Physical Science



COURSE DESCRIPTION

This integrated, collaboratively taught general physical science survey course is a general overview of important topics within physical science with special laboratory emphasis on the technological applications of physical science concepts. This survey course unites local curriculum and the Alaska State Science Performance Standards pertaining to physical science. Using the Principles of Technology program to support daily lab practice, this course builds a general understanding of physical science disciplines. At the conclusion of the course successful students will be able to accurately define science, have an understanding of the main ideas in the major physical science disciplines, and be able to correctly distinguish between and characterize physics, chemistry, astronomy, geology, and engineering. Students will also be able to distinguish between and correctly characterize the concepts of force, work, rate, resistance, energy, power, and force transformers as found in mechanical, fluid, electrical, and thermal systems. Finally, students will know the basic developmental history of the physical sciences and the current relevance of physical science in their lives, communities, and the modern world.

SWRSD OUTCOMES

Outcome 5: Students demonstrate honesty, respect, concern, and caring for themselves, their environment, and others.

Successful scientists are honest, use appropriate safety precautions in the laboratory and in the field, work well with team-mates, apply their scientific insights toward living healthier lives, and demonstrate a profound appreciation for the environment.

Outcome 7: Students use a variety of ways to think and to reason when solving problems and making thoughtful decisions.
Successful scientists utilize the scientific method, process skills, and divergent thinking to carefully evaluate evidence, draw conclusions, and make decisions based upon the most complete and rational analysis.

Outcome 9: Students use technology for adapting to and initiating productive change.
Successful scientists use technology for adapting to and initiating productive change.

Outcome 11: Students demonstrate skills and attitudes that will enable them to achieve post high school education.
Mastery of scientific skills and incorporation of the scientific attitude promote success in post secondary education.
COURSE OUTLINE

CONTENT (Essential course facts, concepts, and basic skills; assessed with teacher -made tests and rubrics )

Major Units of Study in Physical Science

A. The Nature and Process of Science: understanding what science is, what science is not, and how science works.



Alaska Content Standards: Science Standard C: All Alaska students will recognize that the content and conduct of science are influenced by the historical, social, cultural and environmental contexts in which they occur, and Science Standard B: All Alaska students will understand and develop the skills of scientific inquiry.
Key Elements: Students who meet this standard will

C1.Understand how the terms fact, observation, concept, principle, law, and theory are generally used in the scientific community;
use these terms appropriately as part of the vocabulary in science discussion and writing
C2.Know that scientific knowledge is validated by repeating specific experiments which may conclude in similar results;
discuss "predicting and controlling" versus "understanding and appreciating" as goals of science
practice the steps of the scientific method in conducting investigations
practice the three main activities of science: observing, theorizing, and experimenting
present scientific reports in the format of title, purpose, hypothesis, materials, methods (or procedure), results, discussion, and conclusion.
C3.Understand that society, culture, history and environment affect the development of scientific knowledge;
define "science" as it is practiced today
describe in outline how science came to be what it is today from its origins long ago
recount Galileo's experience when he provided evidence that Terra revolves around Sol and not visa versa
C4.Understand that some personal and societal beliefs accept non-scientific methods for validating knowledge;
examine fortune cookies and evaluate their prognostications
contrast and compare the Chinese horoscope, the Zodiacal horoscope, and the Kiersy-Bates Temperament Indicator
state the fundamental questions asked by science (how?), philosophy (how/why?), and theology (why?) and the basis upon which each relies (respectively: evidence, speculative logic, faith)
C5.Know that the sharing of scientific discoveries is important in influencing individuals and society and in advancing scientific knowledge;
describe the impact of Galileo, Newton, Curie, Jansky, and Einstein/Oppenheimer in society
C6.Understand that scientific discovery is often a combination of an accidental happening and observation by a knowledgeable person with an open mind;
describe the discoveries of LSD, the benzene ring, and silly putty.
C7.Understand that major scientific "breakthroughs" link large amounts of knowledge, often building upon the contributions of many scientists and crossing different lines of study;
compare and contrast Boyle, Franklin, Volta, and Marconi with Edison, Watt, Fulton, and Oppenheimer.
C8.Understand that acceptance of a new idea depends upon supporting evidence and that new ideas that conflict with beliefs or common sense are often resisted.
provide evidence proving that the planet is not actually flat
recount Galileo's experience when he provided evidence that Terra revolves around Sol and not visa versa
describe the initial reception of the theory of continental drift
B1.Use the processes of science, including observing, classifying, measuring, interpreting data, inferring, communicating, controlling variables, developing models and theories, hypothesizing, predicting and experimenting;
use appropriate measurement units and measurement nomenclature (gram, meter, degree C; micro, milli,
centi, kilo, mega)
measure length, area, volume, mass, weight, temperature, rate, resistance, and pressure.
investigate one chemical element in depth, write a report, and deliver an oral presentation on that element
design and conduct daily lab experiments on the topic of the day, and communicate the findings
design and conduct a science fair project, then present findings at the science fair
B2.Design and carry out scientific investigations using appropriate instruments;
use safety glasses, volumetric glasswear, Bunsen burners, tongs, balances, thermometers, rulers, diffraction gratings, stopwatches, and optical equipment.
design and conduct a science fair project, then present findings at the science fair
B3.Understand that scientific inquiry often involves different ways of thinking, curiosity and the exploration of multiple paths;
B4.Understand that personal integrity, skepticism, openness to new ideas, creativity, collaborative effort and logical reasoning are all aspects of scientific inquiry;
B5.Employ ethical standards, such as unbiased data collection and factual reporting of results; and
B6.Employ strict adherence to safety procedures in conducting scientific investigations.
participate fully and appropriately in diverse scientific games, discussions, exercises, homework assignments, field trips, lab experiments, and research projects

