Current through Register Vol. 42, No. 11, August 30, 2024
(1)
Rationale. The main goal of these standards is to promote quality
educator preparation programs that will lead to the development of scientific
literacy among all Grade 6-12 students in Alabama. The standards include
process and application skills and correlate the Alabama Course of
Study: Science, the National Science Education Standards from the
National Research Council, and the teacher preparation standards of the
National Science Teachers Association. The standards build upon the Alabama
Core Teaching Standards.
(2)
Program Curriculum. In addition to meeting Rules
290-3-3-.03(6)(a)1. -4.,
290-3-3-.03(6)(e)1.(i) -(iii)
and 2.(i)-(iii),
290-3-3-.04,
290-3-3-.05,
and
290-3-3-.14,
and
290-3-3-.27,
the physics program shall require an academic major of at least 30 semester
hours of credit with at least 18 semester hours of upper-division credit.
Additional information is provided in the definition for academic major in Rule
290-3-3-.01(2).
(a)
Competency Requirements for All
Science Teachers. Candidates in physics demonstrate knowledge of:
1. Multiple ways to organize perceptions of
the world and how systems organize the studies and knowledge of
science.
2. Nature of scientific
evidence and the use of models for explanation.
3. Measurement as a way of knowing and
organizing observations of constancy and change.
4. Development of natural systems and factors
that result in change over time or equilibrium.
5. Interrelationships of form, function, and
behaviors in living and nonliving systems.
(b)
Core Competencies in
Physics. Candidates in physics demonstrate knowledge of:
1. Energy, work, and power.
2. Motion, major forces, and
momentum.
3. Newtonian physics with
engineering applications.
4.
Conservation mass, momentum, energy, and charge.
5. Physical properties of matter.
6. Kinetic-molecular motion and atomic
models.
7. Radioactivity, nuclear
reactors, fission, and fusion.
8.
Wave theory, sound, light, the electromagnetic spectrum and optics.
9. Electricity and magnetism.
10. Fundamental processes of investigating in
physics.
11. Application of physics
in environmental quality and to personal and community health.
(c)
Advanced Competencies in
Physics. Candidates in physics demonstrate knowledge of:
1. Thermodynamics and energy-matter
relationships.
2. Nuclear physics
including matter-energy duality and reactivity.
3. Angular rotation and momentum, centripetal
forces, and vector analysis.
4.
Quantum mechanics, space-time relationships, and special relativity.
5. Models of nuclear and subatomic structures
and behavior.
6. Light behavior,
including wave-particle duality and models.
7. Electrical phenomena including electric
fields, vector analysis, energy, potential, capacitance, and
inductance.
8. Issues related to
physics such as disposal of nuclear waste, light pollution, shielding
communication systems and weapons development.
9. Historical development and cosmological
perspectives in physics including contributions of significant figures and
underrepresented groups, and development of theories in physics.
10. How to design, conduct, and report
research in physics.
11.
Applications of physics and engineering in society, business, industry, and
health field.
(d)
Supporting Competencies for Physics. Candidates in physics
demonstrate knowledge of:
1. Biology,
chemistry and Earth and space science.
2. Statistics, use of differential equations
and calculus.
Previous Rule.18 was renumbered.31 per certification
published August 31, 2021; effective October 15,
2021.
