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DOCUMENT RESUME
ED 055 803 SE^012
TITLE Materials].General^ Physics,^ Physics^12 [Science^ Curriculum
INSTITUTION PUB DATE Rochester 70 City^ School^ District,^ N.Y.
NOTE 264p.
EDRS PRICE MF-$0.65^ HC-$9.
DESCRIPTORS *Curriculum Materials; *ScienceGuides;^ GradeActivities;^ 12;^ *Physics; *Secondary^ Resource School
Science; *Teaching Guides
ABSTRACT The Physics 12 curriculum guide represents one in a
series of science guides especially designed to provide for the pupil
whose primary interests are in non-science fields. The program
providesunderstandings study inare physics developed, in which mathematical fundamental concepts concepts are andlimited, and
studentsunderstandings are encouraged to daily toexperiences. relate physical An emphasis concepts is andplaced on
laboratoryunderstandings activity will vithdevelop the fromexpectation such experiences. that most ofActivities the are
contained motion, heat in energy,these five energy units: transfer measuring by wave matter motion, at rest, and lightmatter waves. in
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SCIENCE
PHYSICS 12
1970
DIVISION OF INSTRUCTION
City Rochester, School DistrictNew York
These attributes are among thedesirable^ outcomes^ of^ this
physics course. Material changes in content and sequence for^ a^ Physics^12 pregram were suggested^ by^ teachrs^ and^ members^ of the^ Science Council during the 1968-69^ and^ 1969-70^ school^ years.^ These suggestions were reviewedand^ revised^ by^ Mr.^ Robert^ J. Stevenson, Jefferson HighSchool,^ and^ Mr.^ Thomas^ M.^ Bohrer of West High School, both experienced^ physics^ teachers.^ Dr. Samuel W. Bloom, directorof^ Science,^ edited^ and^ prepared the final manuscript for publication.
Dr. George J. Rentsch Assistant for Instruction Superintendent
Secretaries: Miss Carol VandenBerg Mrs. Blanche Greenholtz Summer - 1970
TABLE OF CONTENTS
Acknowledgment Foreword Message to Teachers Teacher Flexibility Laboratory Orientation
Page
iv iv
Repetition of Course Content Mathematical Computations Relevancy vi Each Student is a Consumer^ vi Reading Skills vii Textbooks Instructional and Multimedia Materials xii Suggested Time Sequence Unit I^ - Unit II^ - Unit III - Unit IV^ - Unit V^ - Appendix Key
xiv Measuring Matter at Rest I-1^ to^ 1- Matter in Motion II-1^ to^ 11- Heat Energy III-1^ to^ 111- Energyby Wave Transfer Motion IV-1 to IV- Light Waves V-1^ to^ V-
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ii or for the terminal student. Thus,^ the^ need^ has^ developed^ for a program of studies withobjectives^ differing^ from^ the^ Regents Physics syllabus. The Bureau of Secondary School Curriculum DeveloPment^ of The State Education Department has recognized the^ limited^ base for Regents Physics and has been developing aprogram^ of^ studies called General Physics -.An Experimental Syllabus^ since^ 1967. This program, General Physics, has been used experimentally^ at two Rochester high schools, Jefferson High^ School^ and^ Madison High School. In^ each^ case,^ the^ General^ Physics^ program^ as developed by the State Education Department was found^ to^ be inappropriate and wanting^ for^ youth^ in^ an^ urban^ community. In developing the Physics 12 curriculum guide, the^ general outlines and concepts developed in General Physics^ were utilized and retained^ with^ modifications^ made^ for^ the specific needs of the City School District. The^ basic^ changes^ have been the limiting of mathematical emphasis to the use of arithmetical manipulations as tools for understanding, limiting the depth of content matter to the interests and needs of the pupils, and the extension of the concepts covered from the theoretical to the practical. Additions^ made^ in^ the^ Physics 12 program include emphasis upon the applications of^ physical principles to the functional aspects of thestudent's^ immediate environment...his neighborhood.
iii The aim of the Physics 12 program is to provide a course of study in physics in which fundamental concepts and^ under- standings are developed; mtery^ mathematical^ concepts^ are^ limited; and where students are encouraged to relate physical^ concepts and understandings to daily experiences. An^ emphasis^ is^ placed on laboratory activity with the expectationthat^ most^ of^ the understandings will develop from such experiences.
