Standards for the Preparation of Teachers

 

 

 

DP
Physical Science

(Secondary)

 

 

 

 

Adopted by the Michigan State Board of Education

August 8, 2002


 

 

Standards for the Preparation of Teachers of Physical Science (Secondary)

DP Endorsement

 

Preface

 

 

Development of the Proposal

 

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.

 

 

Approval of Programs

 

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.

 


 

Content Guidelines/Standards Matrix

College/University

Lake Superior State University Sault Sainte Marie

Code

DP

 

Source of Guidelines/Standards

Michigan State Board of Education,
August 2002

Program/Subject Area

Physical Science (Secondary)

 

 

A Awareness

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

 

B Basic Understanding

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

 

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

 

C Comprehensive Understanding

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

 

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

 

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

 

 


 

 

 

Narrative Explaining how Required Courses and/or Experiences
Fulfill the Standards for Secondary Programs

 

Standard/Guideline

36 Semester Hour
Group Major

50 Semester Hour Comprehensive Group Major

24 Semester Hour Minor

 

Submit a narrative that explains how this program:

The physical science major described in this application is closely and appropriately aligned to the content standards and benchmarks defined by the State Board of Education for the preparation of chemistry, physics and physical science teachers. The Michigan Curriculum Framework standards are used as the basis for this program. Chemistry, sometimes referred to as the central science, is inseparably linked to all other science concepts, and through relevant and interesting examples applications of chemical principles are found in everyday life and from every science discipline. Physics concepts and principles are evident all around us, and courses in physics and physical chemistry emphasize the application of these principles. Our secondary science methods course (TE443) is the capstone course in the preparation of science educators, and many of the key integrative and curriculum based standards find their place in our curriculum through this course.

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

 TE443

TE443

 

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.

TE443

TE443

 

 


 

 

 

 

Narrative Explaining how Required Courses and/or Experiences
Fulfill the Standards for Secondary Programs

No.

Standard/Guideline

Level
of Proficiency

36 Semester Hour
Group Major

50 Semester Hour Comprehensive Group Major

24 Semester Hour Minor

 

The preparation of secondary physical science teachers should:

 

 

 

 

1.0

understand and develop the major concepts and principles of physics and chemistry which shall include the following topics:

 

The proposed 40-hour group major prepares candidates to teach the important science content areas of chemistry and physics. The program is comprised of 21 credits in chemistry courses which are aligned with the chemistry (DC) standards, and 16 credits in physics and physical chemistry which address the additional physics content outlined in these standards. Finally, three additional credits are earned through a course in secondary science methods. The 54-hour comprehensive group major extends the instruction in chemistry and physics, and requires completion of the majors level courses in organic and biochemistry.

1.1

Major Concepts and Principles of Chemistry

 

 

 

 

1.1.1

Inorganic Chemistry, including

 

The major concepts of inorganic chemistry are taught through the full-year general chemistry course ( CH115/116 - 9 semester credits) and its associated required laboratory (3 hours per week). This course is the foundation for the program, serving as prerequisite for all courses above the 200 level. Laboratory exercises provide opportunity for both confirmation and demonstration of concepts taught in lecture, as well as a vehicle for students to construct new knowledge and understandings. Course syllabi and expanded course objectives identify the key concepts, laboratory activities and assessment elements. Wherever possible the nationally standardized ACS examinations are used for the final course evaluation instrument. Students have scored consistently at or above those national norms.

1.1.1.1

atomic/molecular structure and bonding

C

CH115

expan. object.

CH115

expan. object.

 

1.1.1.2

stoichiometry

C

CH115

expan. object.

CH115

expan. object.

 

1.1.1.3

gas laws

C

CH115

expan. object.

CH115

expan. object.

 

1.1.1.4

states of matter

C

CH115

expan. object.

CH115

expan. object.

 

1.1.1.5

chemical kinetics

C

CH116

expan.object.

CH116

expan.object.

 

1.1.1.6

equilibria

C

CH231

CH231

 

1.1.1.7

acid-bases

C

CH231

CH231

 

1.1.1.8

electrochemistry

C

CH332

CH332

 

1.1.1.9

nomenclature

C

CH115

expan. object.

CH115

expan. object.

 

1.1.1.10

qualitative analysis

C

CH115

expan. object.

CH115

expan. object.

