MIDDLE TENNESSEE STATE UNIVERSITY Physics (Endorsement in Physics 7-12) Page 1 of 8

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1 (Endorsement in 7-12) Page 1 of 8 Undergraduate Catalog - This program is a part of the UTeach replication at MTSU - MTeach The goals of science education are to enable the student to demonstrate an understanding of science as an inquiry process; develop scientific knowledge by applying concepts of science; understand how science, technology and society influence one another; and use this knowledge in decision making. (3) Non-Calculus Based I (3) Problem Laboratory I (3) Non-Calculus Based II (3) Problem Laboratory II (3) Calculus-Based Laboratory I I (3) Calculus-Based Laboratory II Becoming a science teacher is a lifelong undertaking that is initiated in college course work, refined in field experiences, and enhanced during professional practice. All prospective science teachers will complete studies leading to an understanding of the science core standards and at least one of the content specific endorsement areas of biology, chemistry, physics, or earth science. The course work and related field and clinical experiences will provide the prospective teacher the knowledge and skills to accomplish the following: Science Core Standards Standard 1: Science Content Knowledge and Skills Candidates demonstrate an understanding of the knowledge and practices of contemporary science. They interrelate and interpret important concepts, ideas, and applications in their fields of licensure and can conduct scientific investigations. SC 1.1 Understand and convey to students the major concepts, principles, theories, laws, and interrelationships of their fields of licensure and supporting fields. CHEM 1110 CHEM 1120 BIOL 1110 BIOL 1120 GEOL 1040 YOED 4050 PHYS 1010 PHYS 4850 (3) Non-Calculus-Based I (3) Non-Calculus-Based II I (3) General Chemistry I (3) General Chemistry II General Biology General Biology Physical Geology (3) Teaching (4) Project-Based Instruction (3) Colloquium (3) Research SC 1.2 Have an integrated scientific understanding of environmental concepts and the symbiotic relationships between humankind and the global environment. SC 1.3 Understand how to implement developmentally appropriate inquiries that require students to develop concepts and relationships from their observation, data and inferences in a scientific manner. SC 1.4 Participate as newcomers in scientific and professional organizations to sustain ongoing professional development and maintain the currency of their scientific understanding and awareness. Standard 2: Science Pedagogy Candidates develop instructional plans that are consistent with the Tennessee Curriculum Framework and National Science Standards, the nature of the science and how students learn science. They administer assessment plans that accurately measure learning in terms of student learning expectations.

2 (Endorsement in 7-12) Page 2 of 8 YOED 3520 YOED 3550 YOED 3550 YOED 4050 PHIL 3120 (3) Teaching of (4) Knowing & Learning in Math & Science (4) Classroom Interactions (3) Teaching of (4) Classroom Interactions (3) Teaching of (4) Project-Based Instruction (4) Perspectives in Math & Science SC 2.1 Develop a well-organized unit of study that is carefully aligned with the Tennessee Curriculum Framework and National Science Standards and addresses the developmental needs and abilities of all students. SC 2.2 Develop a unit of study that illustrates practices aimed at teaching particular content for deep understanding. SC 2.3 Develop a unit of study that reflects the nature of science and the social context of science.

3 (Endorsement in 7-12) Page 3 of 8 YOED 3550 (3) Teaching of (4) Classroom Interactions Standard 2 continued SC 2.4 Design a comprehensive formative and summative assessment plan that is carefully aligned with student learning expectations and provides clear evidence of student learning. YOED 3550 PYS 3930 YOED 4050 PYS 3930 YOED 4050 (3) Teaching of (4) Classroom Interactions (3) Teaching of (4) Project-Based Instruction (3) Teaching of (4) Project-Based Instruction Standard 3: Inquiry, Technology, and Engineering Candidates develop instructional plans that engage students in various levels of scientific inquiry and incorporate applications of the engineering design cycle. SC 3.1 Develop lesson plans that are carefully aligned with learning expectations associated with the Tennessee Embedded Standards for Inquiry and Technology and Engineering. SC 3.2 Develop lesson plans that require students to design and conduct scientific investigations, in which they use appropriate tools and technology, collect and interpret data to develop conceptual understanding of scientific processes, draw conclusions, and SC 3.3 Develop lesson plans that require students to apply the engineering design cycle including: identifying design constraints, model building, testing, evaluating, modifying, and retesting. YOED 4040 Residency I (MTeach) Residency II Standard 4: Science Learning Environment Candidates establish and maintain a learning environment that demonstrates appropriate attention to student behavior, chemical safety, safety procedures, and the proper treatment of living things. SC 4.1 Create a science classroom environment that is attentive to all relevant lab safety issues and requires the proper treatment of all living things. Residency II SC 4.2 Communicate and maintain appropriate norms of student behavior.

