9P.1.3.3 Developments in Physics
Describe changes in society that have resulted from significant discoveries and advances in technology in physics.
For example: Transistors, generators, radio/television, or microwave ovens.
Overview
MN Standard in Lay Terms
Advances in science based technology has helped changed society to better meet its needs. Technology advancements have aided the areas of health, work production, time saving, and leisure (entertainment). For example, the advancements in wireless technology (WiFi or satellite) has greatly increased the ability for people to communicate with others from almost anywhere. It has allowed people to be more mobile, while communicating with others at far distances. The advancement of technology has allowed for more flexibility, by making things faster, smaller, and more portable.
Big Idea
From a resolution adopted by the 23rd general assembly of the International Union of Pure and Applied Physics. See this page.
Physics - the study of matter, energy and their interactions - is an international enterprise, which plays a key role in the future progress of humankind. The support of physics education and research in all countries is important because:
1. Physics is an exciting intellectual adventure that inspires young people and expands the frontiers of our knowledge about Nature.
2. Physics generates fundamental knowledge needed for the future technological advances that will continue to drive the economic engines of the world.
3. Physics contributes to the technological infrastructure and provides trained personnel needed to take advantage of scientific advances and discoveries.
4. Physics is an important element in the education of chemists, engineers and computer scientists, as well as practitioners of the other physical and biomedical sciences.
5. Physics extends and enhances our understanding of other disciplines, such as the earth, agricultural, chemical, biological, and environmental sciences, plus astrophysics and cosmology - subjects of substantial importance to all peoples of the world.
6. Physics improves our quality of life by providing the basic understanding necessary for developing new instrumentation and techniques for medical applications, such as computer tomography, magnetic resonance imaging, positron emission tomography, ultrasonic imaging, and laser surgery.
MN Standard Benchmarks
9P.1.3.3.1 Describe changes in society that have resulted from significant discoveries and advances in technology in physics. For example: Transistors, generators, radio/television, or microwave ovens.
The Essentials
Where does technology come from? Virtually all of the technology we enjoy today is powered by the four key scientific concepts of quantum mechanics, electromagnetism, special relativity, and general relativity. Enjoy this inspirational video featuring Dr. Richard Epp, Manager of Scientific Outreach at Perimeter Institute.
1) NSES Standards:
2) AAAS Benchmarks of Science Literacy and Atlas
from Benchmarks Online - Project 2061 - AAAS
The Mathematical World (9):
Reasoning (9E):
9E/H5 - Because computers can store, retrieve, and process large amounts of data, they can rapidly perform a long series of logic steps. They are therefore being used increasingly to help experts solve complex problems that would otherwise be very difficult or impossible to solve. Not all logic problems, however, can be solved by computers.
Historical Perspective (10):
Displacing the Earth from the Center of the Universe (10A):
10A/H8 - The work of Copernicus, Galileo, Brahe, and Kepler eventually changed people's perception of their place in the universe.
Uniting the Heavens and Earth (10B):
10B/H4 - For several centuries, Newton's science was accepted without major changes because it explained so many different phenomena, could be used to predict many physical events (such as the appearance of Halley's comet), was mathematically sound, and had many practical applications.
10B/H5 - Although overtaken in the 1900s by Einstein's relativity theory, Newton's ideas persist and are widely used. Moreover, his influence has extended far beyond physics and astronomy, serving as a model for other sciences and even raising philosophical questions about free will and the organization of social systems.
Moving the Continents (10E):
10E/H4 - Scientists continue to study the motions of the earth's plates and the phenomena those motions cause in an attempt to better understand the internal composition of the earth and the processes taking place within it.
Splitting the Atom (10G):
10G/H4a - A massive effort went into developing the technology for the production of nuclear fission bombs used against Japan in World War II. The hydrogen bomb, which uses nuclear fusion, was developed shortly after World War II. Another important development of this era was the nuclear reactor, in which nuclear energies are released in a controlled fashion for the production of electrical energy.
10G/H4b - Nuclear weapons and energy remain matters of public concern and controversy.
10G/H5 - Radioactivity has many uses other than generating energy, including in medicine, industry, and scientific research in many different fields.
Harnessing Power (10J):
10J/H1 - The Industrial Revolution developed in Great Britain because that country made practical use of science, had access by sea to world resources and markets, and had people who were willing to work in factories.
10J/H2 - The Industrial Revolution increased the productivity of each worker, but it also increased child labor and unhealthy working conditions, and it gradually destroyed the craft tradition. The economic imbalances of the Industrial Revolution led to a growing conflict between factory owners and workers and contributed to the main political ideologies of the 20th century.
10J/H3 - Today, changes in technology continue to affect patterns of work and bring with them economic and social consequences.
