Download here - TxSEd

1
HS Physics Streamlining Changes Recommended by Franklin Mayo
Texans for Superior Education (TxSEd)
Contact: 12111 Attlee Dr., Houston TX 77077, 281-589-8048, [email protected]
The following changes for the TEKS introduction section physics (c)(2) is also proposed for Biology and a full discussion problematic language
is given in HS Biology TEKS Changes Recommended by Franklin Mayo also submitted to the TEA. This section should be identical
for each high school science course.
Following the Introduction section is the important and problematic language in the Knowledge and Skills section (c)(3)(A). Again this
recommendation is the identical for each high school science course. A full discussion is given in HS Biology TEKS Changes
Recommended by Franklin Mayo also submitted to the TEA.
2
Proposed for the introduction section of all four science subjects:
Biology, Chemistry, physics (c)(2) proposed by committees:
(2)
Nature of science. Science, as defined
by the National Academy of Sciences,
is the "use of evidence to construct
testable explanations and predictions
of natural phenomena, as well as the
knowledge generated through this
process." This vast body of changing
and increasing knowledge is described
by physical, mathematical, and
conceptual models. Students should
know that some questions are outside
the realm of science because they deal
with phenomena that are not
scientifically testable.
All SEs are essential
for the scientific
process in general.
Supports
introduction
statements 2 and 3
Biology, Chemistry, physics (c)(2) proposed here.
(2)(A)
Nature of science. Science, as defined by
the National Academy of Sciences, is the
"use of evidence to construct testable
explanations and predictions of natural
phenomena, as well as the knowledge
generated through this process." This vast
body of changing and increasing knowledge
is described by physical, mathematical, and
conceptual models. “Natural phenomena”
here means physical phenomena. Physical
phenomena are quantified by properties
such as space, time, mass, charge,
momentum, energy, and force. A key
property of scientifically testable
explanations is that such tests are repeatable
over different times, different locations, and
different scientists. Students should know
that some questions are outside the realm of
science because they deal with phenomena
that are not scientifically testable
(2)(B)
Scientists are strongly committed to the
scientific method of investigation and
carefully adhere to the definition of science
in their work. Some scientists also insist that
only material things exist. Other scientists
take quite seriously a personal belief that
some nonmaterial or theistic aspects of
reality also exist. Texas public schools and
its representatives should not take any
position on what personal beliefs anyone
should or should not have.
Clarify the
meaning of
“natural”,
“physical” and
“testable
explanations”.
3
Proposed for the Knowledge and Skills section (c)(3)(A) of all four science subjects:
Knowledge and Skills section (c)(3)(A) recommended by committees
(A)
in all fields of science, analyze,
evaluate, and critique scientific
explanations by using empirical
evidence, logical reasoning, and
experimental and observational
testing;, including examining all
sides of scientific evidence of those
scientific explanations, so as to
encourage critical thinking by the
student;
SE now begins with a verb.
The including statement is
deleted to streamline for
time; students can’t master
everything on the including
list in an on-level one-year
biology course.
“All sides of scientific
evidence” is grammatically
incorrect; evidence does not
have sides, only different
perspectives on the
interpretation of the
evidence. MV (2/10):
various interpretations of
the evidence are important
at times. Recommended
edit: such as different
perspectives of the
interpretation of the data.
“In all fields or science,” is
deleted for correct syntax.
Other committees affected
are in agreement with the
suggested edit.
section (c)(3)(A) recommended here for each course:
(A)
analyze, evaluate, and critique
scientific explanations and their
underlying assumptions using
empirical evidence, logical reasoning,
and experimental and observational
testing, including different perspective
on the data and assumptions.
Clarify, include
assumptions, and
keep curriculum
focus on science.
4
Angular and rotational motion do not seem to be mentioned in the Physics TEKS.
Torque, angular displacement, angular velocity, angular acceleration, and the corresponding angular momentum and energy should be
covered to some extent. The rotational momentum and energy are conserved quantities so are very important quantities. Students should
know what these are in at least the simplest cases.
(4)(E)
Describe and analyze simple rotating machines including torque, angular displacement,
velocity, acceleration, inertia, momentum, and energy
Require basic and essential information on rotating
systems be included in the physics curriculum.
5
Physics (c)(5)
(B)
The indicated relationship can be strongly and complexly dependent on the shape of the object involved. The relationship is
appropriately simple for a point, small particle or sphere and this is the special case studied at the level of this course. The statement should
substitute “point, small particle or sphere” for the more general term “object”. I suggest:
Describe and calculate the gravitational force between two point or spherical masses separated by a distance. Describe and calculate
the electric force between two point or spherical electric charges separated by a distance.
(5)(B)
describe and calculate how the
magnitude of the gravitational force
between two objects depends on their
masses and the distance between their
centers
All SEs are essential
for the scientific
process in general.
Supports
introduction
statements 2 and 3
(5)(B)
Describe and calculate the
gravitational force between two
point or spherical masses separated
by a distance.
Objects in general is
beyond the scope of
HS Physics.
(5)(C)
describe and calculate how the
magnitude of the electrical force
between two objects depends on their
charges and the distance between them
their centers;
All SEs are essential
for the scientific
process in general.
