Realizing the Democratic Ideal:

Teacher Education at Illinois State University

PHYSICS 302 -- COMPUTER APPLICATIONS IN HIGH SCHOOL PHYSICS

DEPARTMENT OF PHYSICS

Autumn Semester 2012

(Subject to revision; last updated 11/08/2011, cjw; recommended to move ITPS activities to start of course and due on LIveText by end of first grading period)

DROP DOWN TO COURSE OUTLINE

 

Catalog Description:

 COMPUTER APPLICATIONS IN HIGH SCHOOL PHYSICS   1 s.h. (Lab Course) Fall

1 hr of PHY 270 req.
Applications of computers in teaching of high school physics.

Note Well:

Instructor:

Name: Dr. Carl J. Wenning, Physics Teaching Specialist
Physics Teacher Education Program
Office Location: Moulton Hall, Room 301-C
Office Hours: (MWR 9-10 a.m., 1-2 p.m., by appointment, or just drop in any time to see if I'm available; the hour before class is NOT a good time; I'm generally available for a short time after class as well.)
Telephones: (309) 438-2037 (office); (309) 830-4085 (cell)
E-mail address: wenning@phy.ilstu.edu

Meeting Days/Times/Location:

During the autumn semester of 2011 we will meet on Thursdays, from 3:00 to 5:20 p.m. beginning August 25th in Moulton Hall, room 307-B. Due to the nature of this laboratory course, students can expect to spend about 37.5 hours in lab doing required in-class work. Regular attendance at scheduled lab sessions should provide you most of the time needed. Nonetheless, students are responsible for scheduling additional independent work times with the instructor and/or in the lab as needed.

Methodology:

The focus in this course is on the use of the laboratory experience as a pedagogical tool for demonstrating the experimental nature of science. Teacher candidates encounter the computer as an adjunct in the class and lab settings. In this course students become familiar with a variety of commonly used computer-based and calculator-based applications for teaching high school physics. The course concludes with capstone and research symposium projects that allow students to demonstrate that they understand the experimental nature of science. PHY 302 is not a textbook-based course; it makes extensive use of web-based resources. Project guidelines, examples, and scoring rubrics can be found hyperlinked to this course syllabus.

During the first part of this course, attention will be focused on the Modeling Method of Instruction. More specifically, we will be using Modeling mechanics to learn not only technological applications, but to learn about this mode of instruction as well. Modeling is a research-based, inquiry-oriented method of instruction that is highly effective in increasing student learning; it is one that all new physics teachers should consider using during their first years of teaching. Details about this method of physics instruction (including instructional resources for "second semester" physics topic as well as physical science, chemistry, biology, and earth science) can be found on the Arizona State University Modeling web site. These resources will be addressed more closely in PHY 310.

This course is best thought of as a process of creative problem solving. Students will be confronted routinely with problems to be solved in relation to use of computer hardware and software. This sometimes leads to a certain level of frustration, but that is to be expected. Teacher candidates must deal effectively with the frustration and learn to solve problems associated with the use of instructional technology by seeking out appropriate human and online resources.

Many class/lab sessions will commence with the instructor providing an orientation to important background information or a computer application. It is imperative that students arrive on time for lab for orientations and be prepared to start at the beginning of the period. Following these orientations, students will complete associated projects often working in groups of two. Students are permitted to work together to accomplish the various tasks in this course (with the sole exceptions of the capstone and symposium experiences). Each student must turn in his or her own unique reports and/or projects. Reports with multiple names on the sheet are not acceptable, and neither are separate identical reports.

Students must keep a Lab Composition Notebook in which they report all required work and weekly reflections. Lab composition notebooks typically will include all lab work and must include a minimum of 12 reflections, one for each actively-taught class period. Notebooks will be submitted and evaluated following the last regular class of the course.

