Course Syllabus

Algebra 1 (411401CW) or Algebra 1 Honors (411401HW)

CP Physical Science Syllabus- 2020-2021

Mrs. J. Shaw - Seneca High School

jshaw@sdoc.org

 

Course Description

Physical Science is the study of matter and energy.  It involves two major sciences, physics and chemistry.  Topics involved are the use of the metric system, structure of atoms, chemical bonding, chemical reactions, types of compounds, electricity, nuclear reactions, Newton's Laws of motion, forces, machines, work and power.

Content

In Physical Science this year, we will address the following questions:

1. How does the structure of an atom effect it’s physical and chemical properties?
2. What are the properties of different classifications of matter?
3.  How do chemical elements and compounds react with each other in nature?
4. How do atoms gain stability?
5. What is the cause of an object’s motion and how can that motion be described?
6. How is energy transformed in an open or closed system?
7. How is energy conserved in a closed system?
8. How is energy transferred through matter in wave form?

Schedule for topics this year:

Unit 1: Scientific Method and Metrics

Unit 2: Structure of the Atom

Unit 3: Interaction of Atoms

Unit 4: Organic Compounds

Unit 5: Chemical Reactions

Unit 6: Describing Motion

Unit 7: Electricity

Unit 8: Energy  

Unit 9: Waves

 

Materials needed:

Textbook: “Physical Science” by Glencoe (individual copies can be requested)

Notebook: one 3 ring binder or spiral bound notebook with pockets

Paper, pens, and pencils

Two packages of 3” x 5” note cards

Calculator

Ruler

Dry erase markers

Chromebook and charger

 

 

 

Room 201 Pride-

            Prepared                       Come to class with materials ready

                                                Be in your seat ready to work when the bell rings

                                                Make sure all out of class assignments are completed on time

            Respect                        Listen when others are speaking

                                                Always contribute in group activities

            Integrity                       Be responsible for your own actions and work

                                                Take pride in your work

            Discipline                     Respond appropriately to Mrs. Shaw’s direction

                                                Keep all attention focused on the task at hand

            Everywhere!

 

Rules and Consequences:

Anyone who chooses not to follow Mrs. Shaw’s rules will be subject to the following consequence:

1^st Offense:  Verbal Warning

2^nd Offense:  Teacher Detention

3^rd Offense:  After School Detention

4^th Offense:  Office Referral

***Severity Clause:  All offenses are subject to office referral depending on severity of offense

***Parent contact may occur at any time

Tardy Policy- Doors will be closed and locked at the tardy bell.  All students not in class will report to administration.

 

Grading scale:

100-90: A         89-80: B           79-70: C           69-60:D            >60: F

 

Seneca High School Science Department Grading Policy-

Year Long Grades are broken down as follows:

1^st Nine Weeks              20%
2^nd Nine Weeks             20%
Midterm Exam              10%*
3^rd Nine Weeks             20%
4^th Nine Weeks              20%
Final Exam                   10%*

 

Term grades will be broken down as follows:

            Major Grades (60% of nine weeks grade):
                        3-6 per nine weeks

1. Test
2. a) Tests will be graded based on the SC State Standards
3. Benchmark Tests (cumulative tests given at the end of each nine week period)
4. a) Tests will be graded based on the SC State Standards
5. Major Labs
6. a) Major labs must be written up as a Formal Lab Report
7. b) Formal Lab Reports will be graded using the SHS Science Department formal lab

                                   report rubric which can be found on your teacher’s website

                          4.Projects

1. Projects will be graded using teacher created rubrics

            Minor Grades (40% of nine weeks grade):

1. Minor Labs
2. Minor labs will be graded for accuracy based on lab quizzes or informal lab reports.
3. Daily Assignments (daily quizzes, classwork, activities, etc.)
4. Quizzes
5. Homework- Daily Graphing Activities

Homework Policy-

Students will be expected to complete daily data analysis activities.  For each activity, the data will be posted by the end of the school day. Students will be expected to do other work at home based on classroom assignments.

 

***Missing/Late Assignments

If a student is absent the day an assignment is due, the student is to turn in the assignment on the first day he/she returns to class. Students have 5 days to turn in an assignment past the due date. Ten points will be taken off each day the assignment is late (up to a total of 30 pts).

