Download/view this form in .pdf format.
Back to the Physical Science (DP) index.
Standards for the Preparation of Teachers
Adopted by the Michigan State Board of Education
August 8, 2002
Standards for the Preparation of Teachers of Physical Science (Secondary)
DP Endorsement
Preface
Over the last several years, a referent group of professional educators developed a proposal to adopt standards for the preparation of physical science teachers. These standards align with standards developed by the National Science Teachers Association and the Michigan Curriculum Framework for science education. Teachers who receive the endorsement in physical science would be prepared to teach any physical science (chemistry or physics) course at their certificate level.
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.
To provide information and gather feedback on the proposal, a copy was also forwarded to selected groups/organizations, all Michigan teacher preparation institutions, and a random sample of intermediate and local school districts for review and comment. As presented in this document, the standards reflect the feedback received.
State Board adoption of these standards typically leads to the creation of a new certification test for teachers prepared to teach this content area. Test development for a new Michigan Test for Teacher Certification in secondary physical science will be scheduled according to the recommendation of the Standing Technical Advisory Council.
Teacher preparation institutions that wish to continue to offer programs to prepare secondary physical science teachers are required to submit an application for program approval that demonstrates how the new standards are met throughout the proposed curriculum. The programs must be re-approved to show compliance with the new standards. Following initial approval, the teacher preparation programs will be reviewed every five years through the Periodic Review/ Program Evaluation process.
College/University |
Code |
DP |
Source of Guidelines/Standards |
Michigan State Board of Education, |
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, CHEM 122, CHEM 123, CHEM 124), Earth Science major (ESSC 110, ESSC 111), and astronomy minor (ASTR 205, ASTR 315). It includes the same topics as the Physics major at an algebra-math level (PHY 221, PHY 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, CHEM 122, CHEM 123, CHEM 124), Earth Science major (ESSC 110, ESSC 111), and astronomy minor (ASTR 205, ASTR 315). It includes the same topics as the Physics major at an algebra-math level (PHY 221, PHY 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. |
When coupled with a Physics Teaching major or a Chemistry Teaching major, the physical science minor includes the same courses as the Physical Science group and comprehensive majors. The only difference is the mathematics level of the physics courses. In the Physical Science program, all the courses are algebra-based. Chemistry Teaching majors will complete CHEM 121, CHEM 122, CHEM 123, CHEM 124, and all the other required CHEM courses as part of their major, and then the minor is comprised of mainly physics courses. Physics teaching majors will complete calculus-based courses that include the same topics as PHY 221, PHY 222, PSCI 270 and PSCI 309 as part of their major, and then the minor is comprised of mainly chemistry courses. All Physical science minors will complete a course in astronomy since ASTR 205 is already included in the Physics Teaching Major. All of 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 |
36
Semester Hour |
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 |
In CHEM 121, CHEM 122 and CHEM 123, CHEM 124, 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. |
In CHEM 121, CHEM 122 and CHEM 123, CHEM 124, all 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. |
In CHEM 121, CHEM 122 and CHEM 123, CHEM 124, all 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 |
By completing CHEM 121 and PHY 221, all 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 BoyleÕs Law o CharlesÕ Law o AvogadroÕs Law o the ideal gas law o density of gases o mass-volume problems o predicting an answer without using mathematics. o diffusion |
By completing CHEM 121 and PHY 221, all 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 BoyleÕs Law o CharlesÕ Law o AvogadroÕs Law o the ideal gas law o density of gases o mass-volume problems o predicting an answer without using mathematics. o diffusion |
By completing CHEM 121 and PHY 221, all 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 BoyleÕs Law o CharlesÕ Law o AvogadroÕs 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 |
By completing CHEM 121 and PHY 221, 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. |
By completing CHEM 121 and PHY 221, all 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. |
By completing CHEM 121 and PHY 221, all 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 ÒConductivity and Chemical ReactionsÓ. 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 ÒConductivity and Chemical ReactionsÓ. 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 ÒConductivity and Chemical ReactionsÓ. 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 |
In CHEM 121, CHEM 122 and CHEM 123, CHEM 124, with regard to equilibrium, all 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 Òposition of equilibriumÓ by computing the numerical value of the equilibrium constant K. o define and use LeChatleierÕs Principle to predict shifts in equilibria. o apply the theory to acids, bases and precipitation reactions. |
In CHEM 121, CHEM 122 and CHEM 123, CHEM 124, with regard to equilibrium, all 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 Òposition of equilibriumÓ by computing the numerical value of the equilibrium constant K. o define and use LeChatleierÕs Principle to predict shifts in equilibria. o apply the theory to acids, bases and precipitation reactions. |
In CHEM 121, CHEM 122 and CHEM 123, CHEM 124, with regard to equilibrium, all 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 Òposition of equilibriumÓ by computing the numerical value of the equilibrium constant K. o define and use LeChatleierÕs Principle to predict shifts in equilibria. o apply the theory to acids, bases and precipitation reactions. |
1.1.1.7 |
acid-bases |
C |
In CHEM 121, CHEM 122 and CHEM 123, CHEM 124, with respect to acids and bases, all secondary physical science teaching candidates 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. |
In CHEM 121, CHEM 122 and CHEM 123, CHEM 124, with respect to acids and bases, all secondary physical science teaching candidates 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. |