In this course, as in other Physics Teacher Education courses, emphasis will be placed on an Assessment-for-Learning Policy. That is, assessments of student performance will be used not only to assign scores, but to improve student performance. Unsatisfactory work will be returned to the student for improvement. A student's score can be improved by appropriate revision and resubmission so long as all deadlines are met. Submissions made after the deadline may be completed with a 50% penalty for assessed revisions. This policy does NOT apply to quizzes and tests.

Grading Periods:

This course has two grading periods. Each grading period contributes about equally to the final grade in this course. The end of each grading period constitutes an absolute deadline for turning in required work; missing or late work scores zero. See the Course Outline section of this syllabus for deadlines.

Course Goals:

This course has been designed with the aim of assisting physics teacher candidates to develop a working familiarity with inquiry-oriented lab procedures, including guided, bounded, and free inquiry. The goal is to prepare teacher candidates who can:

  • assess, utilize, and troubleshoot computers and associated software and hardware to teach physics using inquiry-oriented lab practices.
  • create and implement inquiry-oriented labs in their own high school classrooms using standard procedures and computer-based technology.

It is not the intention of this course to make students experts in the use of all available computer-based applications and technology encountered in the most advanced physics classrooms. Rather, the goal is to familiarize students with the basic operations of computer hardware and software so they might adapt to any of a wide array of instructional technology they might encounter as teachers in their own classrooms.

Student Performance Objectives:

To be admitted to student teaching, every teacher candidate must demonstrate each of the following competencies at a B level or above:

Source of Objective

Correlated Assessments

(1) run computer software; access, generate/manipulate data; publish results.
ISU Tech Std 1
All
(2) use technology in communicating, collaborating, conducting research, and solving problems

ISU Tech Std 2

(3) apply learning technologies that support instruction of physics at the high school level.

ISU Tech Std 3

All
(4) apply concepts and skills related to the social, ethical, and human issues related to computing and technology.

ISU Tech Std 4

(5) use advanced features of technology-based productivity tools.

ISU Tech Std 5

(6) access telecommunication resources to support instruction.

ISU Tech Std 6

All
(7) use computers and other technologies in research, problem solving, and product development.

ISU Tech Std 7

(8) demonstrate an ability to use integrated scientific abilities: formulate a problem, develop a theory base, design an experiment, collect and interpret data, draw conclusions, communicate results, etc.

 NSTA #3 - Inquiry

(9) convert a traditional "cookbook" lab into an computer-mediated, inquiry-oriented lab.
NSTA #3 - Inquiry
(10) demonstrate on a series of quizzes the ability to employ mathematical calculations and measurements related to data management, and experimental design and analysis.
NSTA #3 - Inquiry
(11) develop a working web page for use during student teaching
ITPS D (formerly # 5)
 
(12) design and demonstrate a database management system
ITPS I (formerly # 10)
 
(13) demonstrate knowledge of scientific inquiry through ScInqLiT    

IPTS Allignment

Standard Assessment
1B, 3N, 5C, 5O 302 A
1C 302B
7O 302 D
1J, 2B, 2C, 2J, 2K, 2M, 3P, 4K, 5L, 302 F
1H, 1K, 2I, 2O, 2Q, 3D, 3G, 3H, 4J, 4M, 4N, 5F, 5I, 5J, 7K 302 G
1I 302 H
4L, 302 I
2A, 2E, 2P, 3E, 4C, 4D, 5N, 6G 302 J

Learning Activities - Course Outline:

Thur.
Activity
Homework
Assignment(s) Due
08/25

Course orientation; Advice for PTE Majors; discuss PHY 209 field trip; introduction to Student Lab Handbook; distribute Reading Set I quiz; introduction to Graphical Analysis; Modeling mechanics activities - pendulum paradigm lab; see homework assignments to be complete before the next class to the right ==>

Complete ITPS requirement - Ethical Use of Technology if not completed already; read Set I articles from Student Lab Handbook; complete Reading Set I quiz; read Levels of Inquiry; read A Generic Model for Inquiry-Oriented Labs; examine the wide variety of Inquiry-Oriented Physics Labs; read about Lab Composition Notebook requirements and complete 3-paragraph weekly reflection; review Advice for PTE Majors; read about behavior and its relationship to grades; watch YouTube video I am worried about my grade; read the following: a scoring rubric for lab reports, a sample lab report that exemplifies high quality student work is available for your inspection; a lab report scoring sheet. Students must carefully self assess their own work using the lab report sheet or it will be rejected by the lab instructor without further review. These requirements extent to all formal lab activities in this course.