SHIFTS IN CONTENT EMPHASIS
As science education adds more perspectives from the field of the philosophy of science, students can experience science inquiry as one way of investigating phenomena. Students will perceive themselves as theory builders, creating and validating their own personal theories about physical phenomena based upon personal observations and experiences. They learn to use technology effectively to enhance their observations and interpretations, apply the scientific habits of mind, and understand the strengths and limitations of the logic systems employed in the process.
The scientific experiment is only one part of the scientific enterprise. Significant direction is forged through social endeavors: soliciting and understanding diverse perspectives on phenomena; developing a qualitative feel for the phenomena; convincing the public of the importance of a research endeavor; identifying the applications of results; maintaining openness to information that might be more important than the original investigation; ensuring ethical interactions before, during and after the research; and ensuring access to the endeavor for underserved populations. No one person can account for these diverse responsibilities; teamwork is required for most scientific activities. This cooperation extends across time as well. History has influenced the voices that contribute towards the understanding of phenomena, and students must understand how their perspectives on phenomena and ability to hear and understand different logic systems are shaped by their personal histories. History has also influenced our culture's scientific approaches to medicine, engineering, psychology, and interpretations of physiological processes. Students need to understand the forces that have shaped, developed and limited science.

BIG IDEAS
Science as one way of knowing
Scientific world view
Unified systems
Reductionistic / holistic
Hypothetical deductive logic
Science process skills
Statistical inference and probability
Science as a social enterprise
Animal use, social justice ethics
Students as theory builders
Science careers
Diverse scientists
Range of scientific disciplines
Ways of knowing/validating knowledge


