Physics, Adolescence Education: Physics and General Science, B.A.

NSTA Adolescence Science Program Learning Outcomes

1. Content Knowledge: Effective teachers of science understand and articulate the knowledge and practices of contemporary science. They interrelate and interpret important concepts, ideas, and applications in their fields of licensure.
2. Content Pedagogy: Effective teachers of science understand how students learn and develop scientific knowledge. Preservice teachers use scientific inquiry to develop this knowledge for all students.
3. Learning Environments: Effective teachers of science are able to plan for engaging all students in science learning by setting appropriate goals that are consistent with knowledge of how students learn science and are aligned with state and national standards. The plans reflect the nature and social context of science, inquiry, and appropriate safety considerations. Candidates design and select learning activities, instructional settings, and resources–including science-specific technology, to achieve those goals; and they plan fair and equitable assessment strategies to evaluate if the learning goals are met.
4. Safety: Effective teachers of science can, in a P-12 classroom setting, demonstrate and maintain chemical safety, safety procedures, and the ethical treatment of living organisms needed in the P-12 science classroom appropriate to their area of licensure.
5. Impact on Student Learning: Effective teachers of science provide evidence to show that P-12 students’ understanding of major science concepts, principles, theories, and laws have changed as a result of instruction by the candidate and that student knowledge is at a level of understanding beyond memorization. Candidates provide evidence for the diversity of students they teach.
6. Professional Knowledge and Skills: Effective teachers of science strive continuously to improve their knowledge and understanding of the ever changing knowledge base of both content, and science pedagogy, including approaches for addressing inequities and inclusion for all students in science. They identify with and conduct themselves as part of the science education community.

Sample Course Map

For students who matriculated prior to Fall 2022: please select the bulletin year in which you entered the college (matriculated) at the top right of this page.

Curriculum Map  

• First Year
  • Fall - 16 Credits
    • PHYS 123 - Analytical Physics I  Credit(s): 3
    • PHYS 124 - Analytical Physics I Laboratory  Credit(s): 1
    • MATH 221 - Calculus I  Credit(s): 4
    • WRTG 105 - Writing Seminar: (subtitle)  Credit(s): 4 
    • World Language (101) Credit(s): 4
  • Spring - 15 Credits
    • PHYS 125 - Analytical Physics II  Credit(s): 3
    • PHYS 126 - Analytical Physics II Laboratory  Credit(s): 1
    • MATH 222 - Calculus II  Credit(s): 4
    • Participation in Global Society (CGC/SST) Credit(s): 3
    • World Language 102 - Credit(s): 4
• Second Year
  • Fall - 18 Credits
    • PHYS 223 - Analytical Physics III  Credit(s): 3
    • PHYS 226 - Optics and Modern Physics Laboratory  Credit(s): 1
    • PHYS 261 - Programming in Physics  Credit(s): 3
    • MATH 223 - Calculus III  Credit(s): 4
    • INTD 203 - Social Foundations of Education in the United States  (DPP) Credit(s): 3 
    • Lab Science I Credit(s): 4
  • Spring - 16 Credits
    • PHYS 224 - Analytical Physics IV  Credit(s): 3 
    • PHYS 228 - Mathematical Methods in Physics  Credit(s): 2
    • MATH 326 - Differential Equations  Credit(s): 3 
    • PSYC 216 - Adolescent Development  Credit(s): 3 
    • Lab Science II Credit(s): 4
    • H&PE 350 - Health and Safety Issues in the Schools  Credit(s): 1
• Third Year
  • Fall - 16 Credits
    • PHYS 352 - Quantum Mechanics I  Credit(s): 3
    • PHYS 362 - Intermediate Laboratory  Credit(s): 3
    • EDUC 204 - Dimensions of Teaching  Credit(s): 3
    • EDUC 206 - Practicum - Dimensions of Teaching  Credit(s): 1
    • SPED 205 - Teaching Secondary Learners with Special Needs  Credit(s): 3
    • EDUC 215 - Foundations of Literacy in the Secondary School  Credit(s): 3
  • Spring - 14 Credits
    • PHYS 341 - Seminar in Physics  Credit(s): 1
    • PHYS 3XX Elective Credit(s): 3
    • INTD 301 - Topics in Secondary Education: (subtitle)  Credit(s): 3
    • INTD 302 - Methods and Materials in Secondary Education: (subtitle)  Credit(s): 3
    • Participation in Global Society (WCV) Credit(s): 4
• Fourth Year
  • Fall - 15 Credits
    • EDUC 340 - Student Teaching - Middle School Education  Credit(s): 7.5
    • EDUC 350 - Student Teaching - High School Education  Credit(s): 7.5 
      • Counts for Integrative and Applied Learning
  • Spring - 12 Credits
    • PHYS 344 - Statistical Thermodynamics  Credit(s): 3
    • PHYS 3XX Elective Credit(s): 3
    • PHYS 3XX Elective Credit(s): 3
    • Participation in Global Society (CAI) Credit(s): 3

Footnotes

Special Instructions: 

Students may not receive degree credit for both PHYS 313 (Applied) and PHYS 332 (ECA).

Application to the School of Education at the end of the first year is recommended. 

Student Teaching must be in the Fall semester.

General Education Requirements:

Communication and Scientific Literacy (CSL) - WRTG 105, Lang, Quant, and Nat Sci with Lab

Participation in Global Society (PGS) - DPP, WCIV, CGC, CAI, and SST

Rules:

At least 4 unique courses for PGS.

No more than one course used twice in PGS.

Only one course from your major may be used for PGS.

Courses used to satisfy CSL cannot double dip for PGS.

Total Credits: 122

Notes:

1. Lab Science I and II must be taken in the same discipline

2. Variation in the order of courses is possible, depending upon prerequisites. Consult course information in the bulletin or your academic advisor to customize your eight semester plan.  

KEY - Participation in a Global Society (PGS)

Attributes:

Sub Areas

Learning Areas