Physical Science, Chemistry, and Physics Field Testing Opportunity
SEPUP (Science for Public Understanding Program) at the Lawrence Hall of Science, University of California, Berkeley, invites applications for the field testing of their Science in Global Issues 9th and 10th grade integrated high school science curriculum which is being developed with funding from the National Science Foundation. The course has an inquiry‑based approach to science topics centered on questions of global sustainability. In total, the two‑year program consists of 4 semesters of biology (ecology, evolution, genetics, cell biology), 2 semesters of chemistry, and 2 semesters of physics. During the Spring 2009 semester field test teachers will cover either one half‑semester of Chemistry or one full semester of Physics. These units are appropriate for high school Physical Science, Chemistry, or Physics. Further descriptions of the units can be found below this announcement. Specific student learning outcomes can be requested directly from Maia Willcox, SGI Field Test Coordinator, at mwillcox@berkeley.edu.
SEPUP is calling for field test centers that consist of one director and 4‑6 teachers in a school or district. Field test teachers will receive selected units that include student materials, teacher’s guide, and kit materials. The director and teachers from each field test center will be invited to attend a three‑day training conference in Berkeley, CA, January 16‑18, 2009. Airfare, room, and board will be covered for conference participants.
For more details on the field testing of Science in Global Issues and for a copy of the field testing application guidelines, go to www.sepuplhs.org. The application deadline for the 2009 Spring semester is October 15, 2008.
Physics 1
This 8‑10 week, Science in Global Issues, high school level unit focuses on the specific physics content of waves. Related content includes wave characteristics, wave interference, resonance and earthquake engineering. Likewise, students explore the electromagnetic spectrum, spectroscopy, the quantized nature of light, and the risks associated with ionizing radiation. The issues of global earthquake disasters and radiation risks are the framework within which students make science‑based decisions about the future sustainability in a community.
Physics 2
In this 8‑10 week, Science in Global Issues, high school level unit, students will investigate how different energy sources are used to produce electrical energy and the trade‑offs associated with these sources. Within the context of electrical energy usage and circuits, students will explore the science content of electrostatics, current, and electromagnetism. At the end of the unit, students will assist an island community to develop sustainable energy sources.
Earth’s Resources Unit (Chemistry)
This 8‑10 week, Science in Global Issues, high school level unit addresses the fundamental chemistry concepts of the structure and properties of matter. Students investigate the structure of atoms, the physical and chemical properties of elements and compounds, bonding, the Periodic Table, and carbon chemistry. They do this through the study of the use of the Earth’s resources. Students examine the issue of sustainable development by considering various perspectives including balancing limited resources with increasing demand, the use of alternative materials, the issue of waste materials, and the latent energy costs in the production of materials.