B. Scientific Knowledge: the Disciplines and Basic Factual Content of the Physical Sciences.
Alaska Content Standards: Science Standard A: All Alaska students will understand scientific facts, concepts, principles, and theories.
Key Elements: Students will know about, understand, and demonstrate the ability to
  1. Understand the models describing the nature of molecules, atoms and sub-atomic particles, their relation of the structure of atoms and sub-atomic particles, and their relation to the structure and behavior of matter (Structure of Matter);
physics as the discipline which studies the basic structure of the universe
chemistry as the discipline which studies the interactions of atoms, molecules, and compounds
organization and use of the Periodic Table
2.Know about the physical, chemical and nuclear changes and interactions that result in observable changes and interactions in the properties of matter (Changes and Interactions of Matter);
physical properties and changes
chemical properties and changes
nuclear properties and changes
engineering as a discipline which applies knowledge of physical, chemical, and nuclear properties
density
specific gravity
buoyancy
Archimede's Principle
3.Understand the models describing composition, age and size of our universe, galaxy and solar system. Know that our universe is constantly moving and changing (Universe);
metric measures
astronomy as the discipline which studies the large-scale structure of the universe
the light-year and the Astronomical Unit as unit measures of distance
10-22m to 1024m scale in the universe (from quarks to the edges of the known universe)
relative size of Sol and the planets, moons, asteroids, and comets
relative distance of Sol, the inner planets, the outer planets, and the solar system out through the comet belt
distance from Sol to the Proxima Centauri system
distance from Sol to the Big Dipper constellation
location of our solar system in the Milky Way galaxy
size and rate of rotation for the Milky Way galaxy
location of the local group of galaxies within the Virgo Supercluster
cosmology as the discipline which studies the origins, structure, and fate of the universe
expansion of the universe
determining the center point of universal expansion
evidence and scientific theories regarding the event of genesis
time-line of the universe from 15 billion years ago to today and forward for the next 7 billion years
4.Understand observable natural events such as tides, weather, seasons and moon phases in terms of the structure and motion of the earth (Earth);
collision of Terra and a Mars-sized mass 4.5 billion years ago to produce Luna and Terra's tilt
role of Luna in tide production
role of Terra's tilt in procession of the seasons in the northern and southern hemispheres
relative position of Sol, Luna, and Terra in lunar phases and eclipses
rate of rotation of Terra
rate of revolution of Terra
large-scale weather effects tied to season and rotation (jet streams and currents)
influence of volcanoes on weather
influence of the Yucatan Impact event 65 million years ago on weather
5.Understand the strength and effects of forces such as gravity and electromagnetic radiation (Forces of Nature);
four fundamental forces: gravity, electromagnetism, weak nuclear force, and strong nuclear force
mass versus weight
Galileo's experiments
Kepler's Laws
Newton's Laws
electromagnetic spectrum
visible (radiant) spectrum
Carl Jansky and Grote Reber: the discovery of static and development of radio astronomy
applications of electromagnetic radiation in daily life (heat, light, radio, microwave, UV, X-ray)
magnets, magnetic fields, and the relationship of electricity and magnetism
auroral phenomena explained
6.Understand that natural forces cause different types of motion. Describe the relationship of these forces and changes in motion (Motion);
temperature as a measure of vibration
thermal expansion in solids
conduction and convection
waves and wave motion in various media
shock waves
sound waves, frequency, and musical pitch
light waves: their character and motion
reflection, refraction, transparent, opaque
Newton's Laws
velocity, acceleration, deceleration
mass, inertia, and motion in the Sol-Terra-Luna system
escape velocity
mass, inertia, and motion in ballistics (shooting bullets) and in model rockets
mass, inertia, and motion in boats, cars, and airplanes
electromagnetic dynamos
7.Understand how the earth changes because of plate tectonics, earthquakes, volcanoes, erosion and deposition, and living things (Processes that Shape the Earth);
structure of Terra (crust, mantle, magma, convection zones, outer core, inner core)
geology as the discipline which studies minerals and aspects of earth science
formation and breakup of Pangea and Gondwanaland
continental drift
uplift and volcanism as mountain-building forces
subduction and erosion and mountain-destroying forces
friction and fault lines in Terra's crust and their relationship to earthquakes and tsunamis
Terra's atmosphere long ago and today: plants as oxygen liberators
8.Understand the scientific principles and models that:
a.describe the nature of physical, chemical and nuclear reactions;
phase states of matter (solid, liquid, gas, plasma, and colloidal)
crystal structure and properties of crystals
mixtures and solutions
physical changes in materials (sawing wood, melting ice, boiling water, molding clay)
chemical changes in materials (burning wood, electrolyzing 2H2O to O2 and 2H2, firing clay)
chemical stoichiometry
Law of Conversation of Matter
oxidation (how a fire burns and iron rusts)
polar/nonsymmetrical molecules, nonpolar/symmetrical molecules, and mixed (soap) molecules
pH: acidic, neutral, and basic
acid-base reactions
nuclear changes in materials (fission, fusion, the sun, nuclear reactors, nuclear weapons, and carbon dating)
b.state that whenever energy is reduced in one place, it is increased somewhere else by the same amount;
Newton's Laws
Law of Conservation of Energy
c.state that whenever there is a transformation of energy, some is spent in ways that make it unavailable for use (Energy Transformations);
kinetic and potential energy
mechanical advantage
entropy and its relation to friction, heat, light, sound, vibration in energy transformations
9.Know about the transfers and transformations of matter and energy that link living things and their physical environment, from molecules to ecosystems (Flow of Matter and Energy)
Sol as the source of the vast majority of available energy in Terra's biosphere
photosynthesis as the biological reaction binding photic energy into chemical energy
fossil fuels as Terra's finite and rapidly depleting savings deposit of nonrenewable stored energy
14.Understand the interdependence between living things and their environment. Know that the living environment consists of individuals, populations, and communities. Recognize that a small change in a part of the environment may affect the whole (Interdependence);
composition of the atmosphere
chemical changes in Terra's atmosphere (greenhouse gases and ozone depletion) and their implications
finite nature of Terra's fresh water supply, and how to conserve it
the relationship of global temperature, sea level, and shoreline
15.Use science to understand and describe the local environment (Local Knowledge)
practicing safe handling of chemicals, electricity, and equipment
determining which direction is north via star identification and magnetic compass use
recognize whether Luna is waxing or waning, and the relationship of Luna to tides
recognizing the relationship between Terra's tilt, insolation, and H2O phase states through the seasons
articulate the reasons that some materials are poor insulators and others are excellent insulators
explain why the ocean water is salty but rain and lake water is not salty
explain why many foods need to be cooked in order to be edible
build a working electric motor
define where this locality exists in the universe
define at which point in time this locality currently exists in the universe
define the relative scale at which this locality exists in the universe
state the science careers available to a local person, and the training needed to work in those jobs
16.Understand basic concepts about the theory of relativity that changed our view of the universe by uniting matter and energy and linking time with space (Relativity)
pre-modern views of the universe
Einstein and relativity
the relationship between mass and energy
Hawking and the many questions yet unanswered about the structure of the universe
the nature of time





C.