 

Extra Help Procedures:

I will be available each morning from 8:00 am until 8:35 for extra help upon request. Students must request in writing (by email) ahead of time and let me know who their first block teacher is so I can notify that teacher.  

 

Communication Plan

I can be reached by email (jshaw@sdoc.org) at any time. This is the best way to get in touch with me. My classroom phone number is 864-718-5517. I will not be able to answer the phone during school hours. I will gladly attend any parent conferences upon request. Parents will be called and notified of any outstanding behavior. Please do not hesitate to reach out if you have concerns/questions. Parents- PLEASE make sure your contact information is up to date in PowerSchool.

 

CANVAS

Students will be required to use Canvas on a daily basis. We are limiting the exchanging of papers between students and teachers. PARENTS- please make sure you are an observer in Canvas. This will allow you to see all course content (assignments, due dates, notes, feedback, etc.)

If you have Canvas questions, Canvas help pages/links can be found on the district’s website, you can Google tutorial videos, or ask for guidance.

This is a link to Canvas’s help page for students: https://guides.instructure.com/m/4212

 

 

 

 

 

 

South Carolina Standards:  

 

Unit 1- Introduction to Scientific Processes

• P.2B.2 Use mathematical and computational thinking to describe the relationship between the mass, volume, and density of a given substance.
  • HSAP Focus- find the volume of the object based on given dimensions
  • Predict how volume should affect density, then create a graph of density vs. volume to support prediction
• P.1A.5 Use mathematical and computational thinking to (1) use and manipulate appropriate English and metric units, (2) express relationships between variables for models and investigations, or (3) use grade-level appropriate statistics to analyze data.
• P.2A.1 Analyze and interpret data from observations and measurements of the physical properties of matter (including volume, shape, movement, and spacing of particles) to explain why matter can be classified as a solid, liquid or gas.
• P.2A.3 Analyze and interpret data to describe and classify matter as pure substances (elements or compounds) or mixtures (heterogeneous or homogeneous) based on composition.

 

 

Unit 2- Elements and the Periodic Table

• P.2A.1 Develop and use simple atomic models to illustrate the components of elements (including the relative position and charge of protons, neutrons, and electrons).
• P.2A.2 Obtain and use information about elements (including chemical symbol, atomic number, atomic mass, and group or family) to describe the organization of the periodic table.
• C.2A.1 Obtain and communicate information to describe and compare subatomic particles with regard to mass, location, charge, electrical attractions and repulsions, and impact on the properties of an atom. (determine the charge of an ion)
• C.2B.1 Obtain and communicate information to compare alpha, beta, and gamma radiation in terms of mass, charge, penetrating power, and their practical applications (including medical benefits and associated risks).

 

Unit 3- Chemical Bonding

• P.2A.4 Construct explanations for how compounds are classified as ionic (metal bonded to nonmetal) or covalent (nonmetals bonded together) using chemical formulas.
• C.3A.1 Construct explanations for the formation of molecular compounds via sharing of electrons and for the formation of ionic compounds via transfer of electrons.
• C.3A.2 Use the periodic table to write and interpret the formulas and names of chemical compounds (including binary ionic compounds, binary covalent compounds, and straight-chain alkanes up to six carbons).

 

Unit 4- Chemical Reactions

• P.2B.4 Plan and conduct controlled scientific investigations to answer questions about how physical and chemical changes affect the properties of different substances.
• P.2B.5 Develop and use models to explain how chemical reactions are supported by the law of conservation of matter.
• P.2B.2 Analyze and interpret data to support claims that when two substances are mixed the total amount (mass) of the substances does not change.
• C.6A.1 Develop and use models to predict the products of chemical reactions (1) based upon movements of ions; (2) based upon movements of protons; and (3) based upon movements of electrons.

 

Unit 5- Mixtures

• P.2B.3 Develop models using observations to describe mixtures, including solutions, based on their characteristics.
• P.2B.4 Construct explanations for how the amount of solute and the solvent determine the concentration of a solution.
• P.2B.5 Conduct controlled scientific investigations to test how different variables (including temperature change, particle size, and stirring) affect the rate of dissolving.
• P.2B.6 Design and test the appropriate method(s) (such as filtration, sifting, attraction to magnets, evaporation, chromatography, or flotation) for separating various mixtures.
• P.2B.1 Obtain and communicate information to describe what happens to the properties of substances when two or more substances are mixed together.

