Honors PhysicsGrades 10-12 - 2010-2011Mr. Matthew J. Moeller Course Purpose –Physics provides an opportunity for students to further their understanding of the world that God has created by investigating the natural laws that govern our universe. Coarse Goal- Students will apply their knowledge of physics concepts to real life applications to enable them to wisely use the energy God has created for us to use to his glory and the welfare of others.Course Textbook – Physics – Principles and Problems, Glencoe/McGraw Hill, 2005KMLHS Science Department Outcomes
Mousetrap Cars and Motion in One Dimension (Ch. 2-4)The students will be able to:1. Define dynamics as the branch of physics involving the motion of an object and the relationship between that motion and other physics concepts.2. Define kinematics as the part of dynamics that is interested in the description of motion. 3. Define displacement as a vector quantity that is the distance and direction of an object's change in position.4. Compare and contrast speed and velocity.5. Perform calculations with equations that include velocity, time and position.6. Define coordinate systems for motion problems.7. Create pictorial, physical, and mathematical models of motion problems.8. Create and analyze position vs. time, velocity vs. time, and acceleration vs. time graphs to describe motion.9. Define acceleration as a vector quantity that is the rate of change of velocity.10. Explain the general relationships among position, velocity, and acceleration for the motion of an object along a straight line.11. Identify the acceleration of gravity as 9.80 m/s/s.12. Determine the acceleration of an object in free-fall.13. Solve problems involving kinematics that include displacement, velocity, time, and acceleration quantities for one dimensional motion with constant acceleration. 14. Define force.15. Utilize Newton’s laws of motion to explain events and solve problems.16. Analyze the effects of Newton's laws of motion on objects and situations.17. Compare and contrast mass and weight.18. Describe the forces that are acting on an object.19. Design and build a mousetrap car that travels five meters or more in two consecutive trials.20. Prepare thorough well-written lab reports.21. Complete experiments successfully and efficiently with a group.22. Identify and use evidence learned or discovered to replace inaccurate personal models and explanations of science-related themes (A.12.6).23. Identify and use evidence learned or discovered to replace inaccurate personal models and explanations of science-related themes (A.12.6).24. Re-examine the evidence and reasoning that led to conclusions drawn from investigations using science themes (A.12.7).25. When studying science content, ask questions suggested by current social issues, scientific literature, and observations of phenomena; build hypotheses that might answer some of these questions; design possible investigations; and describe results that might emerge from such investigations (C.12.1).26. Evaluate the data collected during an investigation, critique the data-collection procedures and results, and suggest ways to make any needed improvements (C.12.3).27. During investigations, choose the best data-collection procedures and materials available, use them competently, and calculate the degree of precision of the resulting data (C.12.4).28. Use the explanations and models found in physical science to develop likely explanations for the results of their investigations (C.12.5).29. Qualitatively and quantitatively analyze changes in the motion of objects and the forces that act on them and represent analytical data both algebraically and graphically (D.12.8).30. Using the science themes, explain common occurrences in the physical world (D.12.12).31. Design, build, evaluate, and revise models and explanations related to physical science that are also in agreement with Scripture (G.12.2).
Water Balloon Launch and Two-Dimensional Motion (Ch. 5-6)The students will be able to:1. Compare and contrast vector and scalar quantities.2. Calculate the components of a vector along the x and y axes.3. Solve problems that require the addition and subtraction of vector quantities geometrically and algebraically.4. Explain the general motion of an object in two dimensions.5. Solve displacement, velocity, and acceleration problems with vectors.6. Analyze motion in two dimensions with vectors.7. Analyze motion from different perspectives.8. Distinguish between static and kinetic friction.9. Experiment to gather the data necessary to calculate coefficients of friction.10. Describe centripetal acceleration.11. Create free body diagrams that analyze the forces acting on an object12. Analyze the motion of an object on an inclined plane or when an object is being pulled at an angle.13. Explain the relationships between the forces that act on an object and the change in velocity of the object.14. Perform calculations by analyzing the forces acting on objects.15. Give examples that show how partial systems, models, and explanations are used to give quick and reasonable solutions that are accurate enough for basic needs (A.12.3).16. Construct arguments that show how conflicting models and explanations of events can start with similar evidence (A.12.4).17. Identify and use evidence learned or discovered to replace inaccurate personal models and explanations of science-related themes (A.12.6).