Science and Society.
Alaska Content Standards: Science Standard D: Application of Science and Technology to Personal and Community Life. All Alaska students will apply scientific knowledge and skills to make reasoned decisions about the use of science and scientific innovations.


Key Elements: Students who meet this standard will

1.Apply scientific knowledge and skills to understand issues and everyday events;
discuss current events
explain phenomena occurring in the local context and environment
2.Understand that scientific innovations may affect our economy, safety, environment, health and society.
These effects may be long or short term, positive or negative, expected or unexpected;
examine local economic and environmental concerns
3.Recommend solutions to everyday problems by applying scientific skills and knowledge;
4.Evaluate the scientific and social merits of solutions to everyday problems;
5.Participate in reasoned discussion of public policy about scientific innovations and proposed technological
solutions to problems; and
6.Act on their reasoned decisions and evaluate the effectiveness of their actions.
discuss current events
explain phenomena occurring in the local context and environment
examine local economic and environmental concerns
evaluate projected and actual results of proposals for public policy

SHIFTS IN CONTENT EMPHASIS
Schools must address the application of scientific thought to the world of work and societal decision making. The content standards provide all students with a strong understanding of the interdependence of societal, environmental and economic health and the emergence of new technologies. New measurement and other technological tools make new scientific endeavors and new solutions possible. Science develops new technologies. Technology developers must consider the social consequences of their tools. Information is now accessed through technology. Information retrieval has always been a public service available to all citizens
through libraries and other resource agencies. To continue this value we must ensure equal access to technology.

BIG IDEAS
Technological tools defining the limits of science
Design tasks and diverse contributions for effectiveness
Trade-off, feedback, side effect, constraints, social, economic, and ecological consequences
Risk analysis
Overdesign
Adaptation to change


SKILLS (Essential processes or skills, universally taught by all teachers in all courses; assessed with teacher -made rubrics and/or tests )
Major Categories of Skills

A. Cross-curricular and/or Integrative Skills

Key Elements: Student will know about, understand, and demonstrate the ability to
1. effectively communicate (listen, observe, read, write, discuss, present, explain, persuade, defend)
3. use a variety of higher order thinking skills (hypothesizing, estimating, analyzing, classifying, synthesizing, evaluating,inferring, generalizing) to solve common day-to-day problems
Key Elements: Student will know about, understand, and demonstrate the ability to
C. Life and/or Employability Skills
Key Elements: Student will know about, understand, and demonstrate the ability to
respect and treat others equally, from the perspective of the needs and rights of all people
D. Cultural Relevance:



Alaska Content Standards for Culturally Responsive Schools: Student Standards A-E
Key Elements: Student will know about, understand, and demonstrate the ability to

INSTRUCTIONAL RESOURCES AND MATERIALS


A. Community Resources Related to Course
Each individual and/or team of instructors, with the help of long time staff, students, parents and other concerned community members should cooperatively compile and periodically update a list of village elders, parents, local government leaders, business persons, and other concerned, active members of the community willing to share their wealth of experiences, knowledge and skills.

 B. Major Internet Web Site Addresses Related to Course (a tiny sample)
Or, use one of the many Internet search options to directly access a subject via

C. Media Center: Southwest Region School District
 Contact Roz Goodman, the Southwest Region Media Specialist, for help. She has lists of materials related to specific subject areas and will help you find Internet resources or other materials
D. Itinerant Travel Kits and/or Permanent Core Skills Instructors' Materials
Principles of Technology video series

Simulations and/or Activity Packets Related to Course
Discover the Elements
Concepts and Challenges in Physical Science
 Principles of Technology text series
 Physics

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Sample Physical Science Course Syllabus, with Grading Policy




PHYSICAL SCIENCE


 with PRINCIPLES OF TECHNOLOGY
Second Trimester, 1998-99, Togiak School. Instructor: Steven Jacquier

PURPOSE: This course is an introduction to science with special attention to physical science, applied physics and workplace technology preparedness. The course is intended to develop your:
*knowledge of the physical sciences as disciplines and as possible career paths
*understanding of the physical universe in which you live
*critical laboratory and workplace skills, such as
-measuring
-reading technical material
-following a set of written instructions to perform technical procedures
-communicating your findings both orally and in written form
-working together with others as a member of a team
*sophistication in interpreting the possible future significance of current-day events, innovations, and influences with regard to technology
*and to build a superior understanding of select advanced topics in science.

REQUIRED READINGS: This course will use several sources for readings:
Concepts and Challenges in Physical Science textbook (green cover), Principles of Technology textbook (white and blue cover), Physics textbook (brown cover). Additional readings from magazines, newspapers, encyclopedia, mailings from various industries and colleges, as well as the instruction booklets and schematic diagrams for various pieces of equipment in the laboratory. You will also be taught how to use internet search engines and CD-ROM resources, and required to consult them. A number of supplementary optional readings are available to those who desire extra credit (magazine articles and novels connected to science topics).


