District committee reviews proposed conceptual physics curriculum aligned to PA Science standards; board vote scheduled in two weeks

District administrators and teachers presented a proposed conceptual physics curriculum designed as an entry-level physics offering and aligned with Pennsylvania's science standards.

Dr. Godjoy said the draft follows the state framework and emphasizes real-world phenomena, hands-on investigation, data analysis, engineering and universal design for learning. Dwayne (the conceptual physics teacher) described six course units: electricity (case study of generation and distribution), energy and one-dimensional motion, three-dimensional motion and collisions, gravity and orbital mechanics, modern physics and electromagnetic radiation, and a culminating team project in which students apply multiple units to solve a practical challenge (this year's example: design a way to charge a cell phone using gravity).

Board members asked about course sections and enrollment; the teacher said he will run two sections of conceptual physics this year with roughly 30—35 students combined. The discussion included assessments: the curriculum uses transfer tasks and unit assessments that ask students to explain phenomena they have not been directly taught (essay-style explanation tasks). One board member said their vote would be contingent on seeing how memory and retention are assessed; administrators said they would provide details on what tests and transfer tasks will be used and the frequency of those assessments ahead of the board meeting. The committee will bring the curriculum to the regular board meeting for formal approval in two weeks.

No formal vote occurred in committee. Administrators emphasized that the written curriculum prescribes content and assessments but individual teachers retain autonomy over grading and class routines.