4 (Endorsement in 7-12) Page 4 of 8 (3) Non-Calculus Based I (3) Problem Laboratory I (3) Non-Calculus Based II (3) Problem Laboratory II (3) Calculus-Based Laboratory I I (3) Calculus-Based Laboratory II Content Standards Standard 1: Overarching Principles and Concepts P 1.1 The central role that the theory of conservation of mass, momentum, energy, and charge play in understanding core physics concepts (3) Non-Calculus Based I (3) Problem Laboratory I (3) Non-Calculus Based II (3) Problem Laboratory II (3) Calculus-Based Laboratory I I (3) Calculus-Based Laboratory II P 1.2 Fundamental processes of investigating physics including accessing physics literature PHYS 4850 PHIL 3120 (3) Non-Calculus Based I (3) Problem Laboratory I (3) Non-Calculus Based II (3) Problem Laboratory II (3) Calculus-Based Laboratory I I (3) Calculus-Based Laboratory II (3) Research (3) Non-Calculus Based I (3) Problem Laboratory I (3) Non-Calculus Based II (3) Problem Laboratory II (3) Calculus-Based Laboratory I I (3) Calculus-Based Laboratory II (3) Non-Calculus Based I (3) Problem Laboratory I (3) Non-Calculus Based II (3) Problem Laboratory II (3) Calculus-Based Laboratory I I (3) Calculus-Based Laboratory II (4) Perspectives in Math & Science P 1.3 How to design, conduct, and report the findings of physics research P 1.4 Historical development, cosmological perspectives in physics the evolution of major physics theories, and the synergistic interactions between physics and other scientific disciplines

5 (Endorsement in 7-12) Page 5 of 8 (3) Modern I (3) Modern II (3) Concepts in Modern I (3) Concepts in Modern II (3) Modern I (3) Modern II (3) Concepts in Modern I (3) Concepts in Modern II (3) Modern I (3) Modern II (3) Concepts in Modern I (3) Concepts in Modern II Standard 2: Applications P 2.1 Applications of physics in environmental quality and to personal and community health P 2.2 Applications of physics and engineering in society, business, industry and health fields P 2.3 Applications of physics to issues of global concern such as disposal of nuclear waste, light pollution, shielding communication systems and weapons development (3) Non-Calculus-Based I (3) Non-Calculus-Based I (3) Non-Calculus-Based I (3) Non-Calculus-Based I Standard 3: Mechanics P 3.1 Mechanical kinetic and potential energy, work, and power P 3.2 Motion, forces and momentum P 3.3 Newtonian principles and laws including engineering applications P 3.4 Angular rotation and momentum, centripetal forces, and vector analysis

6 (Endorsement in 7-12) Page 6 of 8 (3) Non Calculus-Based I Standard 4: Thermodynamics P 4.1 Physical properties of matter PHYS 3610 (3) Thermodynamics P 4.2 Kinetic-molecular motion and atomic models PHYS 3510 (3) Concepts in Thermodynamics and Statistical Mechanics PHYS 3610 (3) Thermodynamics P 4.3 Thermodynamics and relationships between energy and matter PHYS 3510 (3) Concepts in Thermodynamics and Statistical Mechanics Standard 5: Waves, Sound and Optics Non-Calculus-Based II Calculus Based II Non-Calculus-Based I Non-Calculus-Based II Calculus-Based I Calculus-Based II Non-Calculus-Based II Calculus Based II Non-Calculus-Based II Calculus Based II P 5.1 Principles of geometric optics P 5.2 Wave theory, sound, light and the electromagnetic spectrum P 5.3 Description of light as a wave, including explaining the electromagnetic spectrum, the limits of human vision, the importance of non-visible radiation, interference, diffraction, polarization P 5.4 Quantum behavior of electromagnetic radiation including the photoelectric effect and lasers Non-Calculus-Based II Calculus Based II Non-Calculus-Based II Calculus Based II Non-Calculus-Based II Calculus Based II Standard 6: Electricity and Magnetism P 6.1 Electrical phenomena including electric fields, energy, electric potential and capacitance P 6.2 Magnetism phenomena including magnetic fields, magnetic potential and inductance P 6.3 Simple electrical circuits, especially related to household power usage and safety

