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A program of study is recommended by the supervisory committee after conferring with the student. There is no core of
required courses for the MNS degree. The minimum number of semester hours required for the degree is 30. More may be
required by the supervisory committee depending upon the background of the student and the nature of the proposed program.
In some cases undergraduate courses may be required to remove deficiencies. Specific information about the MNS for high
school physics teachers should be requested from the department’s MNS coordinator.
Graduate courses in physics or other natural sciences can apply toward the remaining credits if approved by the
student’s supervisory committee. The courses listed below are offered in the Summer semesters, so as to be compatible
with full time appointments in the high school system nationwide. Students are resident during these summer semesters, but
are expected to complete part of their studies during the normal academic year, without being in residence. The following
courses are offered currently in the Summer semesters:
Category I: Teaching Methods with Intensive
Content
| Course |
When Offered |
Description |
| PHS 530 / PHY 480:
Methods of Teaching Physics I (Mechanics) - 3 credits |
1st summer session 2008, June 16 -
July 3
8:00am - 3:30pm M-Th, 8:00am - 12:00pm Fri.
2nd summer session 2008, July 7-25
8:00am - 3:30pm M-Th, 8:00am - 12:00pm Fri. |
An inquiry approach to high school physics teaching that incorporates computer
technology and insights from physics education research. Emphasis is placed on basic models and modeling in mechanics,
developing skills in scientific discourse and presentation and assessment of student learning. Prerequisite: 2 semesters
college physics. |
| PHS 531: Methods of Teaching Physics II
(Microscopic Models of Electricity and Magnetism) - 3 credits |
1st summer session 2008, June 16 -
July 3
8:00am - 3:30pm M-Th, 8:00am - 12:00pm Fri. |
This Modeling Workshop provides teachers the opportunity to expand the modeling
techniques learned in PHS 530 to microscopic models of electricity and magnetism. Prerequisite: PHS 530 or instructor
approval. |
| PHS 534: Methods of Physical Science
Teaching I - 3 credits |
1st summer session 2008, June 9-27
8:30am - 1:00pm M-F, off campus |
Physical science and mathematics content integrated into coherent instructional units.
Design of curriculum and conduct of instruction for physical science courses in high school or middle school. Instruction with
collaborative inquiry methods. (Often cross-linked with MTE 598: Physical Science with Math Modeling Workshop.) A sequel
to this course was piloted as PHS 594 in July 2007. Alignment of PHS 534 with AZ Science Standards (grade 8, high
school). |
| PHS 593: Applied Project: Action Research in Physical
Science - 1-3 credits |
|
A project-oriented course for inservice physical science teachers. Action Research
Projects (aimed at practical improvements in teaching practice) will be undertaken by teams of two or more teachers.
Projects begin with a written proposal subject to approval by the instructor. Classroom implementation and evaluation may
be required. A final written report and a public presentation to peers at a meeting or by a published paper is normally
required. May be repeated for credit. |
| PHS 594: Workshops in Physical Science
(PHS 594/MTE 598) - 1-4 credits |
|
Models and modeling as an integrating theme for middle school mathematics and
science. |
| PHS 594: Electricity for Middle/Secondary
Teachers - 3 credits |
|
Modeling-adapted CASTLE electricity. Prerequisite: PHS 534 or PHS 530/PHY
480. |
| PHS 594: Advanced Modeling Workshop
- 3 credits |
|
Cognition, modeling discourse management, energy thread, assessment, other issues.
