We believe we have addressed all of the reviewers concerns as outlined below. We are submitting a revised matrix and revised versions of Sections 4, 5 and 9 . In addition, we are attaching requested syllabi.
Specific responses are listed below. Reviewers comments are in bold and new or modified text in our submission is italicized.
1.1.3.10 cryogenics
The syllabus submitted for PHY 360 does not list cryogenics as a covered topic.
PHY 360 Chapter 5 (10/13/04 on attached syllabus)
The revised syllabus now indicates when this topic is covered.
The documentation submitted for review did not address the following standards:
1.1.4.10 photometry
1.1.5.5 theory of solids
1.1.7.3 nuclear magnetic resonance
1.1.7.4 radioactivity
1.1.7.5 Fission
1.1.7.6 Fusion
1.1.7.7 elementary quark model
1.1.7.8 standard model of elementary particle physics
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 scientific equipment, and safe storage, use, and disposal of materials;
These items are addressed as follows:
1.1.4.10 Theory of photometry is covered in the context of the photoelectric effect in PHY 370 Modern Physics in the chapter entitled The Quantum Theory of Light. It is also addressed in detection systems in Nuclear Physics Applications.
1.1.5.5 PHY 370 in the chapter entitled The Solid State.
1.1.7.3 PHY 370 in the chapter entitled Nuclear Structure.
1.1.7.4 PHY 370 in the chapter entitled Nuclear Structure and again in Nuclear Physics Applications.
1.1.7.5 PHY 370 in the chapter entitled Nuclear Physics Applications.
1.1.7.6 PHY 370 in the chapter entitled Nuclear Physics Applications.
1.1.7.7 PHY 370 in the chapter entitled Elementary Particles.
1.1.7.8 PHY 370 in the chapter entitled Elementary Particles.
6.0 This is covered in PHY 332 Mechanics Laboratory on the first assignment where students study classroom and instructional laboratory safety standards. In addition to PHY 332, majors also take PHY 406 which includes a discussion of safety issues.
In support of these revisions, we have submitted revised syllabi for PHY 332, PHY 370, and PHY 406.
3.0, relate the concepts of physics to contemporary, historical, technological, and societal issues; in particular, relate concepts of physics to current controversies and other issues.
No response was given to this standard for the minor.
The impact of modern developments in physics is addressed in PHY 370 Modern Physics through topics such as nuclear power (in the chapter entitled Nuclear Physics Applications).
Reviewers could not find evidence in the materials provided that minors will meet the following standards, particularly if they have a non-science major. Will the courses listed in the matrix require physics minors to have science-specific experiences?
7.0 demonstrate competence in the practice of teaching as defined within the Entry-Level Standards for Michigan Teachers
8.0 create and maintain an educational environment in which conceptual understanding will occur for all science students.
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.
All students have three pre-student teaching placements and one student teaching placement. They routinely get experience in both their major and minor content area during these times.
During the past 5 years we have had 5 minors take MTTC; 4 were Math majors and one was a General Science major. We believe that much of their training in the area of their major is relevant to their minor as well.
Section 4, MTTC pass rates
Please provide updated records of students from 2002 and beyond. Reviewers would like to see how the restructuring of the physics minor might have affected the outcome of the MTTC test. Also, when was the minor restructured to require the junior level courses?
Section 4 now reads:
The following represents an analysis of all students who took the MTTC Physics tests from 7/15/00 through 4/3/04, who reported EMU as their University, and who were pursuing undergraduate majors or minors in physics teaching.
Program |
Passed 1st attempt |
Passed 1st or 2nd attempt |
Did not pass |
Major |
7 |
8 |
1 |
Minor |
1 |
3 |
2 |
Majors & Minors |
8 |
11 |
3 |
Overall, 8 of 14 candidates passed the test on their first attempt, and 11 of 14 passed it on their first or second try. Not surprisingly, physics majors have a higher success rate in passing the test. However, we have examined the academic history of the 6 students who did not pass on their first try. In particular, we looked at how they fared in the core junior level (300 level) required courses. While they were overall successful in the lab courses, their grades in the lecture courses were not particularly good. Only one of these students received an A in any one of these lecture classes. Most grades were C’s or B-. Our conclusion is that poor or even mediocre performance in these core junior level courses is an indication that the students may struggle on the MTTC, and that is as it should be. As we advise our students in the future, we will bring these numbers to their attention, encouraging them to do extra preparations if there performance in the 300 level courses was mediocre.
We restructured our advising of these students in 2001 to ensure a better pass rate. All student but one who majored in physics since that time have passes the exam on their first attempt. We have also replaced elective courses in the minor with a sequence of required courses. We began advising students on this basis in 2001, and the changes formally took effect in 2003. We find that if the students take the test at the end of this sequence, they generally pass it. The two minors who took the test three times and did not pass did so prior to this change (and their cases were part of the impetus for the change). Those two students aside, we have had only one student not yet pass the test during this period: that student took the test in April of this year and has not yet had time to retake it.
Do physics minors have early field experience in physics classrooms? To be more precise, what will a Physics minor/Non-science major experience and what will a Physics minor/Science major experience?
The following text has been added to Section 5:
All students have three pre-student teaching placements and one student teaching placement. They routinely get experience in both their major and minor content area during these times.
During the past 5 years we have had 5 minors take MTTC; 4 were Math majors and one was a General Science major. That is, while it is possible to major in, for instance, a social science and minor in physics, we have no evidence that any of our secondary education physics minors have done so. Therefore, as far as our physics minors are concerned, we believe that much of their training in the area of their major is relevant to their minor as well.
Please provide course descriptions and syllabi for FETE 201, 302, and 402 and the syllabi for PHY 325, 436, 442, 456, and 458.
These syllabi have been attached.
The response to Section 9 does not indicate how minors are prepared to teach physics. This is a major concern to program reviewers.
Math teaching majors who complete a physics minor take MATH 306 Teaching of High School Mathematics (syllabus attached). In examining our records for program completers in the last five years, we find that this accounts for all but one of our students. The other physics minor was a general science teaching major and thus had a science methods class. Many learning processes in physics are similar to those in math, MATH 306 provides valuable training for our physics minors.