7 (Endorsement in 7-12) Page 7 of 8 BIOL 1110 BIOL 1120 CHEM 1110 CHEM 1120 Modern I Modern II Concepts in Modern I Concepts in Modern II Modern I Modern II Concepts in Modern I Concepts in Modern II Modern I Modern II Concepts in Modern I Concepts in Modern II Modern I Modern II Concepts in Modern I Concepts in Modern II Modern I Modern II Concepts in Modern I Concepts in Modern II (1,3) General Biology I (1,3) General Biology II (1,3) General Chemistry I (1,3) General Chemistry II Standard 7: Modern, Nuclear and Particle P 7.1 Nuclear reactors, fission, fusion and effects of ionizing radiation P 7.2 Nuclear physics including matter-energy duality and reactivity P 7.3 Quantum mechanics, space-time relationships and special relativity P 7.4 Models of nuclear and subatomic structures and behavior P 7.5 Light behavior including wave-particle duality and models Standard 8: Synergistic Scientific Fields and Mathematics P 8.1 Biology, including the chemical basis of life, organic compounds and proper laboratory techniques P 8.2 Chemistry, including the chemical basis of life, organic compounds and proper laboratory techniques ASTR 1030 (1) Exploring the Universe P 8.3 Earth and Space Science, including energy and geochemical cycles, weather and climate, oceans, changes in the Earth, and natural resources MATH 1910 MATH 1920 (1,3) Calculus I (1,3) Calculus II (3) Non-Calculus Based I (3) Non-Calculus Based II I P 8.4 Mathematics, including skills for solving problems, and the rules of probability and statistics P 8.5 Vector analysis up through the use of vector calculus to solve physics problems

8 (Endorsement in 7-12) Page 8 of 8 Program Implementation Standards YOED 3520 YOED 4040 YOED 4040 See Course Matrix See pages 1-6 above See pages 1-6 above (4) The Teaching of (4) Knowing and Learning in Math & Science (4) Residency I (MTeach) (4) Residency I (MTeach) 1. Teacher education programs will enable teacher candidates to acquire knowledge and skills specified in the Science Core Standards and the standards required for endorsement in at least one of the following content areas: biology, chemistry, physics, or earth science. 2. The major includes in-depth study in one or more disciples, and fosters the ability to integrate knowledge across disciplines, and promotes an understanding of the processes of inquiry and engaging research. Science teachers will major in one of the following: A. A major in a single science, i.e., biology, chemistry, physics, or earth science (geology) B. An interdisciplinary major in science that includes the equivalent of a minor in two of the four disciplines. C. A cross-disciplinary major including a science and another appropriate, related discipline, such as, physics and math. D. A cross-disciplinary major to include STEM (science, technology, engineering, mathematics) areas. 3. Prospective teachers will engage in an open-ended inquiry of long term duration. This is accomplished most accurately within the major. 4. The program of study in professional education will include human development and instructional knowledge and skills applicable to both middle grades (grades 7-8) and high school levels. 5. Teacher candidates will have internship or student teaching experiences in both middle grades (grades 7-8) and high school (grades 9-12) classrooms. 6. Science teachers endorsed in 7-12 biology, chemistry, physics, or earth science will be endorsed to teach science in grades 7 and 8, and science courses in grades 9-12 for which they meet the specific knowledge and skills specified in the appropriate standards. 7. These licensure standards were derived from the National Science Education Standards, National Academy Press 1996; Science Curriculum Framework, K-12, Tennessee, 2008; recently revised NSTA/NCATE Guidelines for Science Teacher Education, National Science Teachers Association, 2010, and INTASC Model Standards for Beginning Teacher Licensing Assessment and Development, These licensure standards become effective no later than September 1, Department Chair Dean