REQUIRED VIEWINGS: The course includes viewing various video, slide show, and filmstrip materials --usually daily-- on the physical sciences and careers in the physical sciences (such as "The Creation of the Universe") and documentaries on the lives of famous scientists (e.g., Madame & Pierre Curie, Thomas Edison, Stephen Hawking). The Principles of Technology program has many brief (usually 5 to 10 minutes) video clips illustrating various concepts. Filmstrips and video clips on career paths in technology and science may also be used. Optional video resources (documentaries, Bill Nye the Science Guy, and some movies) are also available to those who would like to earn extra credit by viewing and then reporting on the science content.

REQUIREMENTS AND GRADING:

1) CLASS PARTICIPATION and LABORATORY . You will receive a grade for the quality and quantity of your participation in class and in the laboratory. Laboratory reports will be written following a specific format; essay reports will be graded using the six area writing assessment rubric. Safety violations in the laboratory will be "fined" as points taken off your course grade; absolutely no horsing around, food or drink, or off-task behavior is allowed in the laboratory . Safety is the highest priority in the lab; individuals who demonstrate that they do not have the maturity or attention span necessary to earn the privilege of lab activities will be reassigned to some other place (like the hallway just outside the door, or into a different class entirely if necessary). Not listening to directions (or distracting others from hearing directions) is a safety violation. Participation and Lab = 20% of the course grade.

2) HOMEWORK . There will be homework each day. It will probably not be possible to accurately understand the material being worked with in this course if you do not read the text involved the night before and answer the questions in the homeworks in study hall and/or at home before coming to class. Accordingly, it will be difficult to accumulate enough points to be eligible or pass the course if you do not do the homeworks . Some students have taken this class three times before finally becoming convinced of that fact and doing their daily homeworks, but it is absolutely true. You will enjoy the class more, master more skills, and score higher if you do the homework on time . Homework turned in late earns half-credit, no matter how late it is (ten minutes or one month). Homework = 25% of the course grade.

3) QUIZZES . There will be frequent quizzes (meaning, at least one per week). Many of the quizzes will be announced in advance, and will usually occur on Wednesdays; some, however, will be unannounced. Pop quizzes usually happen in the first 60 seconds of class, are very easy, and occur when a bunch of people are late, so be to class on time! Quizzes may be made up if a student has an excused absence.Your own notes may usually be used as reference materials during quizzes (so take good notes in class!), but if you have not studied the material then you will not have enough time to look every single item up in your notes. Use your notes to study with before quizzes and you ill do fine. The quizzes will be a combination of ACT-test format essay question format. Quizzes = 20% of the course grade.

4) EXAMS . There will be exams during this course. The exams will look much like the quizzes, but you may not use notes during exams; the dates of exams will always be announced well in advance of the exam day. Exams may be made up if a student has an excused absence. Yes, there will be a final exam which is comprehensive (that is, it covers all of the material in the course from day one to finish). The exams will be a combination of ACT-test format essay question format. Exams = 20% of the course grade.


5) NOTEBOOK . An organized notebook labeled with your name is required , and will be collected and graded on a weekly to bi-weekly basis. There must be (at minimum) separate sections for Notes & Handouts, Labs, Homework & Exercises, Quizzes & Tests, and Journal (so, a three-ring binder with five sections is necessary). All papers in a section must be sequential, by date, from oldest to most recent. All science notes and returned papers must be in the notebook. Notebook = 5% of the course grade.

6) RESEARCH PROJECTS . There will be two research projects. In the first you will investigate an aspect of a specific assigned topic in science and produce a written report, graphic display, and an oral presentation. In the second research project you will choose and investigate a particular field or topic in physical science, technology, or medicine then perform an experiment or research project, write a report, and present a persuasive oral presentation on the science of this topic and describe the career path associated with this topic. A substantial portion of the points possible on these projects will be earned by having accomplished specific tasks by specific dates along the way. This will assist you to get the work accomplished well before the deadline. Your research will be presented to your peers, parents, and the community at large during a Science Fair near the end of the trimester. Research Projects= 10% of the course grade.

7) EXTRA CREDIT . Extra credit opportunities will be made available throughout the trimester. The idea behind extra credit is that it is what you do in addition to the regular work in order to go above and beyond the minimum required. Extra credit can also be used to strengthen and reinforce learning in an area that you feel confused about. Either way, extra credit work is science study which you do in order to build your skills along the way. Extra credit work must be completed within the time period specified in order to be counted. In other words, do not wait until the last minute at the end of the trimester and then figure that you will be able to do a heap of sloppy extra credit in a frantic rush to boost a sagging grade. That will not be allowed- only quality effort on the current extra credit option will be accepted, week by week. Extra credit "windows of opportunity" will open and shut each week, so do extra credits all along the way in order to maximize the benefit of this option. Extra Credit can equal up to 10% of the total grade.