THE BASICS:
NAEP (optional)
Common Core Standards
2010 Minnesota Academic Standards - English Language Arts K-12
Curriculum and Assessment Alignment Form
Grades 11-12 Literacy in Science and Technical Subjects
Minnesota Academic Standards: Language Arts
Anchor Standard | Benchmark |
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. | 1. Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. |
2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. | 2. Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. |
3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. | 3. Follow precisely a complex multistep procedure when carrying out experiments, designing solutions, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text. |
4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. | 4. Determine the meaning of symbols, equations, graphical representations, tabular representations, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11-12 texts and topics. |
5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. | 5. Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas. |
6. Assess how point of view or purpose shapes the content and style of a text. | 6. Analyze the author's purpose in describing phenomena, providing an explanation, describing a procedure, or discussing/reporting an experiment in a text, identifying important issues and questions that remain unresolved. |
7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. | 7. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. |
8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. | 8. Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information. |
9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. | 9. Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. |
10. Read and comprehend complex literary and informational texts independently and proficiently. | 10. By the end of grade 12, read and comprehend science/technical texts in the grades 11-12 text complexity band independently and proficiently. |
Misconceptions
Physics has no practical impact on their daily lives
Vignette
Project Learning About the Impacts of Physics
It is the first week of physics class and Mr. M wants to build relationships among his students and motivate learning for the subject matter of physics by using small groups to complete a short collaborative project about the impact that physics has had on society in the past one hundred years. Each groups project will be shared with the class and the context as a whole will give the students a framework for understanding why physics is important to society and why it is a relevant topic worth learning about for the upcoming year. It will also give students a chance to learn a 21st century learning tool which is a technology goal in his district. The students will have completed an assigned pre-reading about what types of topics they will cover in this years physics class.
The class is broken into small groups of 3 students each and is given the task to fill in a circle map (see below) setting the stage for a more in depth project.
The students fill in the inner circle with the central theme "How has/is physics shaped/shaping society? For example, the invention of transistors has allowed us to create computers and other electronic devices." Next, the students brainstorm and fill in the outer circle with as many ideas on how physics has shaped society as they can think of (written or visual) while at the same time writing in the outer frame on how they believe they know this. The students whiteboard their circle maps to share with the class or, better yet, make them in google docs so that they are available for sharing and for referencing in the future.
To put their ideas into context, to add to their list of physics technology, to build their relationships with each other, and fulfill a technology goal, the students are assigned to a new collaborative group of three students for the second part of the project. Each group is given a decade in physics to research using the American Physical Societies online timeline 'A Century in Physics" as a starting point. Students are asked to create a presentation, podcast, video etc. on the impact of physics on society during their assigned decade using a 21st century learning tool.
Tools that student can choose to use include:
- Prezi, Google Presentation, PhotoStory etc.
- Audacity, Garageband, etc.
- Windows Movie Maker, iMovie, etc
Students take turns sharing their creations with the class in the order of the decades when finished. These projects will also be posted online to share with parents. Mr. M helps frame up the whole with his students by producing a new circle map like the original on the interactive whiteboard for the students to add to as a class this time. This final document is printed on poster sized paper and put up in a prominent place in the room.
Resources
Suggested Labs and Activities
Examples of the types of sites students can use for extended learning on topics related to physics impact on society.
A PBS Special surrounding the impact and history of the transistor. This website contains video clips, teachers resource material and loads of other information and resources for a unit or a student project on transistors.
A site for celebrating the history and impact of Lasers.
The development of radar
The Invention of Radio
History and Uses of the Xray
Video and Supplemental Materials from the Perimeter Institute on GPS and Relativity
Instructional suggestions/options
Timeline Project
Students break into groups and are assigned a portion of the timeline of A Century in Physics and produce a multimedia presentations in order to share their findings with the rest of the class. By the end of the unit students will be aware of the impact of physics on society and how society affects advances in physics eg. (nuclear research as advanced by research on the atomic bomb during wartime).
Medical Physics Project
Students break into groups researching and reporting on an area of Medical Physics that interests them. The reports and presentations must be done using google docs, prezi, or other online tool as their working environment. The teacher helps the students understand that this working environment is only made possible by the invention of the world wide web that was designed by physicist desiring to share data and resources.
"In August, 1984 I wrote a proposal to the SW Group Leader, Les Robertson, for the establishment of a pilot project to install and evaluate TCP/IP protocols on some key non-Unix machines at CERN ... By 1990 CERN had become the largest Internet site in Europe and this fact... positively \in Europe and elsewhere... A key result of all these happenings was that by 1989 CERN's Internet facility was ready to become the medium within which Tim Berners-Lee would create the World Wide Web with a truly visionary idea..."
Ben Segal. Short History of Internet Protocols at CERN, April 1995
Additional resources
The Pew Internet & American Life Project tracks and analyzes how computers and the Web are changing today's world. Its work helps the media, academics, policy makers and others to better understand technology's impact on society.
School Programs for Engineering Projects (grades 9-12):
- Engineering the Future: National Center of Technology Literacy (Boston Museum of Science)
- The Infinity Project: Institute of Engineering Eduction
- Gateway to Technology and Introduction to Engineering Design (Project Lead the Way)
Vocabulary/Glossary
Vocabulary is dependent on the areas of physics that the teacher/district decides the students should study about the impact technology in physics has/had on society.
