Report+Physics+First+2009

==Craig  Bouma== ==Science  Department  Chair==

Physics First: A Second Year Report June 2009 Loyola High School of Los Angeles Craig Bouma, Science Department Chair

Abstract The Loyola High School Science Department began modernizing its science curriculum in the fall of 2007 by implementing a Physics First program. Approximately two-thirds (~ 200) of freshmen elected to take Physics in 2007-08 and in 2008-09 (the first and second cohorts, respectively). Freshmen in the new Physics course and seniors in the traditional Physics course were assessed at the end of each year using a California Standards Test (CST) in Physics. Freshmen were also given the Force Concept Inventory (FCI) before and after the classic mechanics portion of the course. The CST and the FCI are widely accepted by the science education community for assessing student understanding of physics concepts. Analyses of the first two cohorts indicate that freshmen at Loyola on average scored on par with their senior counterparts on the CST. The FCI data show that Loyola freshmen achieved typical gains in understanding after the mechanics portion of the course. This information provides Loyola High School with the preliminary evidence that the new Physics course for freshman is appropriately named and is "real" high school physics. Also, freshmen can understand Physics concepts and perform as well as their senior counterparts on the CST and FCI.

Introduction In an effort to improve science teaching and learning at Loyola High School the Science Department implemented a new sequence of core science classes to its curriculum. In the new sequence, freshmen  take Physics (algebra-based), sophomores take Chemistry, juniors take Biology, AP Biology or AP Environmental Science and in the  senior year, students can take electives or AP® courses. Prior to  2007, Loyola offered a traditional sequence of science courses (BCP – Biology, Chemistry and Physics).

This reorganization of courses replaces the traditional BCP sequence that the Loyola Science Department found largely out‐of‐date, disconnected and pedagogically inefficient. The new PCB sequence provides a  logical progression in the presentation of material, since many  Physics  concepts  are  foundational  for Chemistry, and an understanding of Chemistry is vital for Biology (particularly  with the molecular nature of modern Biology). By implementing Physics First, students make the next logical step in their science education following 8th grade Physical Science. Students also have the opportunity to immediately apply  their recently acquired skills in Algebra to real world situations. And by its very nature, Physics is a kinesthetic science which lends well to a common mode of learning among young students.

In addition to implementing the PCB sequence, the Science Department began utilizing more inquiry‐based methods. This led to extensive collaboration, training, workshops and the purchase of technological tools as the department moved into a new state-of-the-art facility.

Curriculum  Changes Active Physics by Dr. Eisenkraft was adopted for freshmen Physics. The department found this program to be unique for its embedded guided-inquiry, age-appropriate reading and math levels, and engaging alternative assessments. This program further distinguishes itself by promoting Physics for all students. When considering texts the Science Department concluded that Active Physics appropriately utilizes Algebra while emphasizing problem-solving skills and depth of learning, as opposed to Paul Hewitt’s highly praised, conceptual-based program.

Tests/Results In order to objectively evaluate the effectiveness of the Physics First program at Loyola High School two standardized tests were administered: the California Standards Test (CST) in Physics and the Force Concept Inventory (FCI).

CST  – Each year, the California Department of Education administers a standard‐based high school science exam to students in public high schools in each of the four major content areas of science. Near the end of the academic year a released CST in Physics was given to Loyola students enrolled in regular Physics. This included seniors in a traditional Physics course and freshmen in the Active Physics (Eisenkraft) program. The results of the test show the freshmen in the first two cohorts scored means of 61.9% and 63.9%. Senior means were 52.9% and 65.6% for 2008 and 2009, respectively (Figure 1).

FCI  ‐ The Force Concept Inventory was designed to assess student understanding of the most basic concepts of Newtonian mechanics (Hestenes, Wells and Swackhamer). The questions focus on intuitive comprehension independent of terminology knowledge or numerical modeling. The FCI can be administered to students prior to introducing a mechanics unit to assess prior understandings and misconceptions as well as student learning and teaching effectiveness. The FCI was given to Loyola freshmen before and after the mechanics unit. A typical national average pre-score on the FCI is 26% and the post mean for traditionally taught junior or senior Physics course is 42% (Hake, Wells et al., and Hestenes). The Loyola freshmen pre-mean for both years was 27% and the post mean was and 48% and 50%, respectively (Figure  2). Average normalized gains for Loyola freshmen were 0.29 and 0.32 for the first and second cohorts. This is on par with national normalized gains.



===__ Figure  1.  Loyola  freshmen  and  senior  means  on  the  CST  in Physics for 08 and 09. __===

===Figure 2. Loyola Freshmen  mean  scores  on  the  FCI  before  and  after  the  Mechanics  Unit.===

===Figure  3.   Loyola Freshmen  normalized gains  on  the  FCI===

Conclusions The Loyola High School Science Department embraced a significant amount of change in the fall of 2007, most notably implementation of a Physics First and inquiry‐based instruction. Two diagnostic exams indicate that Loyola Freshmen in the Active Physics program performed as well as their senior counterparts in traditionally taught senior level Physics on the CST. Freshmen also scored on par with traditional national high school averages on the FCI. The data show promising results for the first two cohorts of the Physics First program at Loyola: Freshmen in the Physics at Loyola can perform as well as upperclassmen in traditionally taught Physics courses. This supports the claim that Physics for freshmen in the Loyola curriculum is "real physics" and appropriately placed in the curriculum as an introductory science course and has the potential to provide the foundation for a better-aligned high school science curriculum.

Craig  Bouma Science  Department  Chair Loyola  High  School 1901  Venice  Blvd Los  Angeles, CA   90006 cbouma@loyolahs.edu

References

Coletta and Phillps, “Interpreting FCI scores: Normalized gain, preinstruction scores, and scientific reasoning ability,” Am. J. Physics 73(12), 1172-1182 (Dec 2005)

R.R. Hake, “Interactive engagement vs. traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses,” Am. J. Phys. 66, 64- 74 (1998).

D. Hestenes, M. Wells, and G. Swackhamer, “Force Concept Inventory,” Phys. Teach. 30, 141-158 (March 1992).

D.Hestenes, “Findings of the Modeling Workshop Project,” excerpt from Final Report submitted to the National Science Foundation for the Teacher Enhancement grant Modeling Instruction in High School Physics. From [].

O’Brien and Thompson, “Effectiveness of Ninth-Grade Physics in Maine: Conceptual Understanding,” The Physics Teacher 47(4), 234-239 (April 2009)

M. Wells, D. Hestenes, and G. Swackhamer, “A Modeling Method for High School Physics Instruction,” Am. J. Phys. 63 (7), 606-619 (1995).

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