Supports
introduction
statements 2 and 3
(5)(C)
Describe and calculate the electric
force between two point or
spherical charged bodies separated
by a distance.
Objects in general is
beyond the scope of
HS Physics.
(5)(D)
identify and describe examples of
electric and magnetic forces and fields
in everyday life such as generators,
motors, and transformers;
Merged with 5(G)
These changes were
supported by the
survey results.
6
(5)(F)
design, construct, investigate and
calculate in terms of current through,
potential difference across, resistance
of, and power used by electric circuit
elements connected in both series and
parallel combinations;.
Merged from 6(F)
Streamlined content
and met the needs
expressed in the
survey.
(5)(D)
identify and describe examples of
electric and magnetic forces and fields
in everyday life such as generators,
motors, and transformers; calculate
force on a current loop in a uniform
radial magnetic field similar to a
loudspeaker;
Student should
calculate at least
one simple case.
(This could also be
a useful setup for
wave problems.)
(5)(F)
design, construct, investigate and
calculate in terms of current through,
potential difference across, resistance
of, and power used by electric circuit
elements connected in both series and
parallel combinations;. Including
resistance, capacitance, and inductance
circuit elements.
Students need to
understand the
basic case with all
tree circuit
elements.
Physics (c)(4,5,6) do not mention the basic electrical and electronic components (capacitance, resistance and inductance) that correspond
to the basic mechanical components (springs, friction, and mass).
7





One should take note that these systems are direct analogs because many of the equations are of the exact same form. Only the
variable names are different. So the student does not have to memorize a whole new set of equations for each system. This helps
make the student to take interest and think deeply about the foundational relationships in physics.
There is in the modern world vastly more applications of the basic electrical components than there are applications of the basic
mechanical components. So students must know the electrical/electronic basics as well as the mechanical basics to be prepared for
the 21st century.
In the mechanical system the student can see much of what is happening. But in the electrical/electronic system the student cannot
see, hear, or feel anything going on. The student is forced to think more deeply, use lab instruments to observe what is going on in
the electrical system and use the laws of physics to predict what will happen. This forces the student to use their mind, math,
physical laws to think deeply instead of using their intuition to just guess.
This is an excellent preparation for the study of waves that is introduced in section (7).
Include at least:
o Discharge and dissipation of energy from each component, A(t)=A0exp(-at)
o Energy stored in each component = (1/2)kx2 (1/2)mv2 (1/2)CV2 (1/2)LI2
o Frequency or period of spring/mass or capacitance/inductance system with small energy dissipation
𝑘
f = √𝑚
f = 1/√𝐿𝐶
o Frequency dependent impedance of resistors, capacitors, Inductors and a series and a parallel resonate RCL circuit and
equivalent friction, spring, mass system.
Specific changes in side by side presentation follow.
Physics (6)
(A) - (D) should be done in electrical units as well as mechanical units. Compare a simple spring, mass, friction system with a capacitive, inductive,
resistive circuit. Many of the equation have the same form and com
8
(6)(A)
investigate and calculate quantities
using the work-energy theorem in
various situations
No changes were
supported by the
survey results
(6)(A)
investigate and calculate quantities
using the work-energy theorem in
simple friction, spring, mass system
and simple resistance, capacitance,
inductance system
Needed for electric
system coverage.
Direct comparison
of mechanical and
electrical systems
brings much deeper
understanding.
(6)(B)
investigate examples of kinetic and
potential energy and their
transformations
No changes were
supported by the
survey results
(6)(B)
investigate examples of kinetic and
potential energy and their
transformations in simple friction,
spring, mass system and simple
resistance, capacitance, inductance
system
Needed for electric
system coverage.
Direct comparison
of mechanical and
electrical systems
brings much deeper
understanding.
(6)(C)
calculate the mechanical energy of,
power generated within, impulse
applied to, and momentum of a
physical system
No changes were
supported by the
survey results
(6)(C)
calculate the mechanical energy of,
power generated within, impulse
applied to, and momentum of a simple
friction, spring, mass system and
simple resistance, capacitance,
inductance system
Needed for electric
system coverage.
Direct comparison
of mechanical and
electrical systems
brings much deeper
understanding.
(6)(D)
demonstrate and apply the laws of
conservation of energy and
conservation of momentum in one
dimension; and
No changes were
supported by the
survey results
(6)(D)
demonstrate and apply the laws of
conservation of energy and
conservation of momentum in one
dimension;in a simple friction, spring,
mass system and simple resistance,
capacitance, inductance system
Needed for electric
system coverage.
Direct comparison
of mechanical and
electrical systems
brings much deeper
understanding.
9
Physics (8)(E) An important item is missing.
Nuclear decay and basic isotope dating should be covered. Students should understand the exponential decay curve and equation, halflife.
(8)(E)
Nuclear decay and basic isotope
dating should be covered. Students
should understand the basic
exponential decay curve, equation,
and half-life.
This important
idem is not
presently covered
in the TEKS.
OR
Chemistry (12)(B)
(12)(B)
Nuclear decay and basic isotope
dating should be covered. Students
should understand the basic
exponential decay curve, equation,
and half-life.
This important
idem is not
presently covered
in the TEKS.