Classroom Procedures1. Entering the Classroom - Finish snacks and drinks (other than water) and enter the classroom before the bell with book, binder, planner, calculator, pen/pencil and any other necessary materials. If you enter through the doorway after the bell, you will be considered tardy. Then kindly greet the teacher and group members, quietly go to your assigned chair, read the objectives for the lesson, and begin the bell work. When finished wait quietly for the next instruction. If you are tardy and have a pass, put the pass in the box on the table in front of the classroom. If you feel that you had a legitimate reason for being tardy but have no pass, please take up your situation with the front office and not the teacher. If you feel you had a reasonable excuse for being tardy for first period, you need to present a parent note within five school days to the front office for a tardy. The front office will make changes if necessary to the tardy if you presented the note within five school days; otherwise it will remain on your record.2. Listening to Instructions – When the teacher raises his hand, courteously stop what you are doing, face the teacher, stop talking, politely inform any classmates who haven’t seen the teacher’s raised hand, and carefully pay attention to the instructions. 3. Taking Notes - Write down important information in an organized manner, answer questions to the best of your ability, and ask questions about things which you don’t understand. 4. Getting Help - If you have a question or want to respond to a teacher’s question, raise your hand before speaking and wait to speak until the teacher calls them upon you. If you don’t understand something when working in groups on an assignment, activity, or project, ask three classmates before seeking the teacher’s help. If you are asked for help, be kind and helpful. 5. Leaving the Classroom - If you need to leave the classroom for a scheduled appointment (doctor, student council, etc.), get a preplan completed at least one day before the absence. Remind the teacher as you enter the classroom and get a pass initialed. Raise your hand when the time comes to leave to get the teacher’s attention. Pack your materials and leave. If you need to use the restroom immediately because you are ill raise your hand to get the teacher’s attention, go to the restroom and then explain your departure to the teacher when you return. If you need to use the restroom or need to return to your locker before the end of the class period, complete a pass in your planner and bring it to the teacher to get initialed. If you don’t have your planner, find a pass in the box in the back of the classroom, complete it, and get it initialed by the teacher before leaving.6. Returning from an Absence - When absent, you are responsible for finding out how to complete an assignment from the course web site, the schedule posted on the classroom bulletin board, teacher or a classmate as soon as possible. Pick up handouts from the appropriate folder. If you missed a test or quiz, schedule a time with the teacher to make it up.7. Finishing Assignments - Assignments are due by the beginning of the next class period unless otherwise instructed by the teacher. Finish assignments neatly according to the directions given with all proper work shown and to the best of your abilities. The following information should be included on all assignments: name, date, and title. Hand the assignment in when instructed. If the assignment is handed in at a time other than the time when it was collected from the class, a student responsibility card must be stapled to it and it should be handed in the appropriate bin in front of class.8. Properly Caring for School Property - Gather all materials as instructed, begin materials log entry, use the materials properly, return materials to the correct location, and complete materials log entry. 9. Dismissal from the Classroom - Listen carefully to the daily closing message and record the assignment. After dismissal by the teacher push in your chair, throw away any trash and take with you all your belongings. Thank you. If the classroom rules and procedures are not followed, the students will be verbally reminded. If the rule or procedure is still not followed the student will be handed an infraction slip to document the behavior. If the student continues to not follow the rule/procedure, the teacher will contact his/her parents to discuss the behavior and come up with a plan to help the student correct the behavior. If the behavior continues, the student will be referred to Pastor Hughes to get assistance in correcting the behavior. In a severe case of misbehavior, such as the use of profanity, fighting, damaging school, teacher, or classmate property, or disrespectful behavior, the student will be referred to Pastor Hughes immediately.
It is the goal of KMLHS Science Department that the students of Kettle Moraine Lutheran High School are faithful servants of God who know and believe:1. That God created all things out of nothing in six natural days as is recorded in Genesis chapter 1.2. That God, as the Preserver, cares and provides for each of His creatures.
Graduates of the KMLHS Science Department will be:1. Perceptive thinkers who distinguish between the changing nature of science and the unchanging nature of God. 2. Quality producers who use experimental procedures and problem-solving skills.3. Knowledgeable and responsible stewards who incorporate scientific concepts and theories as they make wise decisions about the use of the gifts of God’s creation.4. Life-long learners who evaluate scientific discoveries in the light of God’s Word.5. Collaborative contributors who can integrate scientific knowledge and skills into their occupations and personal lives.Course OutcomesThe students will be able to:1. Explain that God the Creator and Preserver controls the interaction of matter and energy which is used for the benefit of mankind.2. Make calculations based on the interaction of forces. 3. Describe and calculate the results of energy transformations.4. Describe heat exchanges.5. Explain the transformations of light and sound upon impacting different materials.6. Describe how changing magnetic fields can generate electric potential differences.7. Calculate currents, voltage drops, equivalent resistances, electrical power and energy in series and parallel circuits.8. Identify and use evidence learned or discovered to replace inaccurate personal models and explanations of science-related themes (KML Federation Science Standard A.12.6).9. Re-examine the evidence and reasoning that led to conclusions drawn from investigations using science themes (A.12.7).10. When studying science content, ask questions suggested by current social issues, scientific literature, and observations of phenomena; build hypotheses that might answer some of these questions; design possible investigations; and describe results that might emerge from such investigations (C.12.1).11. Identify issues from an area of science study, write questions that could be investigated, review previous research on these questions, and design and conduct responsible and safe investigations to help answer the questions (C.12.2 ).12. Evaluate the data collected during an investigation, critique the data-collection procedures and results, and suggest ways to make any needed improvements (C.12.3).13. During investigations, choose the best data-collection procedures and materials available, use them competently, and calculate the degree of precision of the resulting data (C.12.4).14. Use the explanations and models found in physical science to develop likely explanations for the results of their investigations (C.12.5).15. Design, build, evaluate, and revise models and explanations related to physical science that are also in agreement with Scripture (G.12.2). Unit OutcomesInventions ProjectThe students will be able to: - Identify effective means of communication between the teacher, student and parent.