Prerequisite: Two modeling workshops. |
| PHS 598: Leadership Workshop 1 credit |
2nd summer session 2008, July 11 -
Aug. 1
8:00am - 12:00pm, Friday |
Described above, the main purpose is to build a cohesive peer learning community
among teachers in the MNS program. Teams of teachers learn to engage in action research. Download
action research policy
document. |
| CHM 594: Modeling instruction in HS Chemistry
I - 3 credits |
1st summer session 2008, June 16 -
July 3
8:30am - 3:30pm M-Th, 8:00am - 12:00pm Friday |
Key concepts in 1st semester high school chemistry from a model-centered
perspective. Prerequisite: in-service chemistry or physics teacher or instructor approval. |
| CHM 594: Modeling instruction in HS Chemistry
II - 3 credits (Cross-listed with PHS 505) |
|
Key concepts in 2nd semester high school chemistry from a model-centered
perspective. Prerequisite: Modeling Instruction in HS Chemistry I. |
Category II: Integrated
Science
| Course |
When Offered |
Description |
| PHS 505: Energy and the Environment
- 3 credits (Cross-listed with CHM 594) |
1st summer session 2008, June 9-27
8:30am - 1:00pm |
For high school teachers of all sciences and math. Current problems in energy
resources, production, consumption, and conservation. No physics or mathematics prerequisites; but math teachers need
a strong science background. Download the course description. |
| PHS 540: Integrated Physics
and Chemistry - 3 credits |
2nd summer session 2008, July 7 -
Aug. 5
12:30pm - 3:30pm M-Th |
Emphasis on coordinating concepts of physics and
chemistry with a quantum mechanical description of atomic structure and bonding. Prerequisite: CHM 480 or PHY 480
(PHS 530) or instructor approval; inservice physics or chemistry teacher. |
| PHS 542: Integrated Mathematics and
Physics - 3 credits |
|
Mathematical models and modeling as an integrating theme for mathematics and
physics. |
| PHS 550: Physics and
Astronomy - 3 credits |
|
Astronomy curricula and projects for secondary school, with emphasis on the role of
physics in astronomy. Prerequisite: two semesters college physics, knowledge of college algebra. |
| PHS 556: Astrophysics - 3 credits |
|
Structure and evolution of stars, galaxies and the universe. For secondary school
teachers. Prerequisite: PHS 550 or equivalent, knowledge of introductory calculus. |
Four Project Pathways
courses
(http://modeling.asu.edu/mns/mns.html).
Category III: Contemporary
Physics
| Course |
When Offered |
Description |
| PHS 560: Matter and Light
- 3 credits |
|
Interactions of light with matter. Lasers and spectroscopy. Prerequisite: two
semesters college physics and one semester calculus. |
| PHS 564: Light and Electron Optics
- 3 credits |
2nd summer session 2008, July 7 -
Aug. 5
8:00am - 11:15am M,T,Th |
Principles and practice of optical and electron-optical instruments. Reflection,
refraction and diffraction. Microscopy, spectroscopy and holography. Instrument design, operation and applications.
Prerequisite: one semester college physics. |
| PHS 581: Structure of Matter and its Properties
- 3 credits |
|
Models of matter and its properties: mechanical, thermal, optical, electrical, magnetic.
Prerequisite: two semesters college physics. |
| PHS 570: Spacetime Physics
- 3 credits |
|
Special and General Theories of Relativity with implications for space and time travel.
Prerequisite: two semesters college physics. |
| PHS 593: Applied Project: Action Research in Physical
Science - 1-4 credits |
|
A project oriented course for in-service physical science teachers. Action Research
Projects (aimed at practical improvements in teaching practice) will be undertaken by teams of two or more teachers.
Projects begin with a written proposal subject to approval by the instructor. Classroom implementation and evaluation may
be required. A final written report and a public presentation to peers at a meeting or by a published paper is normally
required. May be repeated for credit. |
| PHS 594: Physical Science with Math Modeling
Workshop II - 1-4 credits |
2nd summer session 2008, July 7-25
8:30am - 1:00pm M-F, off campus |
Collaborative workshops on various topics in physical science and its integration with
technology for in-service teachers. Prerequisite: PHS 534 |
| PHS 594: Modeling Workshops in either Models of Light
or Mechanical Waves and Sound |
|
The main objective of the mechanics modeling workshop was to acquaint teachers
with all aspects of the modeling method and develop some skill in implementing it. |
We strongly recommend that teachers take a Modeling Workshop before our other courses, as Modeling Instruction
is the foundation of our program. Most teachers find the modeling approach far superior to traditional instruction. It’s
adaptable to all sciences.
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