COURSE GRADE OUTLINE:
Laboratory = 20%
Homework = 25%
Quizzes = 20%
Exams = 20% Subtotal 100%
Notebook = 5% Extra Credit = 10%
Research Projects = 10% Total 110%

Now, here is another way of thinking about the grading percentages. Based on several years of watching how students behave in class and the final grade which they eventually end up earning, it is a pretty safe guess that if you behave in one of the following ways, then you will earn the grade which is associated with that set of behaviors.

"A" = Excellence . Those students who push themselves to accomplish excellent ("A") performance in the course will go well beyond the minimum required to pass the course. Turning in all the homeworks and scoring well on quizzes, exams, and projects is not enough by itself. Reading outside of class, doing extra credit experiments, and turning in additional problem sets is essential for reaching the "A" level of achievement. This means real work! Students shooting for an "A" will get my co-operation after school and on week-ends with their projects and readings -just let me know that your goal is an "A" and I will coach you along the way. The attitude of a student working toward an "A" is positive, respectful, and focused on learning. The work habits of such a student are punctual, neat, and organized. By the end of the trimester you will not have to wonder if you earned an "A" or not, you will already know for dead certain without even asking because you will know how much you learned. If you have to wonder, then it was a "B" effort, not an "A" effort.

"B" = Superior . Consistently turning in homeworks, quizzes, exams, and projects scoring 80% and above, keeping a neat notebook with and complete notes, attending class daily, and making sure to participate fully in class discussions and exercises leads to "B" grades. In order to score at the 80% and above level students need to devote time to studying notes and text readings before quizzes and tests. Projects scoring 80% and above are begun well before the deadline date and receive steady effort until they are turned in. The attitude of a student working toward an "B" is positive, respectful, and focused on learning. The work habits of such a student are punctual, neat, and organized.

"C" = Satisfactory . A "C" is a good grade. It is the grade that most students will score in science classes, most of the time. Consistently turning in homeworks, quizzes, exams, and projects scoring 70% to 79%, keeping a neat notebook and complete notes, attending class daily, and making sure to participate fully in class discussions and exercises leads to "C" grades. In order to score at the "C" level students need to take complete notes and read the text. It is possible to bomb one or two quizzes or tests and still score a "C" if other work was good. Projects scoring a "C" are turned in by the deadline date and receive steady effort until they are turned in. The attitude of a student working toward an "C" is positive, respectful, and focused on learning. The work habits of such a student may be somewhat short of punctual, neat, and organized but are moving in that direction.

"D" = Unsatisfactory . A "D" is not a particularly good grade, but it will get credit toward graduation. Not consistently turning in homeworks, quizzes, exams, and doing projects or turning in work scoring 60% to 69%, keeping a messy notebook and taking incomplete notes, not attending class daily, and not participating fully in class discussions and exercises leads to "D" grades. You will still need to read the text and do most of the homeworks in order to score a "D." It is possible to bomb three or four quizzes or a couple of tests and still score a "D" if other work (especially homeworks, participation in class, and projects) was good. Projects scoring a "D" are turned in late and generally were thrown together quickly (it shows). The attitude of a student working toward an "D" is making an effort, respectful, and trying to do the work. The work habits of such a student may be late, messy, and unorganized but are moving toward improvement.

"F" = Failed . An "F" is a failing grade, earning no credit. Not making an effort leads to an "F" grade. This grade is produced by not coming to class, sleeping in class, not participating, being off task or disruptive in class, not turning in work, not keeping a notebook, not taking notes, consistently scoring below 59% on work, or violating safety rules.

A NOTE ON RESPECT, COURTESY, AND ON-TASK BEHAVIOR
Please do remember that we are here to do a job. Your parents have expectations of both you as a student and of me as your teacher. As your teacher, I will usually be like a big mirror, reflecting back whatever you are putting out (only larger). If you are being polite and on task then that absolutely is what you will get back from me, with a smile. So, if you do not want to be barked at, then pay attention and stay on task. It is your job to pay attention and stay on task in order to master knowledge and skills that will assist you to become an educated citizen, an employed worker, and good parent in your own right someday. If you really are determined to have a bad day, then go ahead and insist on being off task and rude; sure enough- as part of doing my job, I will be forced to co-operate with you in your having that kind of day. It is up to you. Personally, I would much rather choose to have a pleasant day and to learn something. "Being interested" or "being bored" is 100% a choice that you make inside your own mind; it is not something external to you.