- Establish individual and group goals for the study of physics and for other areas of life.
- Relate the impact of inventions on society.
- Identify inventions that had a significant impact on society.
- Create a timeline of key contributions to the development of an invention.
- Identify the role of engineers in the development and utilization of inventions
Mousetrap Cars and Motion in One Dimension (Ch. 2-4)The students will be able to:1. Define dynamics as the branch of physics involving the motion of an object and the relationship between that motion and other physics concepts.2. Define kinematics as the part of dynamics that is interested in the description of motion. 3. Define displacement as a vector quantity that is the distance and direction of an object's change in position.4. Compare and contrast speed and velocity.5. Perform calculations with equations that include velocity, time and position.6. Define coordinate systems for motion problems.7. Create pictorial, physical, and mathematical models of motion problems.8. Create and analyze position vs. time, velocity vs. time, and acceleration vs. time graphs to describe motion.9. Define acceleration as a vector quantity that is the rate of change of velocity.10. Explain the general relationships among position, velocity, and acceleration for the motion of an object along a straight line.11. Identify the acceleration of gravity as 9.80 m/s/s.12. Determine the acceleration of an object in free-fall.13. Solve problems involving kinematics that include displacement, velocity, time, and acceleration quantities for one dimensional motion with constant acceleration. 14. Define force.15. Utilize Newton’s laws of motion to explain events and solve problems.16. Analyze the effects of Newton's laws of motion on objects and situations.17. Compare and contrast mass and weight.18. Describe the forces that are acting on an object.19. Design and build a mousetrap car that travels five meters or more in two consecutive trials.20. Prepare thorough well-written lab reports.21. Complete experiments successfully and efficiently with a group.22. Identify and use evidence learned or discovered to replace inaccurate personal models and explanations of science-related themes (A.12.6).23. Identify and use evidence learned or discovered to replace inaccurate personal models and explanations of science-related themes (A.12.6).24. Re-examine the evidence and reasoning that led to conclusions drawn from investigations using science themes (A.12.7).25. When studying science content, ask questions suggested by current social issues, scientific literature, and observations of phenomena; build hypotheses that might answer some of these questions; design possible investigations; and describe results that might emerge from such investigations (C.12.1).26. Evaluate the data collected during an investigation, critique the data-collection procedures and results, and suggest ways to make any needed improvements (C.12.3).27. During investigations, choose the best data-collection procedures and materials available, use them competently, and calculate the degree of precision of the resulting data (C.12.4).28. Use the explanations and models found in physical science to develop likely explanations for the results of their investigations (C.12.5).29. Qualitatively and quantitatively analyze changes in the motion of objects and the forces that act on them and represent analytical data both algebraically and graphically (D.12.8).30. Using the science themes, explain common occurrences in the physical world (D.12.12).31. Design, build, evaluate, and revise models and explanations related to physical science that are also in agreement with Scripture (G.12.2).
Water Balloon Launch and Two-Dimensional Motion (Ch. 5-6)The students will be able to:1. Compare and contrast vector and scalar quantities.2. Calculate the components of a vector along the x and y axes.3. Solve problems that require the addition and subtraction of vector quantities geometrically and algebraically.4. Explain the general motion of an object in two dimensions.5. Solve displacement, velocity, and acceleration problems with vectors.6. Analyze motion in two dimensions with vectors.7. Analyze motion from different perspectives.8. Distinguish between static and kinetic friction.9. Experiment to gather the data necessary to calculate coefficients of friction.10. Describe centripetal acceleration.11. Create free body diagrams that analyze the forces acting on an object12. Analyze the motion of an object on an inclined plane or when an object is being pulled at an angle.13. Explain the relationships between the forces that act on an object and the change in velocity of the object.14. Perform calculations by analyzing the forces acting on objects.15. Give examples that show how partial systems, models, and explanations are used to give quick and reasonable solutions that are accurate enough for basic needs (A.12.3).16. Construct arguments that show how conflicting models and explanations of events can start with similar evidence (A.12.4).17. Identify and use evidence learned or discovered to replace inaccurate personal models and explanations of science-related themes (A.12.6).