 

1.1.2

Physical Chemistry, including

 

A one-year sequence in Physical Chemistry provides advanced instruction on concepts which address the standards in this section. Laboratory experiences in physical chemistry I provides hands-on experiences relating to the lecture concepts, and reinforcing the application of the theories and formula. Physical Chemistry has prerequisites of one-year of physics, one-year of calculus and one year of general chemistry. Concepts of molecular spectra and spectroscopy are also covered in the instrumental analysis course ch332 (which has prerequisites of 1-semester of calculus, one year of general chemistry and one semester of quantitative analysis)

1.1.2.1

measurements of physical properties of solids, liquids, and gases

C

CH361

CH361

 

1.1.2.2

phase equilibria

C

CH361

CH361

 

1.1.2.3

calorimetry

A

CH361

CH361

 

1.1.2.4

quantum mechanics

A

CH362 and CH462 lab

CH362 and CH462 lab

 

1.1.3

Organic Chemistry, including:

 

The organic chemistry standards are fully addressed through a course which surveys organic and biochemistry (CH105) at a level appropriate for a high school teacher. This course contains extensive laboratory experiences to reinforce the topics of each standard. However, most students completing a bachelors degree through the university will complete a traditional one-year organic chemistry course (CH225/226), as well as the senior level biochemistry course (CH451) which has a one-year organic chemistry prerequisite. Candidates, through lecture and extensive laboratory experiences will demonstrate the requisite knowledge and skills addressed in each standard.  The requirement is therefore CH105 alone, or the combination of all three courses - CH225/226/451

1.1.3.1

functional groups

C

CH105 or

CH225/226/451

CH225

 

 

1.1.3.2

nomenclature

C

CH105 or

CH225/226/451

CH225

 

1.1.3.3

aliphatic and alicyclic reactions

A

CH105 or

CH225/226/451

CH225

 

1.1.3.4

stereochemistry

A

CH105 or

CH225/226/451

CH225

 

1.1.3.5

structure and reactivity of major functional groups

B

CH105 or

CH225/226/451

CH225

 

1.1.3.6

aromatic compounds

B

CH105 or

CH225/226/451

CH226

 

1.1.3.7

spectroscopy

B

CH332

CH332

 

1.1.3.8

polymers

B

CH105 or

CH225/226/451

CH226

 

1.1.3.9

biomolecules

B

CH105 or

CH225/226/451

CH451

 

1.2

Major Concepts and Principles of Physics, including

 

Instruction in physics is found in the one-year general physics survey course which includes all basic topics in physics. In addition, through the one-year physical chemistry course candidates receive advanced instruction in the topics of thermodynamics, and modern physics.  Topics in atomic, quantum, and nuclear physics are better met through the content of physical chemistry

1.2.1

mechanics

C

PH221

221Lab

PH221

221Lab

 

1.2.2

electricity

C

PH222

222Lab

PH222

222Lab

 

1.2.3

magnetism

C

PH222

222Lab

PH222

222Lab

 

1.2.4

thermodynamics

C

PH222

222Lab

PH222

222Lab

 

1.2.5

waves and vibrations

C

PH222

222Lab

PH222

222Lab

 

1.2.6

optics

C

PH222

222Lab

PH222

222Lab

 

1.2.7

atomic and nuclear physics

B

CH361

CH361

 

1.2.8

radioactivity

B

PH222

222Lab

PH222

222Lab

 

1.2.9

relativity

A

PH222

222Lab

PH222

222Lab

 

1.2.10

quantum mechanics

A

CH361

CH361

 

 


 

 

 

Narrative Explaining how Required Courses and/or Experiences
Fulfill the Standards for Secondary Programs

No.

Standard/Guideline

36 Semester Hour
Group Major

50 Semester Hour Comprehensive Group Major

24 Semester Hour Minor

 

The preparation of physical science teachers will enable them to:

Calculus level mathematics is a prerequisite for quantitative analysis (CH231). One year of college level calculus is prerequisite to physical chemistry (CH361 and CH362) Mathematics, and mathematical problem solving skills are used extensively throughout the curriculum, from stoichiometric and logarithmic problems in general chemistry, limiting reagent and percentage yield in organic, to the rigorous calculations needed in quantitative analysis.

 

TE443, Secondary Science Methods includes an advanced field placement requirement, direct instruction in issues related to classroom and laboratory instruction at the secondary level, and to demonstrating the essential skills, dispositions and knowledge of a pre-service secondary science teacher. Through activities, demonstration lessons, field work in grade 7-12 classrooms and course assignments students provide evidence of their professional development and readiness to enter the classroom. Evaluation standards for TE443, and the entire professional education sequence, are based on the ELSMT standards. Assignments include aligning curriculum materials developed through the course to the Michigan Curriculum Framework.

2.0

apply mathematics, including statistics and precalculus, to investigations in physical science and the analysis of data;

One year of college calculus (MA151-152) is required as prerequisite to Physical Chemistry I/II (CH361/CH362). In addition, students use statistics to analyze data in CH231 Quantitative Analysis and higher courses.

One year of college calculus (MA151-152) is required as prerequisite to Physical Chemistry I/II (CH361/CH362). In addition, students use statistics to analyze data in CH231 Quantitative Analysis and higher courses.

 

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;

TE443

TE443

 

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;

TE443

TE443

 

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;

TE443

TE443

 

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;

TE443

TE443

 

7.0

demonstrate competence in the practice of teaching as defined within the Entry-Level Standards for Michigan Teachers;

TE443

TE443

 

8.0

create and maintain an educational environment in which conceptual understanding will occur for all science students;

TE443

TE443

 

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

TE443

TE443

 

10.0

develop an understanding and appreciation for the nature of scientific inquiry.

TE443

TE443