High School Physics—a Physical Approach

with an Emphasis on the Scientific Method

Introduction and Methodology

Prerequisites

Since this course is for high school students, it will require at least algebra and trigonometry. Calculus is not required. However, the students will find that many of the ideas discussed and developed can be better expressed with calculus. The instructor should encourage those students who can use calculus to do so.

Student Evaluation

The instructor will evaluate students with two short examinations each week (assuming the class meets five days per week) but will not require a final or mid-term examination. The weekly examination will often cover old material and prerequisite material, that is, mathematics.

The instructor will require the students to keep a physics notebook. The instructor will examine and evaluate the notebook on an impromptu basis, usually one notebook per class meeting. The instructor will examine each notebook at least six times during the year.

Student Teaching

Each student will lead the class at least once (but as many as four times) during the year. The total number of class meetings and the number of students will determine how often students can lead the class. The student leader must meet with the instructor at least twice prior to leading the class. With the instructor's help, the student leader will devise a plan for teaching the material. Also with the instructor's assistance, the student leader will learn the topic and demonstrate that s/he understands the topic well enough to help others with their learning.

Special Projects

The students will participate in at least two special projects that will require their presence over a weekend or overnight. The projects will almost certainly require extra supervisory personnel (probably parents) to provide transportation and a safe learning environment.

Scientific Method

As a reminder, we can describe the scientific method as consisting of systematic observation, measurement, and experiment, and the formulation, testing, and modification of hypotheses. (There are other, more complete definitions.)

This course will emphasize the scientific method and will encourage the student to apply the scientific method whenever possible. The instructor should strive to present material in such a way that the student will be most successful when investigating the material using the scientific method. Most students will not have had experience in courses that require their participation in such a direct and profound way and many will struggle with this new learning paradigm. The instructor must be patient with each student but insistent that each student make the discovery of physical laws on their own.

Some concepts do not lend themselves to the scientific method and the instructor must present these ideas in a lecture format. Typical examples of such concepts are the scientific method itself, motion kinematics, introduction to quantum mechanics, atomic shells, and so on. Even so, the instructor must include the students in the presentation with discussions and the instructor must allow students to present their own ideas of how the concept should be used and learned.

Scientific Method
flow chart

Teaching Technique

The teaching technique we will use in this physics class is based on the ideas presented by Roger A. Freedman in his article Challenges in Teaching and Learning Introductory Physics.

Mr. Freedman recommends dividing the class into multiple groups of three students each and allowing the student groups great freedom in discovering physics for themselves. Each member of the student group is assigned a specific role. The instructor's role is to present some interesting phenomena at the beginning of the class and then encouraging the students to develop mathematically based hypotheses about the phenomena. In addition, the instructor repeatedly visits each group during class time to prevent them from going too far astray. By the end of class (or two classes) the students should have grasped the physical idea and developed some mathematics to describe it. The mathematical description should facilitate predictions about the phenomena and should indicate how the hypothesis could be broadened.

Field Trips

In the spirit of scientific communication, the class will take two field trips to "nearby" scientific meetings. There will be one field trip each semester. The instructor should encourage parents of some students to also attend these meeting. The parents will be responsible for transportation and student safety during the meeting.

Study Group

The instructor will provide leadership for a study group that will meet at least 3 times per week after school. Typically the location will be off campus in a library, coffee shop or student's home. The intent of study group is to provide time for problem solving in more traditional modes, that is, "book" problems. Also, the study group will provide the students a chance to experience the vital interpersonal relationships and exchange of ideas that nearly always accompany good science.