Samuel W. Bloom
Laboratory Orientation This is a laboratory oriented program. Plan^ to^ provide as many different student activities^ as^ possible.^ Teacher demonstrations should be held to a minimum^ with^ individual pupils or small groups performingthe^ exercises^ fbr^ the^ larger group. The units and laboratory exercises^ are^ 'designed^ on^ a five time a week basis for a school year. Repetition of Course Content Care was taken in developing this curriculum^ guide^ to avoid repetition between Physics 12and^ previous^ sciences^ taken by students. While^ some^ of^ the^ basic^ concepts^ may have^ been previously encountered in ninth grade science,^ it^ is^ hoped^ that at this grade level a more matureattitude^ and^ appreciation^ can be developed by expanding and deepening^ the^ understandings^ involved. Mathematical Computations Mathematical computations should be kept^ at^ a^ minimum and used only as a tool to develop^ understandings.^ When^ math- ematical manipulations are needed,teach^ the^ class^ the fundamentals. Don't^ assume^ that^ every^ classmember^ can^ manipulate numbers. Avcid^ any^ manipulations^ more^ complex than^ a^ simple ratio, solution for one unknown, a simple^ proportion,^ or^ simple geometric constructions. Even^ the^ effect-of^ forces^ can be understood using the simplest type^ of^ mathematical computation.
vii Reading Skills Teachers cannot assumethat^ students^ entering^ a Physics 12 science class are reading^ at^ the^ eleventh^ ortwelfth^ grade level of comprehension. The^ facts^ are^ different..^ In^ an^ average
high school classroom, teachers^ find^ a^ reading range^ from^ the
fourth grade level to eleventh^ or higher^ levels.^ Anticipate^ lower reading levels for pupils enrolling^ in^ Physics^12 and^ be
prepared to deal with poor readers.^ Moreover,^ reading^ and^ read-
ing skills in physics are unique^ to^ the^ subject and^ pupils^ must
be taught how to read the^ physics^ text, how^ to^ follow instructions,
how to do an experiment,how^ to^ study^ physics.^ Physics^ has^ a special, technical vocabularywhich^ must^ be understood^ before the concepts can be comprehended. Many of the problems of^ reading^ physics materials^ are^ the
common problems in all^ content^ fields.^ These^ problems^ appear
exaggerated in physics due^ to^ the^ specialized vocabulary.^ If a teacher is to be^ successfulteaching^ the^ conceptsin^ physics,
he must also be^ a^ reading^ teacher and^ teach^ pupils how^ to
approach the reading of physics^ material.^ Five^ steps^ should
be considered in a physics^ reading^ lesson:
a. developing^ reading^ ofthe^ material
b. the^ initial^ reading of^ the^ material
c. developing^ word^ recognition skills d. discussion^ and^ rereading e. follow-up^ activities
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viii
Ways Reading of Meeting Physics Problems Material in
A. Difficulties^ of^ Vocabulary In order to develop the conceptsof^ physics^ through^ the use of language, thelearner^ must^ use^ the^ exact language of science and relate it to his ownexperience^ and^ his reading.
A physics book contains a considerable^ vocabulary^ of
scientific words and these words must be^ taught^ and^ under-
stood. It^ is^ important^ that^ theteacher^ anticipate vocabulary difficulties. Most physics textbooks have some means of^ calling^ the
attention of the pupil to a technical^ term^ when^ it^ is
first introduced: bold-face^ or^ italicized^ type.^ The teacher's job is to convince students that^ they^ cannot consider that they have masteredthe^ reading^ until^ they
have learned the spelling, pronunciation,^ and^ the^ meaning
of a term. Students^ must^ stop,^ look^ at the^ word,
vocalize it, read the definition, read^ and^ reread^ it^ until
they are able to assign a definite meaning^ to^ it^ in^ their
minds.
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D. Difficulties^ in^ Followins^ Directions In physics many experiments are performedwhich^ require
the student to read directions. These^ directions^ should
be read slowly and thoughtfully so that the experiment
may be followed step by step.. Specific^ training^ will^ be necessary. As^ the^ student^ reads^ directions^ and^ does experiments, the teacher should detect any difficulty the student^ may^ be^ having^ and^ give^ added^ instruction.
E. Difficulties Generalizations^ in^ Seeing^ Relationships^ and^ Formulating
Seeing relationships and forning generalizations may be difficulty for some pupils. They^ need^ many^ examples, opportunities for observation, and activities in order^ to
consider relationships and to reach conclusions or
generalizations.
The rate of reading physics materials needs to^ be^ slower
than the rate at^ which^ pupils^ read^ in^ other^ content areas. It^ is^ important^ to^ help^ students^ adjust their rate of reading to the purpose at hand.
xi
F. Difficulties^ in^ Differentiating^ Facts^ from Opinions
Students should be guided toward developing abilities^ to
differentiate between fact and opinion in^ their^ reading;
to recognize the difference between books^ written^ for
entertainment and those which are sources of^ accurate science information; to learn theimportance^ of^ ccpyright
dates and authors in determiningwhether^ reading^ materials
are authentic or not; to question the^ accuracy^ of^ what
appears in print; and to check^ conflicting^ statements^ with
other reliable sources.
Skills in reading physics materials need^ to^ be^ developed.
Teachers have the responsibility of teaching^ pupils^ to
read physics materials, meaningfully.
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