Note: Assignments are due on the date specified in the first column of this table. Submit earlier electronically to take advantage of the assessment policy.

09/01

Announce ISCE Meeting; Modeling mechanics activities - constant motion 1, distribute Unit 2, Wkst 1; review of Set I readings from Student Lab Handbook; distribute Reading Set II quiz; discuss Levels of Inquiry; introduction to PASCO's SPARK Science Learning System; circuit lab activity (Spark Hypothetical Inquiry relating to "complex" electrical circuits; read Measuring Electrically before starting); see homework assignments to be complete before the next class to the right ==>

Read Set II articles from Student Lab Handbook; complete Reading Set II quiz; complete 3-paragraph weekly reflection and include in Lab Composition Notebook; review Lab Report Rubric, Lab Report Scoring Sheet, Lab Report Cover Sheet, and Sample Lab Report in preparation for next week's lab activity.

No assignments due other than you should have completed all homework-related readings.

09/08
Modeling mechanics activities - constant motion 2; review of Set II articles from Student Lab Handbook; distribute Reading Set III quiz; distribute Unit 2, Wksts 2-3 and Unit 1-2 Quizzes; using TI acoustical motion detector with Ranger on a TI83+ graphing calculator; graph matching; interfacing graphing calculators with Vernier's LoggerPro (no longer works with latest editions of Graphical Analysis); see homework assignments to be complete before the next class to the right ==>

Read Set III articles from Student Lab Handbook; complete Reading Set III quiz; complete 3-paragraph weekly reflection and include in Lab Composition Notebook.

Reading Set I quiz; weekly reflections to date due.

09/15

Modeling mechanics activities - accelerated motion; demonstrate use of Equation Finder; distribute Unit 3 Wkst and Unit 3 Review; practice with PASCO's DataStudio sensors using Interface 500 and PASPort; review of Set III articles from Student Lab Handbook; distribute Reading Set IV quiz; overview of Authentic Inquiry Lab Project; determine dates of lab implementations (n.b. lab implementation October 20 and 27); distribute cookbook lab manuals; see homework assignments to be complete before the next class to the right ==>

Read Set IV articles from Student Lab Handbook; complete Reading Set IV quiz; review requirements for and begin work on Authentic Inquiry Lab Project; review Authentic Inquiry Lab Scoring Rubric; complete 3-paragraph weekly reflection and include in Lab Composition Notebook; finalize Notebook for inspection next week. Optional but encouraged: read A multiple case study of novice and expert problem solving in kinematics with implications for physics teacher preparation (explains need for Equation Finder)

Reading Set II quiz; Modeling Unit II: Worksheets 1-3 due; Modeling Unit II quiz due.

09/22

Modeling mechanics activities - 2-D motion; distribute homework; distribute MMPI CD and describe essay-based review project; review of Set IV articles from Student Lab Handbook; video analysis using LoggerPro and FLIP; make motion video with Flip video camera and analyze motion with Vernier's LoggerPro; note about video analysis using Tracker; introduction to LabPro and LabQuest; Interactive Simulations for Physics with activity and worksheet rubric; simulation worksheet example; see homework assignments to be complete before the next class to the right ==>

Write 2-page essay reviewing MMPI curriculum; continue work writing an authentic inquiry lab being careful to review Authentic Inquiry Lab Rubric; complete 3-paragraph weekly reflection and include in Lab Composition Notebook; write Interactive Simulation worksheet; paying attention to the worksheet rubric and simulation worksheet example; optional: try video analysis using Tracker; optional: investigate Skratch as an educational tool.