In CHEM 121, CHEM 122 and CHEM 123, CHEM 124, with respect to acids and bases, all secondary physical science teaching candidates 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 |
In CHEM 121, CHEM 122 and CHEM 123, CHEM 124, with respect to electrochemistry, all 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. |
In CHEM 121, CHEM 122 and CHEM 123, CHEM 124, with respect to electrochemistry, all 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. |
In CHEM 121, CHEM 122 and CHEM 123, CHEM 124, with respect to electrochemistry, all 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 |
In CHEM 121, CHEM 122 and CHEM 123, CHEM 124, with regard to nomenclature, all physical science teaching candidates 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. |
In CHEM 121, CHEM 122 and CHEM 123, CHEM 124, with regard to nomenclature, all physical science teaching candidates 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. |
In CHEM 121, CHEM 122 and CHEM 123, CHEM 124, with regard to nomenclature, all physical science teaching candidates 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 |
In CHEM 121, CHEM 122 and CHEM 123, CHEM 124, with regard to qualitative analysis, all physical science teaching candidates 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. |
In CHEM 121, CHEM 122 and CHEM 123, CHEM 124, with regard to qualitative analysis, all physical science teaching candidates 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. |
In CHEM 121, CHEM 122 and CHEM 123, CHEM 124, with regard to qualitative analysis, all physical science teaching candidates 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 |
In CHEM 121, CHEM 122 and CHEM 123, CHEM 124, all 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. |
In CHEM 121, CHEM 122 and CHEM 123, CHEM 124, all 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. |
In CHEM 121, CHEM 122 and CHEM 123, CHEM 124, all 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 |
In CHEM 121, CHEM 122 and CHEM 123, CHEM 124, with regard to equilibrium, all 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 Òposition of equilibriumÓ by computing the numerical value of the equilibrium constant K. o define and use LeChatleierÕs Principle to predict shifts in equilibria. o apply the theory to acids, bases and precipitation reactions. |
In CHEM 121, CHEM 122 and CHEM 123, CHEM 124, with regard to equilibrium, all 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 Òposition of equilibriumÓ by computing the numerical value of the equilibrium constant K. o define and use LeChatleierÕs Principle to predict shifts in equilibria. o apply the theory to acids, bases and precipitation reactions. |
In CHEM 121, CHEM 122 and CHEM 123, CHEM 124, with regard to equilibrium, all 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 Òposition of equilibriumÓ by computing the numerical value of the equilibrium constant K. o define and use LeChatleierÕs 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: ÒOrganic Halogen Compounds,Ó ÒAlcohols, Phenols, Thiols,Ó ÒEthers and Epoxides,Ó ÒEthers and Epoxides,Ó and ÒCarboxylic Acids and DerivativesÓ. In the CHEM 271 laboratory, there is an entire experiment titled ÒChemical Tests for Functional Groups and the Identification of an UnknownÓ |
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: ÒOrganic Halogen Compounds,Ó ÒAlcohols, Phenols, Thiols,Ó ÒEthers and Epoxides,Ó ÒEthers and Epoxides,Ó and ÒCarboxylic Acids and DerivativesÓ. In the CHEM 271 laboratory, there is an entire experiment titled ÒChemical Tests for Functional Groups and the Identification of an UnknownÓ |
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: ÒOrganic Halogen Compounds,Ó ÒAlcohols, Phenols, Thiols,Ó ÒEthers and Epoxides,Ó ÒEthers and Epoxides,Ó and ÒCarboxylic Acids and DerivativesÓ. In the CHEM 271 laboratory, there is an entire experiment titled ÒChemical Tests for Functional Groups and the Identification of an UnknownÓ |
1.1.3.2 |
nomenclature |
C |
In CHEM 121, CHEM 122 and CHEM 123, CHEM 124, with regard to nomenclature, all physical science teaching candidates 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. |
In CHEM 121, CHEM 122 and CHEM 123, CHEM 124, with regard to nomenclature, all physical science teaching candidates 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. |
In CHEM 121, CHEM 122 and CHEM 123, CHEM 124, with regard to nomenclature, all physical science teaching candidates 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 CHEM 270 and CHEM 271 all physical science teaching candidates 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 CHEM 270 and CHEM 271 all physical science teaching candidates 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 CHEM 270 and CHEM 271 all physical science teaching candidates 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 CHEM 270 and CHEM 271 all physical science teaching candidates will: o use Newman projections o Optical isomers o Stereoisomers o Fischer projections o Understand how stereochemistry influences biochemical reactions. |
In CHEM 270 and CHEM 271 all physical science teaching candidates will: o use Newman projections o Optical isomers o Stereoisomers o Fischer projections o Understand how stereochemistry influences biochemical reactions. |
In CHEM 270 and CHEM 271 all physical science teaching candidates 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 CHEM 270 and CHEM 271 all physical science teaching candidates 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 CHEM 270 and CHEM 271 all physical science teaching candidates 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 CHEM 270 and CHEM 271 all physical science teaching candidates 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 CHEM 270 and CHEM 271 all physical science teaching candidates 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 CHEM 270 and CHEM 271 all physical science teaching candidates 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 CHEM 270 and CHEM 271 all physical science teaching candidates 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 CHEM 270 and CHEM 271 all physical science teaching candidates 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 CHEM 270 and CHEM 271 all physical science teaching candidates 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 CHEM 270 and CHEM 271 all physical science teaching candidates 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 |
In CHEM 121, CHEM 122 and CHEM 123, CHEM 124, and CHEM 351, all 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. |
In CHEM 121, CHEM 122 and CHEM 123, CHEM 124, and CHEM 351, all 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. |
