Work citedI. Particle Moving with Constant Velocity1. Paradigm Lab: Battery Powered Toy Lab2. Worksheet 13. Worksheet 24. Quiz5. Project Physics Text: Section 1.1 - The Motion of Thingsp. 9-156. Worksheet 37. Reading: Motion Maps8. Worksheet 49. Project Physics Text: Section 2.1 - The Aristotelian Theory of Motionp. 37-4110. Worksheet 511. Review12. Test13. Project Physics Text: Section 2.2 - Galileo and his Timep. 41-4314. Project Physics Text: Section 2.3 - Galileo's "Two New Sciences"p. 43-46II. Free Particle Motion1. Project Physics Text: Section 3.1 - The Concepts of Mass and Forcep. 65-662. Project Physics Text: Section 3.3 - Explanation and the Laws of Motionp. 67-683. Project Physics Text: 3.4 - Aristotelian Explanation of Motionp. 68-694. Demonstration: Inertia (Dry Ice Block/ Bowling Ball)5. Worksheet 16. Lab: Gravitational Force7. Reading: Free-body Diagrams8. Demonstration: Normal Force9. Worksheet 210. Worksheet 311. Quiz 112. Project Physics Text: Section 3.6 - Newton's First Law of Motionsp. 71-7413. Project Physics Text: Section 3.8 - Mass, Weight, and Gravitationp. 78-8014. Activity: Newton's Third Law15. Worksheet 416. Test1ARIZONA STATE UNIVERSITY MODELING CURRICULUM AND HARVARDPROJECT PHYSICS: INTEGRATION AND APPLICABILITYbyJason J. LindleyA project submitted in partial fulfillment of the requirements of the degree ofMaster’s in EducationState University of New York College at Buffalo2010Approved by Program Authorized to Offer Degree Date2State University of New York College at BuffaloAbstractArizona State University Modeling Curriculum and Harvard Project Physics:Integration and Applicabilityby Jason J. LindleySupervisory Faculty: Assistant Professor Luanna S. GomezPhysics DepartmentABSTRACTDuring the 1970's, Harvard Project Physics was a popular curriculum used in high school physicsclassrooms, and sought to change the way physics was taught. Today, the Modeling curriculum,developed at Arizona State University, seeks to do the same through "developing a soundconceptual understanding" (Jackson, Dukerich, & Hestenes, 2008, p. 13) of physics. However,the Modeling curriculum is weaker at incorporating literacy and the historical significance ofscience than its predecessor. The objective of this paper is to integrate the best of bothcurriculums in the topics of motion and forces in an effort to coherently incorporate literacy andhistorical context for use within a New York State high school Regents physics classroom. Introduction3Harvard Project Physics was a widely used curriculum during the 1970's and there was much care taken it its development.1 Similarly, in the 1990’s, the Modeling curriculum was developed and driven by advances in physics education research. Yet these curriculums are not without their shortcomings. This paper will explore the development of each curriculum and identify their strengths and weaknesses. The best aspects of each will be integrated coherently, so that it may be used by those currently teaching physics. Since the original Harvard Project Physics materials are being used, the paper will attempt to present the validity of using older materials within today's classrooms.I. BackgroundA. Harvard Project PhysicsIntroduction to Harvard Project PhysicsHarvard Project Physics was arguably one of the most influential physics curriculums used in the United States. Although this program is not in use today2, its impact is evident in the field of science education, and its materials are still adaptable anduseful in teaching high school physics to today's youth. This project was not a small undertaking, and through the foresight of F. James Rutherford, it became an amazing teaching tool that was tested and tweaked over several years during the 1960’s. The Authors of Harvard Project PhysicsF. James Rutherford was born in California in 1924. Shortly after the attack on Pearl Harbor, he joined the Navy. After the war ended, Rutherford completed his bachelor's degree at Berkeley, and then continued to obtain a master's in science education from Stanford. After teaching high school physics for several years, he went to1 Another curriculum, Physical Science Study Committee (PSSC) Physics, was developed with similar goals. It was used in the 1960s, but failed because teachers did not have appropriate training and "the typical high-school teacher is not 'a surrogate scientist'" (French, 1986).2 The Harvard Project Physics materials are currently being revised by David Cassidy, a professor at Hofstra University (Holton, 2003, p. 785).4Harvard where he received his doctorate in science education in 1961. Rutherford returned to teaching high school physics in California for a few years, but departed for Harvard in 1964 to become a professor of science education. Gerald Holton received his bachelor's degree from Wesleyan University in 1941 and a master’s degree in 1942 before continuing on to obtain a doctorate in physics from Harvard in 1948. He was a professor of physics at a number of universities before he ended up at Harvard, where he worked in both the physics and history of science departments. Fletcher G. Watson graduated in 1933 from Pomona College and went on to receive his doctorate in astronomy from Harvard in 1938. Fletcher did post-graduate work in the Harvard observatory and served in the Navy during WWII. After the war, he returned to Harvard where he became a faculty member of the Science Education department. Aims of Harvard Project PhysicsWhen the authors set out to create Project Physics, they first put together a set of concise goals for the course. They were: 1. To help students increase their knowledge of the physical world by concentrating on ideas that characterize physics as a science best, rather than concentrating on isolated bits of information2. To help students see physics as the wonderfully many-sided human activity that it really is. This meant presenting the subject in historical and cultural perspective, and showing that the ideas of physics have a tradition as well as ways of evolutionary adaptation and change. 3. To increase the opportunity for each student to have immediately rewarding experiences in science even when gaining the knowledge and skill that will be useful
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