18. Describe the relationship between changing science and unchanging Scripture (B.12.6).19. Identify issues from an area of science study, write questions that could be investigated, review previous research on these questions, and design and conduct responsible and safe investigations to help answer the questions (C.12.2 ).20. Qualitatively and quantitatively analyze changes in the motion of objects and the forces that act on them and represent analytical data both algebraically and graphically (D.12.8).21. Understand gravitational force and its impact on the universal system (D.12.9).22. Design, build, evaluate, and revise models and explanations related to physical science that are also in agreement with Scripture (G.12.2).
Gravitation and Physics in the News (Ch. 7)1. Utilize Newton’s Law of Universal Gravitation to determine the force that one mass exerts on another.2. Describe qualitatively how the velocity, period of revolution, and centripetal acceleration depend upon the radius of the orbit of a planet.3. State Kepler’s three laws of planetary motion and use them to describe in qualitative terms the motion of a body in an elliptical orbit.4. Retrieve information using the World Wide Web. 5. Summarize an article on physics.6. Show how a major scientific or technological change has had an impact on work, leisure, or the home and is a blessing from God.7. Apply the themes of science to develop realistic visions of the future (A.12.1).8. Evaluate articles and reports in the popular press, in scientific journals, on television, and on the Internet, using criteria related to accuracy, degree of error, sampling, treatment of data, and other standards of experimental design (C.12.7).9. Evaluate articles and reports in the popular press, in scientific journals, on television, and on the Internet using Scriptural principles (C.12.8).10. Analyze the costs, benefits, or problems resulting from a scientific or technological innovation, including implications for the individual and community (G.12.3). 11. Construct arguments that show how conflicting models and explanations of events can start with similar evidence (A.12.4).12. Identify and use evidence learned or discovered to replace inaccurate personal models and explanations of science-related themes (A.12.6).13. Describe the relationship between changing science and unchanging Scripture (B.12.6).14. Identify issues from an area of science study, write questions that could be investigated, review previous research on these questions, and design and conduct responsible and safe investigations to help answer the questions (C.12.2 ). Amusement Park Physics, Rotational Motion, and Momentum (Ch. 8-9)The students will be able to:1. Describe angular displacement.2. Relate the radius of the circle and the speed or rate of revolution of the particle to the magnitude of centripetal acceleration.3. Calculate the angular acceleration, angular velocity, and angular displacement of body that rotates about a fixed axis with a constant angular acceleration.4. Calculate the total linear momentum of a system of bodies.5. Relate impulse to the change in linear momentum and the average force action on a body.6. Analyze collisions of objects in one or two dimensions to determine unknown masses or velocities and calculate how much kinetic energy is lost in such a collision.7. Calculate the moment of inertia.8. Predict the results of collisions.9. Relate the law of conservation of momentum one and two particle systems.10. Apply conservation of energy to problems of fixed-axis rotation.11. Calculate the total kinetic energy of a body that is undergoing both translational and rotational motion and apply energy conservation in analyzing such motion.12. State the relation between net external torque and angular momentum.13. Calculate the magnitude and sense of the torque associated with a given force.14. State the conditions for translational and rotational equilibrium of a rigid body.15. Explain how the center of mass affects the stability of an object.16. Develop, in groups comprised of students researching different types of rides, themes for a park in which their rides will be located.17. Create posters and one model of their rides in which each student names his or her ride based on the theme of the park, illustrates the ride, explains the physics behind the ride, and creates a glossary of the physics terms that apply.18. Identify and use evidence learned or discovered to replace inaccurate personal models and explanations of science-related themes (A.12.6).19. Re-examine the evidence and reasoning that led to conclusions drawn from investigations using science themes (A.12.7).20. When studying science content, ask questions suggested by current social issues, scientific literature, and observations of phenomena; build hypotheses that might answer some of these questions; design possible investigations; and describe results that might emerge from such investigations (C.12.1).21. Using the science themes, explain common occurrences in the physical world (D.12.12).22. Design, build, evaluate, and revise models and explanations related to physical science that are also in agreement with Scripture (G.12.2).23. Qualitatively and quantitatively analyze changes in the motion of objects and the forces that act on them and represent analytical data both algebraically and graphically (D.12.8).24. Using the science themes, explain common occurrences in the physical world (D.12.12).25. in agreement with Scripture (G.12.2). Trebuchets, Energy Conservation, Work, and Simple Machines (Ch. 10-11)The students will be able to:1. Compare and contrast the everyday definition of work and the scientific definition of work.2. Identify the types of energy in various objects.3. Calculate the elastic potential energy of springs.4. Calculate the gravitational potential energy of an object.5. Calculate the kinetic energy of an object.6. Explain energy transformations that show the conservation of all energy.7. Distinguish the differences between work, energy and power.8. State, approve, and apply the relation between the work performed on a body by non-conservative