In CHEM 121, CHEM 122 and CHEM 123, CHEM 124, all 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), NewtonÕs 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 ÒweightlessnessÓ 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), NewtonÕs 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 ÒweightlessnessÓ 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), NewtonÕs 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 ÒweightlessnessÓ 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 EarthÕs 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 EarthÕs 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 EarthÕs 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 EarthÕs 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 EarthÕs 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 EarthÕs 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 (0th, 1st, and 2nd), 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 oneÕs hand (leading to a discussion about conduction), conduction through Òtriple-panedÓ windows (whatÕs 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), SunÕs proximity in summer and winter (closer to Sun in our winter, but itÕs 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 HessÕs 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 (0th, 1st, and 2nd), 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 oneÕs hand (leading to a discussion about conduction), conduction through Òtriple-panedÓ windows (whatÕs 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), SunÕs proximity in summer and winter (closer to Sun in our winter, but itÕs 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 HessÕs 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 (0th, 1st, and 2nd), 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 oneÕs hand (leading to a discussion about conduction), conduction through Òtriple-panedÓ windows (whatÕs 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), SunÕs proximity in summer and winter (closer to Sun in our winter, but itÕs 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 HessÕs 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 CoulombÕs 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 CoulombÕs 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 CoulombÕs 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 CoulombÕs 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 CoulombÕs 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 CoulombÕs 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 |
||||
No. |
Standard/Guideline |
36
Semester Hour |
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 mathematics level for this major is MATH 119 Applied Calculus. |
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 mathematics level for this major is MATH 119 Applied Calculus. |
The Physical Science minor includes all mathematics-based science courses and must be linked with a major in either physics or chemistry. The lowest mathematics level for this minor is MATH 120 Calculus I as required in Physics and Chemistry teaching majors. |
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 the other sciences: 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 the other sciences: 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 CHEM 121, CHEM 122, 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 CHEM 121, CHEM 122, 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 CHEM 325. 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 CHEM 325. 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 CHEM 325 (depending on their major – Physics or Chemistry). 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 or CHEM 325, 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 or CHEM 325, 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 or CHEM 325 (depending on their major – Physics or Chemistry), 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. Student then complete a methods course (PHY 325 or CHEM 325) were they engage their classmates in investigative experiences in a mock-classroom atmosphere. They create scientific lesson plans and execute those plans. Their lessons must include simple, low-cost demonstrations. They must assess student learning of their ÒclassÓ as part of their lesson plan, and learn to approach the teaching of science in a systematic way. Finally, they practice all these skills under the supervision of a science teaching professional as part of their student teaching experience. |
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. Student then complete a methods course (PHY 325 or CHEM 325) were they engage their classmates in investigative experiences in a mock-classroom atmosphere. They create scientific lesson plans and execute those plans. Their lessons must include simple, low-cost demonstrations. They must assess student learning of their ÒclassÓ as part of their lesson plan, and learn to approach the teaching of science in a systematic way. Finally, they practice all these skills under the supervision of a science teaching professional as part of their student teaching experience. |
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. Student then complete a methods course (PHY 325 or CHEM 325 depending on their major – Physics or Chemistry) were they engage their classmates in investigative experiences in a mock-classroom atmosphere. They create scientific lesson plans and execute those plans. Their lessons must include simple, low-cost demonstrations. They must assess student learning of their ÒclassÓ as part of their lesson plan, and learn to approach the teaching of science in a systematic way. Finally, they practice all these skills under the supervision of a science teaching professional as part of their student teaching experience. |
10.0 |
develop an understanding and appreciation for the nature of scientific inquiry. |
The Physical Science group major includes a number of courses (at least 9) that contain weekly laboratory components (CHEM 122, CHEM 124, CHEM 271, PHY 221, PHY 222, PHY 372, ESSC 110, ASTR 205, BIOL 105), plus additional lab experiences depending on the science minor. 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 a number of courses (at least 9) that contain weekly laboratory components (CHEM 122, CHEM 124, CHEM 271, PHY 221, PHY 222, PHY 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 essentially the same number of courses with weekly laboratory as the comprehensive and group majors when coupled with a Physics or Chemistry teaching major (as required). With a physics major, the minor requires the following courses that include labs: CHEM 122, CHEM 124, CHEM 271, and CHEM 281. With a chemistry major, the minor requires the following courses that have labs: PHY 223, PHY 222 or 224, PHY 372, and ASTR 205. 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. |