Reading Set III quiz; turn in Lab Composition Notebook for review; all due.

09/29

Orientation to Equation Editor project; introduction to ITPS web page development project; introduction to DreamWeaver; ITPS web page rubric (Note: If you don't have access to a convenient html editor, consider using DreamWeaver available on MLT 307-B computers for this project. See how to store your files on ISU datastore01 computer server by looking at project requirements for 302B below.); see homework assignments to be complete before the next class to the right ==>

Continue work writing an authentic inquiry lab; Equation Editor project; begin work on the ITPS web page development project for student teaching referring to required elements and scoring rubric; review DreamWeaver Tutorial as appropriate; complete 3-paragraph weekly reflection and include in Lab Composition Notebook.

Reading Set IV quiz; Interactive Simulation worksheet; all due.

10/06

Orientation to Inspiration or CMapTools or Personal Brain to develop concept maps; introduction to ITPS database management project using FileMaker Pro (Note: If you don't have access to a database management program, consider using FileMaker Pro available on MLT 307-B computers for this project.); ITPS database rubric; see homework assignments to be complete before the next class to the right ==>

Begin work on the ITPS database management project referring to required elements and scoring rubric; review FileMaker Tutorial as appropriate; continue working on authentic inquiry lab; read Concept Map Foundations article; develop concept map based on Concept Map Scoring Rubric; complete 3-paragraph weekly reflection and include in Lab Composition Notebook.

Reading Set V quiz; Equation Editor Project; initial draft of Authentic Inquiry Lab; all due.

GRADING PERIOD 1 ENDS AT THE BEGINNING OF THE NEXT CLASS PERIOD
All due items from Grading Period 1 MUST now be complete and submitted at the start of the next class;
not late items will be accepted; missing items score zero.
10/13

Orientation to Excel Project; in-lab assistance with materials for developing and testing Authentic Inquiry Lab activities; see homework assignments to be complete before the next class to the right ==>

Review Excel Tutorial as appropriate; begin work on Excel Project; complete 3-paragraph weekly reflection and include in Lab Composition Notebook; read Assessing inquiry skills as a component of scientific literacy

Concept Map Activity; revised draft of Authentic Inquiry Lab; all due.
10/20

Implementation of students' Authentic Inquiry Labs based on draft versions (45 minutes per student for lab and follow-up discussion) Student presenters: John, Zak, and Jason; see homework assignments to be complete before the next class to the right ==>

Revise draft Authentic Inquiry Lab based on experience paying careful attention to student comments and rubric; complete 3-paragraph weekly reflection and include in Lab Composition Notebook.

ITPS Competency D - Web Page Development project - due on LiveText

10/27
Continued implementation of students' Authentic Inquiry Labs based on draft versions (45 minutes per student for lab and follow-up discussion) Student presenters: Dave and Will; see homework assignments to be complete before the next class to the right ==> Revise draft copy of Authentic Inquiry Lab paying careful attention to student comments and rubric; complete 3-paragraph weekly reflection and include in Lab Composition Notebook.
Equation Editor Project due (send electronic file)
11/03

Orientation to Bounded Inquiry Lab - Capstone Project and Lab Report Requirements; Capstone Project Written Report Scoring Rubric; Symposium Representation and Oral Defense Rubric; see homework assignments to be complete before the next class to the right ==>

Read Executive Summary of America's Lab Report: Investigations in High School Science (pages 1-11); select and begin Capstone Project ; complete 3-paragraph weekly reflection and include in Lab Composition Notebook.
ITPS Competency I - Database Management project - due on LiveText; turn in Lab Composition Notebook for review
11/10

Discussion of Executive Summary of America's Lab Report: Investigations in High School Science; no formal class meeting post discussion; informal work time for Bounded Inquiry Lab - Capstone Project; see homework assignments to be complete before the next class to the right ==>

Continue Capstone Project experiment and report writing; complete 3-paragraph weekly reflection and include in Lab Composition Notebook; read Assessing inquiry skills as a component of scientific literacy and review Student Lab Handbook readings.