forces and the change in a body's mechanical energy.9. State the generalized work-energy theorem and use it to relate the work done by a non-conservative force on a body to the changes in kinetic and potential energy of the body.10. Calculate the work performed by the net force, or by each of the forces that make up the net force, on a body that undergoes a specified change in speed or kinetic energy.11. Apply the law of conservation of energy theorem to determine the change in a body's kinetic energy and speed that result from the application of specified forces.12. Determine the force that is required in order to bring a body to rest in a specified distance.13. Calculate the power required to maintain the motion of a body with constant acceleration.14. Prove that the relation P=Fv follows from the definition of work.15. Distinguish the differences between work, energy and power.16. Recognize and solve problems involving forces, energy, work, power, and Newton's Laws.17. Utilize simple machines to make work easier.18. Calculate the efficiency of a machine.19. Develop higher level questions, objectives, needs, musts and wants to analyze the performance of a group and their machine.20. Apply the law of conservation of energy to build a trebuchet.21. Identify and use evidence learned or discovered to replace inaccurate personal models and explanations of science-related themes (A.12.6).22. When studying science content, ask questions suggested by current social issues, scientific literature, and observations of phenomena; build hypotheses that might answer some of these questions; design possible investigations; and describe results that might emerge from such investigations (C.12.1).23. Using the science themes, explain common occurrences in the physical world (D.12.12).24. Design, build, evaluate, and revise models and explanations related to physical science that are also in agreement with Scripture (G.12.2). Energy Sources and Thermal Energy (Ch. 12)
The students will be able to:1. Differentiate between temperature, heat, and thermal energy.2. Compare and contrast conduction, convection, and radiation.3. Calculate heat transfer.4. State the first and second laws of thermodynamics.5. Explain the kinetic theory of heat and thermodynamics.6. Describe how internal and external combustion engines work.7. Evaluate an Internet site’s usefulness in providing information and understanding related to specific energy resources.8. Search the Internet for specific information on energy resources.9. Describe how a heating system works.10. Compare and contrast types of heating systems.11. Give examples that show how partial systems, models, and explanations are used to give quick and reasonable solutions that are accurate enough for basic needs.12. Identify and use evidence learned or discovered to replace inaccurate personal models and explanations of science-related themes (A.12.6).13. Re-examine the evidence and reasoning that led to conclusions drawn from investigations using science themes (A.12.7).14. Identify issues from an area of science study, write questions that could be investigated, review previous research on these questions, and design and conduct responsible and safe investigations to help answer the questions (C.12.2 ).15. Evaluate the data collected during an investigation, critique the data-collection procedures and results, and suggest ways to make any needed improvements (C.12.3).16. During investigations, choose the best data-collection procedures and materials available, use them competently, and calculate the degree of precision of the resulting data (C.12.4).17. Use the explanations and models found in physical science to develop likely explanations for the results of their investigations (C.12.5).18. Using the science themes, explain common occurrences in the physical world (D.12.12).19. Design, build, evaluate, and revise models and explanations related to physical science that are also in agreement with Scripture (G.12.2).States of Matter and Boat, Plane, and Race Car Design (Ch. 13)
The students will be able to:
1. Compare and contrast the four states of matter.
2. Perform calculations of pressure.3. Apply Pascal’s principle to hydraulics and pneumatics.4. Explain how a boat floats using Archimedes’ principle.5. Explain the flight of an airplane using Bernoulli’s principle.6. Design an original water plane, sailboat, or racing boat utilizing fluid principles.7. Identify and use evidence learned or discovered to replace inaccurate personal models and explanations of science-related themes (A.12.6).8. Re-examine the evidence and reasoning that led to conclusions drawn from investigations using science themes (A.12.7).9. Identify issues from an area of science study, write questions that could be investigated, review previous research on these questions, and design and conduct responsible and safe investigations to help answer the questions (C.12.2 ).10. Using the science themes and knowledge of chemical, physical, atomic, and nuclear interactions, explain changes in materials, living things, earth’s features, and stars (D.12.13).11. Design, build, evaluate, and revise models and explanations related to physical science that are also in agreement with Scripture (G.12.2).Tsunamis, Concert Hall Acoustics or Waves in the News Project
Waves and Sound (Ch. 14-15)
The students will be able to:
1. Predict wave motion.2. Determine the energy stored in an elastic spring.3. Describe how waves transfer energy without transferring matter.4. Contrast transverse and longitudinal waves.5. Relate wave speed, wavelength, and frequency.6. Describe how waves are reflected and refracted at boundaries between media.7. Analyze sound.8. Describe the sources and effects of interference.9. Relate the physical properties of sound waves to our perception of sound.10. Identify some applications of the Doppler Effect.11. Explain why there are variations in sound among instruments and among voices.12. Identify and use evidence learned or discovered to replace inaccurate personal models and explanations of science-related themes (A.12.6).13. Re-examine the evidence and reasoning that led to conclusions drawn from investigations using science themes (A.12.7).14. When studying science content, ask questions suggested by current social issues, scientific literature, and observations of phenomena; build hypotheses that might answer some of these questions; design possible investigations; and describe results that might emerge from such investigations (C.12.1).15. Evaluate the data collected during an investigation, critique the data-collection procedures and results, and suggest ways to make any needed improvements (C.12.3).16. During investigations, choose the best data-collection procedures and materials available, use them competently, and calculate the degree of precision of the resulting data (C.12.4).17. Use the explanations and models found in physical science to develop likely explanations for the results of their investigations (C.12.5).18. Using the science themes, explain common occurrences in the physical world (D.12.12).19. Design, build, evaluate, and revise models and explanations related to physical science that are also in agreement with Scripture (G.12.2).Lasers, Refraction, and Light (Ch. 16-19)
The students will be able to:
1. Explain the transformations of light and sound upon impacting different materials.2. Explain the effects of distance on illumination.3. Describe models of light, heat, and sound through investigations describe similarities and differences in the way these energy forms behave.4. Solve problems involving the speed of light.5. Predict the effect of mixing colors of lights and pigments.6. Identify the primary and secondary colors.7. Explain polarization.8. Recognize possible uses of polarizing filters in everyday life.9. Explain the law of reflection.10. Locate the images formed by plane mirrors.11. Explain how concave and convex mirrors form images.12. Solve problems involving refraction.13. Explain some optical effects caused by refraction.14. Describe how real and virtual images are formed by single convex and concave lenses.15. Describe how the eye focuses light to form an image.16. Explain nearsightedness and farsightedness and how eyeglass lenses correct these defects.17. Describe the optical systems in some common optical instruments.18. Identify and use evidence learned or discovered to replace inaccurate personal models and explanations of science-related themes (A.12.6).19. Re-examine the evidence and reasoning that led to conclusions drawn from investigations using science themes (A.12.7).20. Identify issues from an area of science study, write questions that could be investigated, review previous research on these questions, and design and conduct responsible and safe investigations to help answer the questions (C.12.2 ).21. Evaluate the data collected during an investigation, critique the data-collection procedures and results, and suggest ways to make any needed improvements (C.12.3).22. During investigations, choose the best data-collection procedures and materials available, use them competently, and calculate the degree of precision of the resulting data (C.12.4).23. Use the explanations and models found in physical science to develop likely explanations for the results of their investigations (C.12.5).24. Using the science themes, explain common occurrences in the physical world (D.12.12).25. Design, build, evaluate, and revise models and explanations related to physical science that are also in agreement with Scripture (G.12.2).Electrical Circuits and Static and Current Electricity (Ch. 20-23)
The students will be able to:1. Recognize the effects of electrostatics.2. Explain that charges are not created or destroyed, but only separated or combined. 3. Describe the difference between conductors and insulators.4. Summarize the relationships between electric forces, charges, and distance.5. Draw and interpret electric field lines.6. Explain how to charge object by conduction and induction.7. Apply Coulomb’s law to problems in one and two dimensions.8. Design open, closed, series, and parallel electric circuits.9. Explain Ohm’s law.10. Explain electromagnetism.11. Describe how electrical energy is converted into thermal energy.12. Calculate currents, voltage drops, and equivalent resistances in series and parallel circuits.13. Explain how fuses, circuit breakers, and ground-fault interrupters protect household wiring.14. Identify and use evidence learned or discovered to replace inaccurate personal models and explanations of science-related themes (A.12.6).15. Re-examine the evidence and reasoning that led to conclusions drawn from investigations using science themes (A.12.7).16. When studying science content, ask questions suggested by current social issues, scientific literature, and observations of phenomena; build hypotheses that might answer some of these questions; design possible investigations; and describe results that might emerge from such investigations (C.12.1).17. Identify issues from an area of science study, write questions that could be investigated, review previous research on these questions, and design and conduct responsible and safe investigations to help answer the questions (C.12.2 ).18. Evaluate the data collected during an investigation, critique the data-collection procedures and results, and suggest ways to make any needed improvements (C.12.3).19. During investigations, choose the best data-collection procedures and materials available, use them competently, and calculate the degree of precision of the resulting data (C.12.4).20. Use the explanations and models found in physical science to develop likely explanations for the results of their investigations (C.12.5).21. Using the science themes, explain common occurrences in the physical world (D.12.12).22. Design, build, evaluate, and revise models and explanations related to physical science that are also in agreement with Scripture (G.12.2).Electric Fields and Magnetism (Ch. 24-26)
The students will be able to:
1. Compare and contrast various magnetic fields.
2. Solve problems involving magnetic field strength and the forces on current-carrying wires, and on moving, charged particles in magnetic fields.