For example: Transistors, generators, radio/television, or microwave ovens all have different vocabulary associated with them.
For Project Presentations on the Impact of Physics on Society:
- Prezi Create game-changing presentation online
- Google Presentation - a google docs product similar to PowerPoint, but on-line. Multiple people can create, edit, and share the same presentation.
- PhotoStory
- Audacity - audio podcast creator software.
- Garageband - music and podcast (audio and video) creating and editing software.
- Windows Movie Maker - PC movie creation and editing capabilities
- iMovie. - Mac movie creation and editing capabilities
- Drop Box - Simple online file sharing
Web Based Instructional Videos:
Examples of videos that show how physics can impact society:
Dan Cobley: What Physics Taught Me About Marketing
A TED talks video on the how physics helped Dan Colby relate to marketing.
Physics and marketing don't seem to have much in common, but Dan Cobley is passionate about both. He brings these unlikely bedfellows together using Newton's second law, Heisenberg's uncertainty principle, the scientific method and the second law of thermodynamics to explain the fundamental theories of branding.
Celebrating 50 Years of the Laser
In 1960 Ted Maiman fired the world's first laser, a very low-powered device by today's standards that was dubbed a "death-ray" by some and a "solution looking for a problem" by others. Today the laser touches our lives in countless ways - from the supermarket scanner to DVD players, from cosmetic surgery to state-of-the-art medical advances, from connecting people through the Internet to keeping our communities secure - lasers are everywhere in today's world. This film looks at how lasers impact our lives today and into the future through comments from a collection of laser pioneers and the researchers who are advancing the technology.
Assessment
Assessment of Students
1) Describe changes in society that have resulted from the development of transistors.
2) Describe changes in society that have resulted from the development of electric generators.
3) Describe changes in society that have resulted from radio and television technology.
4) Explain how programs like NASA have developed technology outside their original intention that has effected society. (cell phones, satellite TV, etc).
Assessment of Teachers
Modeling Instruction in High School Physics, Chemistry, Physical Science, and Biology
Materials and readings for teacher discussion and use for professional development
The Modeling Method of High School Physics Instruction has been under development at Arizona State University since 1990 under the leadership of David Hestenes, Professor of Physics. The program cultivates physics teachers as school experts on effective use of guided inquiry in science teaching, thereby providing schools and school districts with a valuable resource for broader reform. Program goals are fully aligned with National Science Education Standards. The Modeling Method corrects many weaknesses of the traditional lecture-demonstration method, including fragmentation of knowledge, student passivity, and persistence of naive beliefs about the physical world. Unlike the traditional approach, in which students wade through an endless stream of seemingly unrelated topics, the Modeling Method organizes the course around a small number of scientific models, thus making the course coherent. In 2000 the program was extended to physical science and in 2005 to chemistry, by demand of committed teachers.
Differentiation
Strategies from The Inclusive Classroom: Teaching Mathematics and Science to English-Language Learners, (Jarrett, D. (1999). The Inclusive Classroom: teaching mathematics and science to english-language learners. Portland, Oregon: Northwest Regional Educational Laboratory).
Thematic Instruction: Theme-based units can help ELL students connect prior knowledge to language and real-world applications.
Cooperative Learning: Students use language related to task, while conversing and tutoring one another.
Inquiry and Problem Solving: Inquiry and problem solving can be used prior to proficiency in English. Inquiry approaches in science can help student's language acquisition as well as their content knowledge.
Vocabulary Development: Students learn the meaning of words best during investigations and activities, instead of as a vocabulary list.
Modify Speech: Teachers can help ELL students by using an active voice, limiting new terms, using visual support, and paraphrasing or repeating difficult concepts. Slowing down speech, speaking clearly, and using a simple language structure will help ELL students with understanding.
Make ELL Students Feel Welcome: Encourage ELL students to express ideas, thought, and experiences. Focus on what student is say, not how they say it.
Article: PER research techniques for the multicultural classroom
Parents/Admin
Administrators
Ideas adapted from (Daniels, H, Hyde, A, Zemelman, S, & Heinmann, Initials. (2005). Best Practice: Today's standards for teaching and learning in America's schools. Portsmouth,NH:).
If observing a lesson on this standard, administrators might expect to see:
1. Students being challenged to think about how science and technology has changed society.
2. Students testing their understanding of how physics affects society and how societal concerns affect the field of science through historical investigation and reflecting on real-life scenarios.
3. Students taking responsibility for their own learning.
4. Students working in collaborative groups, analyzing, synthesizing, and defending conclusions.
5. Students sharing explanations for the results of investigation and their understanding of concepts.
6. Students continuously assessing and being assessed on their understanding of physics' effect on society and the influence of society on the field of physics.
7. Students' concepts are being built on prior knowledge of different forms of energy: electrical, mechanical, electromagnetic, sound, heat, etc.