Excel Project; all due

11/17
Discuss Assessing inquiry skills as a component of scientific literacy, informal work time for Bounded Inquiry Lab - Capstone Project; no formal class meeting; see homework assignments to be complete before the next class to the right ==>
Continue Capstone Project experiment and report writing; complete 3-paragraph weekly reflection and include in Lab Composition Notebook; study Student Lab Handbook readings as needed.
Finalized version of Authentic Inquiry Lab due
11/24

THANKSGIVING BREAK WEEK
Warning: grading period 2 end approaching
GRADING PERIOD 2 ENDS AT THE BEGINNING OF THE NEXT CLASS PERIOD
All due items from Grading Period 2 MUST now be complete and submitted at the start of the next class;
not late items will be accepted; missing items score zero.
12/01
Informal work time for Bounded Inquiry Lab - Capstone Project; no formal class meeting; see homework assignments to be complete before the next class to the right ==>
Conclude Capstone Project experiment and report writing; complete 3-paragraph weekly reflection and include in Lab Composition Notebook; study Assessing inquiry skills as a component of scientific literacy.
Turn in Lab Composition Notebook for review; all remaining assignments due but for those mentioned below.
12/08

Course Evaluation / Capstone Project Symposium
Thursday, December 8, 3:00 p.m., 307-B Moulton Hall

Capstone Project Symposium Presentation due
12/15

Final Examination, Moulton Hall 307B, 07:50 AM - 09:50 AM, Thursday, 12/15/2011

Final exam will address Student Lab Handbook, America's Lab Report, and include the Scientific Inquiry Literacy Test (ScInqLiT)

 
12/16

GRADING PERIOD 3 ENDS AT 4:00 P.M. ON FRIDAY OF FINALS WEEK
All due items from Grading Period 2 MUST now be complete and submitted;
no late items will be accepted; missing items score zero.

Capstone Project report due

Assignments and Specific Criteria:

302A: Special Projects

Students must complete a number of projects (e.g., weekly reflections, concept mapping, equation editor, concept map, etc.).

302B: SLH-based Reading Quizzes

Students must complete a number of quizzes that will assume that the teacher candidate has not only read the material (e.g., Student Lab Handbook), but have come to understand it through independent study. Reading-based quizzes are knowledge, comprehension, and (to a lesser extent) application quizzes.

302C: ITPS Requirements - Web Page (Competency D) and Database Management (Competency I) Tasks

Students must independently design and upload to an Internet server an html-based web page, and a develop and demonstrate the utilization of a database management system. (Both competencies are part of the Instructional Technology Passport System.) Each competency has its own required elements and scoring rubric specialized for PHY 302: (a) web page development required elements and scoring rubric, and (b) database management required elements and scoring rubric. (See an example of a useful database design.) Successful completion of both assignments is required for passing through the University's "Admission to Student Teaching" gateway. For the web page project, you can use DreamWeaver on the computers in MLT 307-B. For the database management project you may use FileMaker Pro which is on the computers in MLT 307-B. Students must include these projects in the LiveText accounts. Information about how ISU can host your web page at no cost using "datastore01" can be found in this article. Be certain to store all you files on the datastore01 server in the same "web" or "WWW" folder - which ever is present by default.

302D: Excel Spreadsheet

Students must complete a number of Excel-based exercises that deal with the use of descriptive statistics, data analysis, statistical testing, simulations, and graphing. See the Excel Project for specific guidelines. Students must include this project in the Lab Composition Notebook.

302E: Interactive Simulation Worksheet

Students must familiarize themselves with a variety of Interactive Simulations for Physics. They will then develop two (2) simulation worksheets following specific guidelines. They will then have at least one classmate complete each exercise, eliciting comments for improvement. The worksheet will then be submitted to the course instructor to be scored with the use of a worksheet scoring rubric. A sample simulation worksheet that generally meets all scoring criteria at the highest level is available for inspection.

