Society and Research Corporation		Elementary/Middle School /High school Outreach, hosted EMU workshops for high school students
Chem 270/271	Cory Emal	Ph.D. Organic Chemistry	Organic Chemistry Researcher	Very Familiar	New faculty member

Chem 281	Krishna Rengan	Ph.D. Analytical & Radiochemistry	Partner at U of M Nuclear Reactor	Very Familiar	Well- respected For teaching mastery		Has performed numerous high school outreach activities
Chem 281	Heather Holmes	Ph.D. Analytical	Research in analytical Chemistry	Very Familiar	Known as a good speaker
Chem 281	Ruth Ann Armitage	Ph.D. Analytical	See above	Very Familiar

Chem 351	Michael Brabec	Ph.D. Toxicology & Biochemistry	See above	Very Familiar
Chem 351	Debbie Heyl-Clegg	Ph.D. Biochemistry	Medicinal & Biochemistry Carries on a large research program. Recognized authority.	Very Familiar	Has worked with industry.		Participates in elementary outreach programs
Chem 351	Steve Pernecky	Ph.D. Toxicology & Biochemistry	See above	Very Familiar
Chem 351	Hedeel Evans	Ph.D. Biochemistry	Numerous publications; Recognized authority in Biochemistry	Very Familiar	NIH Grant

Chem 406	Larry Kolopajlo	Ph.D. Inorganic & Chemical Education	See above	Very Familiar	MICLIMB Grant, NSF Grant, Institutional Values Service Award, Publications		Outreach, Chem Olympiad, Science Olympiad, Rouge River MDE Grant Reviewer, Summer Workshops for High School Teachers & Students
BIOL 105	Jamin Eisenbach	Ph.D. Insect Ecology				Eastern Michigan University Distinguished Teaching Award 2002 Eastern Michigan University Alumni Association Teaching Excellence Award 2001 Eastern Michigan University Equity Program Faculty Teaching Award 1993 Mortar Board Eastern Michigan University Chapter Excellence in Teaching 1993 Eastern Michigan University Faculty Recognition Award 1992
BIOL 105	Cara Shillington	Ph.D. in Zoology Research: Physiological and behavioral Ecology, Arachnology	Attended NABT Workshops: Assessing higher learning Interactive learning 3. Cooperative Learning	Very little		EMU Teaching I Award
ESSC 110	Michael Bradley	Ph. D	Continued research with the discipline	Developed Secondary Education program of study based upon the K-12 Curriculum Framework and MEAP Assessment			Regularly give presentations in K-12 classrooms
ESSC 110 ESSC 111	Steve LoDuca	Ph. D	Continued research with the discipline	Developed Secondary Education program of study based upon the K-12 Curriculum Framework and MEAP Assessment			Regularly give presentations in K-12 classrooms
ESSC 110	Christine Clark	Ph. D	Continued research with the discipline	Developed Secondary Education program of study based upon the K-12 Curriculum Framework and MEAP Assessment			Is willing to give presentations in K-12 classrooms
ESSC 110 ESSC 111	Serena Poli	Ph. D	Continued research with the discipline	Developed Secondary Education program of study based upon the K-12 Curriculum Framework and MEAP Assessment
All PHY and PSCI courses in program	Dr James Carroll	Ph D in Physics (Specifically plasma physics)	Attended numerous general education workshops; attended EMU Faculty Showcase “The Scholarship of Learning”	Has read and analyzed the framework and assessment		None	Working with Todd Newell (physics teacher at Walled Lake) to bring his HS students to EMU to complete laboratories.
PHY 221, 222, 223,224,406, PSCI 309,305,270	Dr. Marshall Thomsen	Ph D in Physics (condensed matter physics)	Keep up with ethics literature	Structure some courses based on K-8 curriculum framework; have assisted in MTTC development for 9-12 framework		Selected to be a member of the American Physical Society Task Force on Ethics Education	Classroom visits; Science Olympiad judge and coach; Destination Imagination manager
PHY 221,222,223,224,372, PSCI 270,309,340	Dr. Weidian Shen	Ph. D. (physics)		somewhat
PHY 221,222,223	Dr. James Porter	Ph. D. (Many Body Theory)	MCAAPT Fall '04 meeting and Presentation	yes			K-5 art education
PHY 221,222,223,224	Dr. Natthi Sharma	Ph. D. (physics)
PHY 221,222	Tumer Sayman	M.S. (Physics)
PHY 221,222,224	Dan VanWingerden	M.S. (Engineering Science)	60hrs programs for Organizational Development at General Motors as head of Global Engineering Processes	10 yrs H.S. physics teacher		Winner Student Athlete Academic Achievement best teacher '06. Nominee EMU Holman Learning Center Outstanding Lecturer award '06	Wayne Westland outdoor ed. Program and nature center Wayne Westland physics program, industrial arts program
ASTR 315	Norbert Vance	M.S.	Ongoing work to upgrade electronic and imaging capabilities of Sherzer Observatory. Attended CLEA astrolab workshop at Gettysburg College '01.	Grade 7-9 general science and biology teacher for 7 years; reviewed core curric. Astronomy framework for MSTA presentation March '06		Award recognizing 20 yrs of astronomy field trips to Fish Lake (KEEC).
PHY 221,222,223,224, PSCI 305	Dr. Ernest Behringer	Ph. D. (condensed matter)	AAPT workshop 2004	yes
PHY 221,222	Dr. P. Daniel Trochet	Ph. D.	MCAAPT meetings LunchTime Physics @ EMU presentations on demos and computer simulations	yes		Several years' nominations for outstanding faculty in the classroom, EMU Holman Learning Center	5 yrs experience teaching H.S. algebra, physics, chemistry; 6 mos. Sub 1-12 grade Taylor school district
PHY 221,222,223,224, ASTR 205,315	Dr. Patrick Koehn	Ph. D. (planetary and space sciences)	Research w/ Messenger Mission (NASA)	yes			Su' 06 ICARD work w/ Willow Run schools
PHY 221,222,223,224, PSCI 340, ASTR 205	Dr. Diane Jacobs	Ph. D. (solid state)	AAPT meetings	Checked each semester to tie classroom learning objectives to the framework. Use old MEAP questions on exams.		Invited to be member AIP Advisory Committee on Physics Education. Served one year as assoc. editor of ComPadre, a web resource for science faculty and students. Nominated best chapter advisor SPS.	K-8 public schools outreach using in-class science activities for physics and astronomy. Mentor EMU students to go into the schools (supervise and train).

