Physical Science of Matter
Grades 9-12 - 2010-2011
Mr. Matthew J. Moeller
Course Purpose – Physical Science of Matter is a course in which students will explore the elements, compounds, and mixtures in the physical world around us.
Course Goal – Physical Science of Matter is designed to teach the basic skills necessary to enable students to utilize the steps of the scientific method to solve real-world problems. Students will study the matter found in the universe of God’s creation and apply that knowledge throughout their lives to make God-pleasing decisions in service to the Savior.
KMLHS Science Department Outcomes
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 Textbook - Active Physical Science, 2005
Course Outcomes - The students will be able to:1. Define physical science as the study of the matter and energy created by God.2. Utilize the scientific method to solve problems.3. Explain how chemistry can be used to solve problems.4. Compare and contrast the different types of matter.5. Explain why matter changes states.6. Describe the properties of different types of matter.7. Utilize the types, states, and properties of matter to design a milk jug raft and sailboat.8. Use science principles to explain how boats float and how airplanes fly.9. Describe how the elements are organized in the periodic table.10. Draw the parts of an atom to show why a binary ionic compound is formed. 11. Write equations to describe chemical reactions.12. Apply the themes of science to develop realistic visions of the future (KML FederationScience Standard A.12.1)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. 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 ).16. Use the explanations and models found in physical science to develop likely explanations for the results of their investigations (C.12.5).17. Describe atomic structure and the properties of atoms, molecules, and matter during physical and chemical interactions (D.12.1).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). Unit Outcomes
The Nature of Science - Chemistry in the News and in My Life
The students will be able to:1. Analyze their learning styles and select study methods that are most effective for them.2. Organize notes and course materials with a method that meets their learning styles and is effective.3. Establish, adjust, and complete individual and group goals.4. Define physical science as the study of the matter and energy created by God.5. Explain how chemistry can be used to solve problems.6. Describe the relationship between changing science and unchanging Scripture (B.12.6).7. Differentiate between safe, effective laboratory procedures and those that are unsafe and ineffective.8. Perform measurements and conversions using SI units.9. Convert numbers from scientific to standard notations. 10. Gather data and create graphs, charts, diagrams, and outlines to organize the data.11. Analyze scientific information.12. Summarize, analyze, and evaluate main ideas of an article that deals with chemistry.13. Apply the themes of science to develop realistic visions of the future (A.12.1). 14. 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).
Milk Jug Raft and Sailboat Design – Chapter 10 (pgs. 623-690) The students will be able to:
1. Compare a compound to the elements that form it. 2. Test materials to determine what type of mixture they are. 3. Compare and contrast the different types of matter.4. Explain why matter changes states.5. Use science principles to explain how boats float and how airplanes fly.6. Describe the properties of different types of matter.7. Utilize the types, states, and properties of matter to design a milk jug raft and sailboat.8. 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).9. Construct arguments that show how conflicting models and explanations of events can start with similar evidence (A.12.4).10. Identify and use evidence learned or discovered to replace inaccurate personal models and explanations of science-related themes (A.12.6).11. Re-examine the evidence and reasoning that led to conclusions drawn from investigations using science themes (A.12.7).12. Relate the major themes of science to human progress in understanding science and the world (B.12.3).13. Explain how science is based on assumptions about the natural world and themes that describe the natural world (B.12.5). 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. Use the explanations and models found in physical science to develop likely explanations for the results of their investigations (C.12.5).16. Present the results of investigations to groups concerned with the issues, explaining the meaning and implications of the results, and answering questions in terms the audience can understand (C.12.6). 17. Explain how substances both simple and complex, interact with one another to produce new substances (D.12.5).18. Identify patterns in chemical and physical properties and use them to predict likely chemical and physical changes and interactions (D.12.6).19. Using the science themes, explain common occurrences in the physical world (D.12.12).20. Design, build, evaluate, and revise models and explanations related to physical science that are also in agreement with Scripture (G.12.2).21. Advocate a solution or combination of solutions to a problem in science or technology (H.12.4).22. Investigate how current plans or proposals concerning resource management, scientific knowledge or technological development will have an impact on the environment, ecology, and quality of life in a community or region (H.12.5).23. Evaluate data and sources of information when using scientific information to make decisions (H.12.6).24. When making decisions, construct a plan that includes the use of current scientific knowledge, scientific reasoning, and Biblical principles (H.12.7)
The Periodic Table – Chapter 11 (pgs. 692-768) The students will be able to:1. Describe how the elements are organized in the periodic table.2. Classify elements as metals, nonmetals, or neither.3. Differentiate between the chemical and physical properties of materials.4. Identify the signs of a chemical reaction.5. Write the formula for a binary ionic compound.6. Classify and balance chemical equations.7. Identify the parts of an atom and their location.8. 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). 8. Construct arguments that show how conflicting models and explanations of events can start with similar evidence (A.12.4). 9. Identify and use evidence learned or discovered to replace inaccurate personal models and explanations of science-related themes (A.12.6). 10. Re-examine the evidence and reasoning that led to conclusions drawn from investigations using science themes (A.12.7).Show how cultures and individuals have contributed to the development of major ideas in the physical sciences (B.12.1). 11. Identify the cultural conditions that are usually present during great periods of discovery, scientific development, and intervention (B.12.2). 12. Relate the major themes of science to human progress in understanding science and the world (B.12.3). 13. Show how basic research and applied research contribute to new discoveries, inventions, and applications (B.12.4). 14. Explain how science is based on assumptions about the natural world and themes that describe the natural world (B.12.5). 15. Describe the relationship between changing science and unchanging Scripture (B.12.6). 16. 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 ). 17. Have an understanding of the changing nature of science exhibited by the changing atomic theories (D.12.2). 18. Explain the forces that hold the atom together and illustrate how nuclear interactions change the atom (D.12.3). 19. Explain the exchanges of energy in chemical interactions and exchange of mass and energy in atomic/nuclear reactions (D.12.4). 20. Using the science themes, explain common occurrences in the physical world (D.12.12). 21. Design, build, evaluate, and revise models and explanations related to physical science that are also in agreement with Scripture (G.12.2).
Establishing Individual and Group Goals - 5%
Lecture/Discussion - 20%
Guided Research and Study - 10%
Laboratory Experiments – 30%
Individual Work on Projects – 10%
Cooperative Work on Projects – 20%
Student Presentations – 5%
Students will be graded on their ability to master the goals of the course. Projects, tests, quizzes, lab skills, 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 and incomplete 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% 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 – 10% - The students will be graded on their ability to practice cooperative and laboratory skills during the lab activities.
Projects – 20% - The students will be assigned various projects to demonstrate their ability to use their scientific knowledge, apply scientific content and skills, be creative and responsible, and, at times, to work with others. 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 them. 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 – 30% - At various times the students’ daily assignments such as class notes, answers to activity questions, and reflections on class activities 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 assigned to be read.
Tests – 25% - Tests will be given at various points in the semester to evaluate the student’s progress.
The 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 student planner.
Our 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:
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
1. 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.