302F: Modeling Method Notebook and Lab Reports

Students must complete a variety of inquiry-oriented Modeling Method lab activities, including a Lab Composition Notebook in which daily reflections are kept (see below). Modeling activities will include use of multiple modes of representation (through whiteboarding, Socratic dialogues, and worksheets) including: written, graphical, motion maps, graphs, and so forth. Two written lab reports will be required, one each based on the use of Vernier's Graphical Analysis/LoggerPro/LabPro and Pasco's ScienceStudio/PASPort. To complete each of these lab reports, students need to familiarize themselves with and use guidelines found in the following documents: Lab Report Rubric, Lab Report Scoring Sheet, Lab Report Cover Sheet, and Sample Lab Report. See Requirements for High School Lab Reports and Scoring Rubric for High School Lab Reports for additional critical clarification.

302G: Inquiry Lab Guidelines Project

Students must convert a standard "cookbook" lab into a high school level guided inquiry lab using provided resources and specific guidelines. The differences between cookbook and inquiry labs are numerous; make certain that you know the differences before you begin your project. Student must actually have another students implement the lab in class. The writer will then revise the guidelines on the basis of this experience before submitting the assignment. The quality of the written lab guidelines will be assessed using a Authentic Inquiry Lab Scoring Rubric. Students must include this project in the Lab Composition Notebook.

302H: Capstone Seminar Presentation & Capstone Lab Report

Students must design and conduct a bounded-inquiry capstone experiment and complete an extensive and highly detailed report. See the Capstone Project Guidelines, Lab Report Requirements, and Capstone Written Report Scoring Rubric for details. Students must include these reports in the Lab Composition Notebook and deliver a presentation about the Capstone Project Symposium. Students will be limited to 10 minutes for the presentation, and this will be followed with 5 minutes of questions and answers from the class members and instructor. Presentations will be scored by both peers and the course instructor using a Symposium Representation and Oral Defense Rubric. Note: The capstone project is an NSTA-mandated student performance assessment. Failure to adequately demonstrate the required competency at a mastery level (82% or above) will result in the teacher candidate being barred from student teaching.

302I: Final Examination

Students will, during finals week, complete a final examination. The test is based on assigned readings and experiences in this course.

302J: Lab Composition Notebook - Weekly Reflections

Students must keep course notes for all class activities in a Lab Composition Notebook. Notebooks typically must include all lab work and take-home assignment including at least twelve 3-paragraph reflections, one set for each class period. The reflections will be both open and directed and should explain what the candidate has learned as a student of physics (paragraph 1), as a prospective teacher of physics (paragraph 2), and as a reflective practitioner (paragraph 3). Topics for directed reflection (see questions that serve as weekly guidelines) include role of technology in the classroom, impact of technology on student learning, how to incorporate technology to maximize student learning, how technology can best be used to gets students to work together in groups productively, factors that influence the motivation and engagement of students, and so on.

Weighting and Grading:

Assignment
% Course Grade
302A: Special Projects
10%
302B: SLH-based Reading Quizzes
10%
302C: ITPS Requirements (web page & database)
10%
302D: Excel Spreadsheet
5%
302E: Interactive Simulation Worksheet
10%
302F: Modeling Method Notebook and Lab Reports
15%
302G: Inquiry Lab Guidelines Project
5%
302H: Capstone Presentation & Report
20%
302I: Final Examination
10%
302J: Lab Composition Notebook including weekly reflections
5%
Total:
100%

Click here for an important note dealing with student academic behaviors and their relationship to course grades.

The course grade will be determined on the percentage of total score points earned according to the following schedule:

 A > 90%

 82% < B < 90%

 74% < C < 82%

 66% < D < 74%

 F < 66%

The above grading scale might seem a bit high to the student, but it assumes that students will maximize both learning and accomplishments by taking regular advantage of the instructor's Assessment-for-Learning Policy. See your course instructor at any time to see where you stand relative to submitted assignments.

