Teacher Preparation > Supporting Preservice Teachers > Browse Teacher Preparation Courses > University of New Mexico - Physical Science
Page prepared for SERC by Matt Nyman of the University of New Mexico.

Physical Science

Matthew Nyman
Author Profile
, http://www.unm.edu/~natsci
University of New Mexico

Course Size:

Course Summary

Natural Science 261L is a physical science class for K-8 pre-service teachers. The class is multi-disciplinary covering standards-based content in physics, earth science and astronomy. Lab and lecture are combined in two 2.5 hours classes. Instructional strategies include lecture, hands-on activities, demonstrations and inquiry-based research projects. In the past year, I have focused on using geology as a gateway and framework for understanding basic physics concepts and processes.

For Dr. Nyman's reflections on the course and its design, see Physical Science: Role in the Program.

Course Context:

This is a 200-level science class for K-8 pre-service teachers. Approximately 5% of the class participants are either working towards an elementary science endorsement and/or want to become middle school science teachers. In most New Mexico middle schools, Earth science is taught in 6th or 7th grade. The course combines lecture and laboratory exercises in a single 2.5 hour period. In addition to discipline specific content, the process of science is a common and recurrent theme. The inquiry model of Harwood (2004, Journal of College Teaching) is used to approximate the nature of scientific investigation.

Course Goals:

Content goals

At the conclusion of my class in Physical Science:

Skills Goals

At the conclusion of my class students should gain or improve on the following skills:

Attitudinal Goals

At the conclusion of my class I want students to have the following attitudinal changes:

Course Content:

For the past 2 semesters I have used geosciences as a gateway and framework in which to teach physics concepts and illustrate scientific thinking and process. The paradigm of Earth as a system is introduced early and supported by students making observations of a variety of data sets (shown on maps, for example gravity anomaly maps, distribution of biomes, etc.) from the different spheres. Student investigation of the theory of plate tectonics includes implementation of the activity Discovering Plate Boundaries, direct instruction, student web-based research projects and a capstone student research on earthquake magnitudes and distribution as they relate to plate boundaries. Throughout this curriculum, Earth system and plate tectonic processes are hooked to fundamental (and standards-based) physics concepts such as velocity, force, Newton's Laws of Motion, heat transfer, etc.

Teaching Materials:

Syllabus (Acrobat (PDF) 119kB Apr23 07)
Activity Model for Inquiry (Acrobat (PDF) 395kB Apr23 07)
Solar System Activity sheet (Acrobat (PDF) 40kB Apr23 07)

For a full example activity from this course, see Earth Observations: Pattern Recognition of the Earth System.


Assessment of student learning is completed through:

References and Notes:

Conceptual Physical Science, 3rd Ed, Hewitt, Suchoki, and Hewitt
Many articles from NYTimes Science pages