Program approval application (Incl EndCodes)latest 12-20 02. 21902.doc

Dr. Ghada Khoury 517-373-1925 khouryg@michigan.gov	Dr. Bonnie Rockafellow 517-373-7861 rockafellowb@michigan.gov	Sue Wittick 517-241-0172 witticks@michigan.gov
Chemistry	Communication Arts	Social Studies
Physics	Language Arts	Economics
Earth/Space Science	English	Geography
Physical Science	Speech	History
Mathematics	Reading	Political Science
Agricultural Education	Reading specialist	Psychology
Family & Consumer Sciences	All foreign languages	Sociology
Library Media	All bilingual education	Anthropology
Computer Science	Music Education	Cultural Studies
Guidance & Counseling	Dance	Behavioral Studies
Cognitive Impairment	English as a Second Language	Integrated Science
Speech and Language Impairment	Humanities	Biology
Physical or other Health Impairment	Academic Study of Religions	All business education
Emotional Impairment	Philosophy	Industrial Technology
Visual Impairment	Early Childhood Education	Visual Arts Education
Hearing Impairment		Health
Learning Disabilities		Physical Education
Physical Education for Students with Disabilities		Recreation
Autism		Environmental Studies
Middle Level		Educational Technology
Vocational Agriscience and Natural Resources		Fine Arts
Vocational Family and Consumer Sciences		Technology & Design
		Vocational Business Services
		Vocational Distributive Education
		Vocational Technical

Michigan Department of Education, Office of Professional Preparation Services

I. Application Information

II. Contact information for Questions Related to This Application

III. Type of Request for Approval (Indicate One)

VI. Content Guidelines/Standards Matrix

VII. Supporting Documentation

Content Guidelines/Standards Matrix

Program/Subject Area

No.

Standard/Guideline

Instructional Faculty

Highest

Familiarity with