Academic Integrity:

As you work your way through the the course projects, you will encounter a large amount of proprietary software. This means that the software that you will be using is the intellectual property of someone else. This software is copyrighted, and may be used only after the appropriate fees have been paid and agreements consented to. ISU has obtained a license for each of the programs that you will encounter in this course. It is expected that students will comply with both legal and ethical obligations while using this software. This implies that students will not make unauthorized copies of or disseminate proprietary software. It is expected that all students will have completed the first ITPS requirement - Ethical Use of Technology, prior to beginning this course. Students are expected to comply fully with the directives addressed in this requirement.

Students are expected to be honest in all academic work. A student's name on any in academic exercise shall be regarded as assurance that the work is the result of the student's own thought and study. Offenses involving academic dishonesty include, but are not limited to the following: cheating, computer dishonesty, plagiarism, grade falsification, and collusion. For more information about this important topic, visit the Student Dispute Resolution Web site.

Resources used in this course (applications, books, CD's, sensors, calculators, computer interfaces, etc.) should not be removed from the MLT 307B under any circumstances without the instructor's permission. Course materials are limited, and a number of students have need for these materials at various times outside of the usual and ordinary lab hours. These resources must remain available to all students at all times.

Text and Other Readings:

The only text used regularly in this course will be Experimentation: An Introduction to Measurement Theory and Experiment Design (3rd edition) written by D. C. Baird. (1995). Students will be loaned a copy of this book on a semester-long basis. The book must be returned in good condition before final grade will be posted for this course. Please note that an Errata and Addenda sheet has been prepared for D. C. Baird's book; students are also responsible for this content as it relates to the Capstone Experience.

Important Caveats:

Please make a habit of regularly backing up your computer work -- e.g. make multiple copies. Missing computer files or crashed hard drives are not legitimate excuses for lost work or missed deadlines. Backup, Backup, Backup! When updating versions of work, avoid overwriting earlier versions. The later version might be flawed in some significant way. When making updated versions, label successive projects Job1, Job2, Job3, Job4, etc. You can throw away the very earliest versions if you run out of memory, but be certain to retain the latest two versions at a bare minimum. Make backups of diskettes or flash memories that you will be carrying around. A little bit of effort at the right time now can save a lot of extra effort later (and even a poor grade). Please back up regularly! There is no excuse for doing otherwise.

Also, consider bringing a flash memory to every lab session for backing up course work. If you don't have one, you might want to purchase one. Alternatively, be prepared to save you files to a remote server or copy onto a 100 Meg ZIP disk or similar. Contact your course instructor for a ZIP disk if you would like to borrow one.

Caution: Keep in mind as you progress toward student teaching that as a student teacher your students will have an interest in finding out about you. This will lead them to Internet searches. Don't put anything on a web page, YouTube, Facebook, MySpace, etc., that you wouldn't want students, parents, teachers or administrators to see.

Important Note: NOW is the time to learn more about both the Physics Teacher Education and Professional Studies programs at Illinois State University. Be certain to visit the PTE home page and follow all important links.

Disposition Concerns: The College of Education, in an effort to ensure top quality graduates, provides faculty members and interested others with the opportunity to provide input into the teacher preparation process. One of these inputs is in the area of disposition concerns. Education faculty, in particular, are encouraged to bring to attention of CECP any significant problems associated with the following major areas. If three or more filed dispositions concerns have not been resolved, the teacher candidate will be blocked from advancing in Professional Studies.

SAAMEE: A Model for Academic Success

Click here for latest listing of Teacher Education Requirements.

Continuing Education/Professional Development for Teacher Candidates:

As a science teacher candidate, you need to regularly update your knowledge about the worlds of science and education. Here are several weekly online journals to which you might consider reading, and some will allow you to subscribe to an e-mail newsletter format so you won't miss a thing:

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