ie-Physical Science

This is a science curriculum project being developed for independent study without a science laboratory.  Read about the significance of the ie-Science Project

Introduction

Today most scientists work in teams.  But there has always been scientists who, for a variety of reasons, worked alone.  Likewise there are many reasons why learning science as part of a team is superior to learning alone.  But occasionally the advantages of working with others is not possible or practical.  The following is a guide to assist those who want to learn science despite the handicap of isolation.

To learn science alone will involve some danger.  You probably won’t have the benefit of the supervision of an expert in the science being studied or the assistance of peers to make sure you haven’t skipped a step or misunderstood a critical instruction.  So it will be more important than ever to have a parent, friend, or co-worker know what you are trying to do, to be close enough to hear a call for help, and to occasionally check your well being in case an emergency occurs.  The world involves many hazards.  Part of science instruction should help you learn about those hazards and to learn the skills needed to work safely despite the risks.  But practicing to develop those skills must involve risks.

If you do not wish to assume the entire liability for the risks, do NOT undertake learning science alone.  The author, has extensive training in the sciences, has decades of experience as a chemist and physicist, science teacher, and chemical hygiene officer, and has tried to write the following directions to caution you about potential hazards.  But it is probably not possible to foresee all possible errors by students.  It is the student and parents who must decide if the benefits justify the risks of working alone.  If at any point either now or in the future you (or your legal representative) are unwilling to accept the risks, DO NOT PROCEED.

Table of Contents

Reference

• Much of this course of study has been based upon the extensive curriculum work started by the Physical Science Study Committee (PSSC) in 1963 and developed by a group led by Uri Haber-Schaim, now at Science Curriculum Inc., Belmont MA, and published as Introductory Physical Science (IPS), initially funded by Educational Service Inc. (ESI) and later by the National Science Foundation (NSF).  The original intent was to develop a course for schools to give students a beginning knowledge of physical science and to offer insight into the means that scientific knowledge is acquired.  The materials have received extensive testing and improvements both originally and over the intervening decades.  The IPS course is widely regarded as successfully addressing the National Science Education Standards established by the National Research Council, the Benchmarks for Science Literacy established by Project 2061 of AAAS, and the many state science teaching standards.  The intent here is to extend that course of study so that it can be conducted either at home or in other locations where traditional science teaching facilities are not available.