You absolutely can help yourself to learn and enjoy what you are learning by getting enough sleep at night (you need at least 8 hours of sleep each night at your age), eating a good solid breakfast , and by coming to class on time and prepared (meaning, bring your binder, papers, and writing tools as well as any needed books or homework). Remember, the habit patterns--good or bad-- that you develop and set in place now in high school will either serve you well or work against you later when you get to college, trade school, or on the job.

Finally, if you do screw up in class and display some rude or off-task behavior, then this is what I suggest: as soon as you can get your nose back in joint again (slow deep breaths or washing your face with cold water works well), make a clear and prompt apology, and get on with the work. Do not hang on to upsets- let them go, and get on with learning and enjoying. Every now and then you will see me make a mistake (bark at somebody when they really did not deserve it) or have some demonstration fall apart because I did not prepare adequately beforehand (it happens)- as soon as I get my head together I will apologize and get on with it, myself. It is called "maturity," and is a big part of what we are here to practice and master with each other.

ATTENDANCE:
It will be difficult to score well enough to pass the class if you do not attend throughout. Getting behind on the homeworks and labs is not a good idea, as work will rapidly pile up. Be on time and in regular attendance to maximize what you learn in this course.

A Final Note:

I do hope that you will learn skills and information which prove valuable to you in the workplace and which will enrich your lives via a deeper understanding of the universe in which you live. Hopefully you will enjoy the course. Remember, you will get out of any experience that which you put into it, so please do not hold back- ask questions, participate in discussions, and make your best effort.

Enjoy the course!


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Sample Physical Science Course Sequence, with Integration Noted



PS: Physical Science
LA: Language Arts/English
MA: Mathematics
TRA: Teacher Read-Aloud

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Week #1 Focus: Science, Technology, and Measurement.
Principles of Technology connection: Overview of the Principles of Technology program.

Introduction to courses: expectations, syllabus.
Assessment of previous knowledge and naive conceptions.
Overview of course.

PS: cooperative group games; following oral and written directions; lab safety; tower building exercise; distinctions of science; science vis a vis philosophy and theology; life science versus physical science; disciplines within physical science; three main activities of science (observing, theorizing, experimenting); "predict and control" versus "understand and appreciate"; technological application of scientific concepts; measurement in science; measuring length, area, volume, mass, weight, force, temperature, and rate; units of measurement.

LA: vocabulary words; literary connection; video clip: The Sorcerer's Apprentice (from Fantasia);

MA: Measurement. Quantitative versus qualitative measure. Non-standard versus standard units of measure. American Standard versus metric (SI) units of measure.

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Week #2 Focus: Matter, Energy, Physics, and Transformations of Energy.
Principles of Technology connection: Force, Density.

PS: Structure of matter; atomic theory; atomic nucleus; proton, neutron, electron, and photon; electron shells; elements; TRA "How Did We Find Out About Atoms" - origins of concept of atoms, Golden Age of Greece; periodic table; four fundamental forces; weight versus mass; gravity; tides; cosmology (scale of things from very small to very large); light year vs Angstrom; relativity; force in mechanical systems.

LA: vocabulary words; Annie Dillard's "Pilgrim at Tinker Creek" literary connection; TRA connections with "How Did We Find Out About Atoms" - autobiographical sketch of author/scientist Isaac Asimov. Symbolism in science and poetry; Element Report format; Discover the Elements CD-ROM database resource use; Internet periodic table resources.

MA: units of measure -American Standard versus metric (SI); metric prefixes; finding linear, mass, weight, and volumetric units.

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Week#3: Cosmology, Astronomy, and the Atomic Structure of Matter
Principles of Technology connection: Fluid Systems, Pressure.

PS: Astronomy; Milky Way galaxy, local group of stars, solar system, planets, moons; eclipses; video clip: Tecumsah solar eclipse prediction vignette; laws of gravity and inertia; escape velocity; composition of atmosphere, TRA: "How To Dig A Hole To The Center of the Earth"; crust, mantle, magma, convection zones, outer and inner core; birth and death of stars vis a vis synthesis of elements; spectroscopy; flame tests; Jansky and Reber; radio waves from space; electromagnetic spectrum; phase states; phase state changes; force in fluid systems.

LA: vocabulary words; literary connections TRA "How Did We Find Out About Atoms" - science during Roman empire and Dark Ages (video clip: Name of the Rose), Gutenberg invents printing press; mnemonic device for solar system sequence (SMVEMAJSUNPC = Surprisingly My Very Educated Mother Anna Just Served Us Nine Pizzas; Cool!); Element Report research and writing.

MA: unit conversions; making scale models of relative size and distance in the solar system; graphing exercises.

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Week #4: Physical and Chemical Changes, Phase State Transformations, Chemistry.
Principles of Technology connection: Rate

PS: Physical and chemical changes; chemical bonds; chemical reactions; mixtures versus compounds; colloidal gels; pH- acidic, neutral, and basic; types of minerals, their origins, and composition; kinetic and potential energy; entropy; arrow of time; force in thermal and electrical systems.