3. Evaluate conductors, capacitors and dielectrics.4. Design electric circuits.5. Calculate currents, voltage drops, and equivalent resistances in series and parallel circuits using Ohm’s Law. 6. Calculate electrical power.7. Describe the design and operation of an electric motor.8. Explain how a changing magnetic field produces an electric current.9. Apply Len’s law.10. Explain self-inductance and how it affects circuits.11. Solve transformer problems involving voltage, current, and turn ratios.12. Solve problems involving the interactions of charged particles with electric and magnetic fields in cathode-ray tubes and mass spectrometers.13. Solve problems involving electromagnetic wave properties.14. Describe the factors affecting an antenna’s ability to receive an electromagnetic wave of a specific wavelength.
15. Solve problems involving electromagnetic wave propagation through dielectrics.
16. Identify and use evidence learned or discovered to replace inaccurate personal models and explanations of science-related themes (A.12.6).
17. Re-examine the evidence and reasoning that led to conclusions drawn from investigations using science themes (A.12.7).
18. When studying science content, ask questions suggested by current social issues, scientific literature, and observations of phenomena; build hypotheses that might answer some of these questions; design possible investigations; and describe results that might emerge from such investigations (C.12.1).
19. Evaluate the data collected during an investigation, critique the data-collection procedures and results, and suggest ways to make any needed improvements (C.12.3).
20. During investigations, choose the best data-collection procedures and materials available, use them competently, and calculate the degree of precision of the resulting data (C.12.4).
21. Use the explanations and models found in physical science to develop likely explanations for the results of their investigations (C.12.5).
22. Using the science themes, explain common occurrences in the physical world (D.12.12).
23. Design, build, evaluate, and revise models and explanations related to physical science that are also in agreement with Scripture (G.12.2).
Instructional StrategiesEstablishing Individual and Group Goals - 5%
Lecture/Discussion - 20%Problem Solving Practice - 15%
Guided Research and Study - 10%
Laboratory Experiments – 20%Individual Work on Projects – 15%Cooperative Work on Projects – 15% GradingStudents will be graded on their ability to master the goals of the course. Projects, tests, quizzes, lab assignments, and daily assignments will be evaluated to determine each student’s progress in meeting the goals. I will select assignments to grade that give an accurate picture of the student’s progress. The students will also be made aware of many diverse opportunities to obtain extra credit to improve their grades.Assignments are to be completed by the assigned day (usually the next school day). All daily assignments that are turned in late will be lowered one grade for each school day that it is late. For example, if an assignment is due on Monday, but not turned in until Wednesday, an “A” score will be lowered to a “C” because it is two days late. The lowest score a student can receive on a completed assignment is a 50%. A maximum of one assignment (test, quiz, project, daily assignment, etc.) can be redone each quarter. If a student is absent on the day an assignment is collected or assigned, the student is required to turn in the assignment within three school days of his/her return to class. If a parent feels that there is a good reason why his/her child was not able to complete an assignment on time, that parent is asked to write a note explaining that reason, and if the excuse is valid I will not lower the grade of the assignment. All assignments that are collected for evaluation will be graded and posted on the Internet on the PowerSchool web site as soon as possible. I often use the weekends to keep up with the correcting. Lists of missing assignments will be posted in classroom as well.If a student’s assignment is not completed at the time the grades are entered, a score of zero will be entered. As soon as the assignment is completed, the new grade will be entered. If a student fails to complete an assignment by the end of the semester, a score of 0% and “Incomplete” will be given for that assignment. Failing to complete any assignments will severely lower the student’s semester grade. Failing to complete major assignments will result in failure of the course.A student will be given an academic detention to help him/her understand the importance of completing assignments on time and to provide time to do so if any of the following conditions are true:1. The student has three or more missing assignments listed on the missing assignment sheet printed and posted on the classroom bulletin board on the Tuesday of each week.2. The student has not completed a major project within one week of the due date.3. The student has not completed his/her part of a group project within one day of the due date.Academic detentions are described in the KML student handbook. The academic detention will not be given if there are extenuating circumstances or if a student has been recently absent for one or more days.Each student’s final grade will be based on the following estimated percent scale:Lab Activities – 15% - The students will be graded on their ability to practice cooperative and laboratory skills during the lab activities. In addition, students will be required to complete two lab reports and two lab sheets each semester.Projects – 20% - The students will be assigned various projects to demonstrate their ability to use their scientific knowledge, be creative and responsible, and, at times, to work with others. Some projects are considered to be major assignments. This means that a student will not receive credit for the course if he/she fails to complete this assignment. If a major project is not completed on time and does not have a legitimate excuse, I will alert the student, parent(s), guidance office, and the activities director so that they may encourage the student to complete the assignment. If a student has not completed the major assignment within three days of this notification, the student will be placed on incomplete status which will exclude him/her from practicing or performing in any extra-curricular groups until the assignment is completed.Daily Assignments - 20% - At various times the students’ daily assignments and class notes will be collected, reviewed, and graded. This portion of the student’s grade will also reflect the student’s preparation for class. Quizzes 15% – Periodically, the students will be given quizzes on information that was covered in class or that was to be read.Tests – 30% - Tests will be given at various points in the semester to evaluate the student’s progress. Student MaterialsThe students will be expected to bring the following materials for each class period:2 pencils, 2 pens, TI-83 or 84 calculator, four extra AAA batteries, flash drive for saving computer files, loose-leaf paper, binder with five inserted tabs, textbook, and KML student planner. Classroom RulesOur Lord has commanded us in his Holy Word to fear, love, and trust in him above all things, to honor those he has placed in authority over us, and to love our neighbor as ourselves. With these commands in mind, the constant guidance of in everything we do, and the following rules and procedures, which have been established for the organization, productivity and safety of the students, the students will grow spiritually, intellectually, and socially throughout the school year. The love of our Lord Jesus who suffered all things for us will motivate us to serve our Savior in everything we do to the best of our ability by staying on task and practicing self-discipline. The students will be required to: Please,1. Be courteous and respectful.2. Be on time and prepared.3. Care for the property of the school and of your classmates.4. Follow all procedures and policies Thank you.Classroom Procedures1. Entering the Classroom - Finish snacks and drinks (other than water) and enter the classroom before the bell with book, binder, planner, calculator, pen/pencil and any other necessary materials. If you enter through the doorway after the bell, you will be considered tardy. Then kindly greet the teacher and group members, quietly go to your assigned chair, read the objectives for the lesson, and begin the bell work. When finished wait quietly for the next instruction. If you are tardy and have a pass, put the pass in the box on the table in front of the classroom. If you feel that you had a legitimate reason for being tardy but have no pass, please take up your situation with the front office and not the teacher. If you feel you had a reasonable excuse for being tardy for first period, you need to present a parent note within five school days to the front office for a tardy. The front office will make changes if necessary to the tardy if you presented the note within five school days; otherwise it will remain on your record.2. Listening to Instructions – When the teacher raises his hand, courteously stop what you are doing, face the teacher, stop talking, politely inform any classmates who haven’t seen the teacher’s raised hand, and carefully pay attention to the instructions. 3. Taking Notes - Write down important information in an organized manner, answer questions to the best of your ability, and ask questions about things which you don’t understand. 4. Getting Help - If you have a question or want to respond to a teacher’s question, raise your hand before speaking and wait to speak until the teacher calls them upon you. If you don’t understand something when working in groups on an assignment, activity, or project, ask three classmates before seeking the teacher’s help. If you are asked for help, be kind and helpful. 5. Leaving the Classroom - If you need to leave the classroom for a scheduled appointment (doctor, student council, etc.), get a preplan completed at least one day before the absence. Remind the teacher as you enter the classroom and get a pass initialed. Raise your hand when the time comes to leave to get the teacher’s attention. Pack your materials and leave. If you need to use the restroom immediately because you are ill raise your hand to get the teacher’s attention, go to the restroom and then explain your departure to the teacher when you return. If you need to use the restroom or need to return to your locker before the end of the class period, complete a pass in your planner and bring it to the teacher to get initialed. If you don’t have your planner, find a pass in the box in the back of the classroom, complete it, and get it initialed by the teacher before leaving.6. Returning from an Absence - When absent, you are responsible for finding out how to complete an assignment from the course web site, the schedule posted on the classroom bulletin board, teacher or a classmate as soon as possible. Pick up handouts from the appropriate folder. If you missed a test or quiz, schedule a time with the teacher to make it up.7. Finishing Assignments - Assignments are due by the beginning of the next class period unless otherwise instructed by the teacher. Finish assignments neatly according to the directions given with all proper work shown and to the best of your abilities. The following information should be included on all assignments: name, date, and title. Hand the assignment in when instructed. If the assignment is handed in at a time other than the time when it was collected from the class, a student responsibility card must be stapled to it and it should be handed in the appropriate bin in front of class.8. Properly Caring for School Property - Gather all materials as instructed, begin materials log entry, use the materials properly, return materials to the correct location, and complete materials log entry. 9. Dismissal from the Classroom - Listen carefully to the daily closing message and record the assignment. After dismissal by the teacher push in your chair, throw away any trash and take with you all your belongings. Thank you. If the classroom rules and procedures are not followed, the students will be verbally reminded. If the rule or procedure is still not followed the student will be handed an infraction slip to document the behavior. If the student continues to not follow the rule/procedure, the teacher will contact his/her parents to discuss the behavior and come up with a plan to help the student correct the behavior. If the behavior continues, the student will be referred to Pastor Hughes to get assistance in correcting the behavior. In a severe case of misbehavior, such as the use of profanity, fighting, damaging school, teacher, or classmate property, or disrespectful behavior, the student will be referred to Pastor Hughes immediately.