Cranston Herald 12.22.05

Physics First may teach science best

By ELIZABETH SEAL

No one knows exactly how the current science curriculum came into being – high school students have taken biology, then chemistry, then physics for as long as most people's memories go back.

Theories abound, though. The most popular is the joke that the original drafters of the order were somewhat lacking in imagination and just put the sciences in alphabetical order. Another theory is that the sciences, 100 years ago, progressed most naturally in that order.

That isn't the case anymore, say many science educators. Biology has become a highly abstract science with many of its basic principles grounded in chemistry. Meanwhile, physics has moved more towards engineering aspects and other physical applications.

Many believe it's time for the entire progression of science education to be overhauled. Cranston High School West will be one of those leading the charge.

Starting next year, five high schools in Rhode Island will be taking part in an entirely grant-funded, three-year pilot program called "Physics First." As the name indicates, the program will put physics first in the curriculum, where it will be taught to high school freshmen at each of the five participating schools.

Gov. Donald Carcieri, who backed the initiative, said he believes teaching physics before the other sciences will give students a better grounding in each topic before moving on and avoid redundancy.

West Science Chair Steven Krous also believes the new order, which puts biology last on the schedule, will allow schools to teach a much more advanced brand of biology since the students learning it will be much older. He sees the school having time to add in biotechnology, genetics and evolution – areas that could not be covered in many classes because of the need to include a smattering of other sciences that students hadn't been exposed to yet.

"We spend a month or two months teaching chemistry principles [in our current biology classes]," Krous pointed out.

In addition, the new order will also encourage the schools to teach a more hands-on approach to physics, which typically has been more of a math-based course. Many kids don't even take physics – both Krous and Coordinating Director of Education Norm Laliberte said they were first exposed to physics in college, mostly because physics came last and, as a result, wasn't required as part of the mandatory two years of science.

Laliberte said he expects this new order will make science more accessible to kids who otherwise would have quit after biology and chemistry and perhaps strike a spark of interest in the next generation of potential engineers.

"It's going to open a world of science for all the kids that otherwise wouldn't have experienced it," he said.

Offering physics to ninth graders starting next year will have one immediate effect on West's curriculum. Principles of science, which until now has been the standard freshman year science course, will be eliminated. Many of the teachers that formerly taught it will be retrained this summer to teach the new physics approach.

In addition, while the pilot program is running, West will be responsible for teaching parallel science courses – physics to seniors and freshmen, chemistry to sophomores and juniors and biology to sophomores and juniors as well (at least during the first year, after which biology will only be taught at the junior level).

"We still have that whole population at West that still has to go through the regular sequence," Krous pointed out.

The potential advantages of the system, however, are worth it for both Krous and many in the department. To begin with, students will have more flexibility to take science electives, especially during their senior year. The school department is also hoping that the new sequence will boost test scores when the state starts its mandatory science testing in the next year or two.

The tests will be given in 11th grade; under the new system, students will have already gone through physics and chemistry and will possibly have a smattering of biology as well by the time they sit down for the test. Laliberte said if there's any science area that kids are likely to have a good understanding of before they sit down for formal instruction, it's biology. Therefore, it makes sense to have biology be the only uncompleted course when the test is taken.

Krous is also hopeful that the physics the students will learn will help them better understand other math and science areas, thereby boosting overall comprehension and test scores as well.

"I think it has the basis for success," he said. "I don't see it performing worse than the current sequence."

If Physics First is successful at West, Laliberte anticipates that it will be launched at East with the potential of eventually becoming the new standard statewide. He is hopeful that the governor's support of the program will extend to the funds needed to bring the program to the non-pilot schools – not only will the new physics method require new textbooks, but it will also require the equipment needed to teach hands-on lessons. Teacher retraining will also likely be needed.

"That was good motivation for getting involved in the grant because the money is not always there," Krous said.

In order to introduce parents to the new program, the school department plans to host something of an open house next month. The forum will give parents the opportunity to learn about the new order and ask questions. Krous said West understands there may be some initial resistance, if only because the old system was in place for so long.

"It's a big change from when we went to school," he said.