LA: vocabulary words; literary connections (TRA "How Did We Find Out About Atoms" and magazine articles on Mars and Jupiter missions); Element Report writing; "Madame Curie" story.

MA: calculating temperature in Centigrade and Fahrenheit; temperature conversions.

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Week#5: Waves, Sound, Mechanics, and Heat
Principles of Technology connection: Resistance

PS: Sound and heat; thermal expansion; mechanical and thermal resistance- waves and particles; wave motion; transverse and longitudinal waves; color; prism; transparent; opaque; reflection; refraction; vibrations; sound waves; shock waves; musical sound; density; specific gravity; buoyancy; polar versus nonpolar substances; structure of soaps; work.

LA: vocabulary words; literary connections (TRA: essay on Isaac Newton; magazine articles on related topics); Element Report presentation speeches and final edited drafts of written reports; "Brief History of Time": Stephen Hawking biography.

MA: chemical equations and chemical stoichiometry; scalars, vectors, figuring resultants and measuring angles.

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Week 6: Electricity and Magnetism
Principles of Technology connection: Electrical Systems.

PS: Electromagnetism and electromagnetic fields; current and voltage; electrical circuits; static electricity; magnets; electromagneto dynamos; Terra's magnetic fields; aurora borealis and austrialis; rate and electrical resistance.

LA: vocabulary words; literary connections (TRA: essay on Ben Franklin; magazine articles on related topics); sketch preparation for dramatic presentation on a historically significant figure in science.

MA: electrical equations; watts, kilowatts; figuring voltage in series and parallel circuits.

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Week 7: Light, Optics, and Color
Principles of Technology connection: Work.

PS: Light, lasers, optics, and color; Newton's laws; general mechanics; rocket mechanics; thrust, speed, velocity, momentum, acceleration, and deceleration.

LA: vocabulary words; literary connections (TRA: essays on Jules Vern and Robert Goddard; magazine articles on related topics); sketch preparation for dramatic presentation on a historically significant figure in science; Apollo 13 story.

MA: solving equations; calculate thrust.

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Week 8: Earth Science
Principles of Technology connection: Measuring forces and resistance.

PS: structure of Terra (crust, mantle, magma, convection zones, outer core, inner core); geology as the discipline which studies minerals and aspects of earth science; formation and breakup of Pangea and Gondwanaland; continental drift; uplift and volcanism as mountain-building forces; subduction and erosion and mountain-destroying forces; friction and fault lines in Terra's crust and their relationship to earthquakes and tsunamis; Terra's atmosphere long ago and today: plants as oxygen liberators; forms of energy and power; Newton's laws; rocket mechanics; speed, acceleration, and deceleration; mechanical and thermal resistance, continued.

LA: vocabulary words; literary connections (TRA: essays on George Washington Carver and Thomas Edison; magazine articles on related topics); presentation of a dramatic presentation on a historically significant figure in science; Science Fair project report preparation.

MA: calculating rates of geological processes: glacial advance and recession, erosion and sediment deposition, uplift and mountain-building; radioactive decay; ratio and proportion.

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Week 9: Environmental Science, Climate, and Weather
Principles of Technology connection: Science, Industry, and Society

PS: Physical science aspects of environmental science, climate, weather; pollution, remediation, and natural resource management; local applications of science and technology; force transformers; industrial applications of scientific theory; Science Fair and Principles of Technology project preparation.

LA: vocabulary words; literary connections (TRA: essays on Wright brothers and Rachel Carson; magazine articles on related topics); delivery of a dramatic presentation on a historically significant figure in science; Science Fair project report preparation.

MA: calculation of transformed force in systems performing work.

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Week 10: Scientific Implications and Applications in Modern Society
Principles of Technology connection: Energy & Power

PS: Current events in science and society; careers in the sciences; outlooks for the future; Science Fair and Principles of Technology project preparation.

LA: Science Fair project report preparation and presentation of final edited draft; vocabulary; literary connections with current events.

MA: mathematical support of Science Fair projects as appropriate.

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Week 11: Science Careers and Science Fair Project Demonstrations
Principles of Technology connection: Careers in Physical Science

PS: Careers in physical science; Science Fair and Principles of Technology project presentations.

LA: vocabulary and literary connections as appropriate.

MA: mathematical support of lab activities as appropriate.


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ASSESSMENT GUIDELINES AND GRADING
The primary goal of this class is to give all students an opportunity to gain essential new knowledge, comprehension, and skills. To determine if all students are actually attaining this goal, regular, in-progress assessment of student progress will be part of daily in-progress activities and final student projects.

CONTENT KNOWLEDGE TESTS
Minimum Requirements : At the very least, course Content will be regularly assessed with traditional
Teacher-made Tests (multiple choice, completion, true/false, matching, short essay).
Suggestions:
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