 

Unit 6- Describing Motion

• P.5A.1 Use mathematical and computational thinking to describe and predict the motion of an object (including position, direction, and speed).
• P.2A.4 Develop and use models to represent an object’s displacement, velocity, and acceleration (including vector diagrams, data tables, motion graphs, dot motion diagrams, and mathematical formulas).
• P.2A.5 Construct explanations for what is meant by “constant” velocity and “constant” acceleration (including writing descriptions of the object’s motion and calculating the sign and magnitude of the slope of the line on a position-time and velocity-time graph).
• P.2A.6 Obtain information to communicate the similarities and differences between distance and displacement; speed and velocity; constant velocity and instantaneous velocity; constant velocity and average velocity; and velocity and acceleration.

 

Unit 7- Forces

• P.5A.2 Develop and use models to explain how the amount or type of force (contact and non-contact) affects the motion of an object.
• P.5A.3 Plan and conduct controlled scientific investigations to test the effects of balanced and unbalanced forces on the rate and direction of motion of objects.
• P.5A.4 Analyze and interpret data to describe how a change of force, a change in mass, or friction affects the motion of an object.
• P.5A.5 Design and test possible devices or solutions that reduce the effects of friction on the motion of an object.

 

Unit 8- Energy

• P.3A.1 Analyze and interpret data to describe the properties and compare sources of different forms of energy (including mechanical, electrical, chemical, radiant, and thermal).
• P.3A.2 Develop and use models to exemplify the conservation of energy as it is transformed from kinetic to potential (gravitational and elastic) and vice versa.
• P.3A.3 Construct explanations for how energy is conserved as it is transferred and transformed in electrical circuit
• P.3B.1 Plan and conduct controlled scientific investigations to provide evidence for how the design of simple machines (including levers, pulleys, inclined planes) helps transfer mechanical energy by reducing the amount of force required to do work.
• P.3B.2 Design and test solutions that improve the efficiency of a machine by reducing the input energy (effort) or the amount of energy transferred to the surrounding environment as it moves an object.

 

Other Standards:  

Standard H.C.1: The student will use the science and engineering practices, including the processes and skills of scientific inquiry, to develop understandings of science content.

 

• C.1A. Conceptual Understanding: The practices of science and engineering support the development of science concepts, develop the habits of mind that are necessary for scientific thinking, and allow students to engage in science in ways that are similar to those used by scientists and engineers.

 

Performance Indicators: Students who demonstrate this understanding can:

 

• C.1A.1 Ask questions to (1) generate hypotheses for scientific investigations, (2) refine models, explanations, or designs, or (3) extend the results of investigations or challenge scientific arguments or claims.
• C.1A.2 Develop, use, and refine models to (1) understand or represent phenomena, processes, and relationships, (2) test devices or solutions, or (3) communicate ideas to others.
• C.1A.3 Plan and conduct controlled scientific investigations to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses based on credible scientific information, (2) identify materials, procedures, and variables, (3) use appropriate laboratory equipment, technology, and techniques tocollect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety procedures.
• C.1A.4 Analyze and interpret data from informational texts and data collected from investigations using a range of methods (such as tabulation, graphing, or statistical analysis) to (1) reveal patterns and construct meaning, (2) support or refute hypotheses, explanations, claims, or designs, or (3) evaluate the strength of conclusions.
• C.1A.5 Use mathematical and computational thinking to (1) use and manipulate appropriate metric units, (2) express relationships between variables for models and investigations, and (3) use grade-level appropriate statistics to analyze data.
• C.1A.6 Construct explanations of phenomena using (1) primary or secondary scientific evidence and models, (2) conclusions from scientific investigations, (3) predictions based on observations and measurements, or (4) data communicated in graphs, tables, or diagrams.
• C.1A.7 Construct and analyze scientific arguments to support claims, explanations, or designs using evidence and valid reasoning from observations, data, or informational texts.

Required Instructional Materials and Resources: (List required materials including SDOC provided textbooks, including any fees that apply, etc.)

• Glencoe Physical Science
• Scientific Calculator
• Pens and Pencils
• Notebook and Paper