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Physical
Science of Matter
Grades 9-12 - 2007-2008
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
It is the goal of KMLHS
Science Department that the students of
1. That God created all things
out of nothing in six natural days as is recorded in Genesis ch. 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 Textbook - Active Physical Science, 2005
Course Outcomes -
The students will be able to:
1. Establish,
revise, evaluate and complete goals for themselves and their cooperative
learning groups in the area of physical science with respect to problem-solving
skills, critical- thinking skills, communication skills, making scientific
connections, cooperative skills, and use of technology.
2.
Apply the themes
of science to develop realistic visions of the future (A.12.1)
3.
Re-examine the
evidence and reasoning that led to conclusions drawn from investigations using
science themes (A.12.7).
4.
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).
5.
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 ).
6.
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).
7.
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).
8.
Use the
explanations and models found in physical science to develop likely
explanations for the results of their investigations (C.12.5).
9.
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).
10.
Describe atomic
structure and the properties of atoms, molecules, and matter during physical
and chemical interactions (D.12.1).
11.
Using the science
themes, explain common occurrences in the physical world (D.12.12).
12.
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 my learning style 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.
Utilize the
scientific method 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. Choose items to be used in a physical science of
matter portfolio.
15.
Establish an
effective plan to successfully prepare for the physical science of matter exam.
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).
Movie
Special Effects – Chapter 10 (pgs. 623-690) – I will be able to:
1.
Define and apply the following physical science concepts: mass, weight,
length, width, height, volume, states of matter, solids, liquids, gases, change
of state, heat, temperature, Boyle’s Law, Charles’ Law, density, physical
properties, chemical properties, physical changes, chemical changes, metals,
nonmetals, solutions, suspensions, colloids, metals, nonmetals, metalloids,
alkali metals, alkaline earth metals, and transition metals.
2.
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).
3.
Construct arguments that show how conflicting models and explanations of
events can start with similar evidence (A.12.4).
4.
Identify and use
evidence learned or discovered to replace inaccurate personal models and
explanations of science-related themes (A.12.6).
5.
Re-examine the
evidence and reasoning that led to conclusions drawn from investigations using
science themes (A.12.7).
6.
Relate the major themes of science to human progress in understanding
science and the world (B.12.3).
7.
Explain how science is based on assumptions about the natural world and
themes that describe the natural world (B.12.5).
8.
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 ).
9.
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).
10.
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).
11.
Use the
explanations and models found in physical science to develop likely
explanations for the results of their investigations (C.12.5).
12.
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).
13.
Have an understanding of the changing nature of science exhibited by the
changing atomic theories (D.12.2).
14.
Explain how substances both simple and complex, interact with one another
to produce new substances (D.12.5).
15.
Identify patterns in chemical and physical properties and use them to
predict likely chemical and physical changes and interactions (D.12.6).
16.
Using the science themes, explain common occurrences in the physical
world (D.12.12).
17.
Design, build,
evaluate, and revise models and explanations related to physical science that
are also in agreement with Scripture (G.12.2).
18.
Advocate a
solution or combination of solutions to a problem in science or technology
(H.12.4).
19.
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).
20.
Evaluate data and
sources of information when using scientific information to make decisions
(H.12.6).
21.
When making
decisions, construct a plan that includes the use of current scientific
knowledge, scientific reasoning, and Biblical principles (H.12.7)
Milk
Jug Raft Project – I will be able to:
1.
Define and apply
the following physical science concepts: mass, weight, length, width, height,
volume, solids, liquids, gases, buoyancy, Archimedes’ Principle, and Bernoulli’s
Principle.
2.
Re-examine the
evidence and reasoning that led to conclusions drawn from investigations using
science themes (A.12.7).
3.
Use the
explanations and models found in physical science to develop likely
explanations for the results of their investigations (C.12.5).
4.
Using the science themes, explain common occurrences in the physical
world (D.12.12).
5.
Design, build,
evaluate, and revise models and explanations related to physical science that
are also in agreement with Scripture (G.12.2).
The Periodic Table – Chapter 11 (pgs. 692-768) – I will be able to:
1. Define
and apply the following physical science concepts: mass, weight, parts of the
atom, periodic table of elements, atomic number, atomic mass, molecules,
compounds, element symbols, radioactive elements, ionic bond, covalent bond,
isotopes, metals, nonmetals, metalloids, alkali metals, alkaline earth metals,
transition metals, electron configuration, periodic law.
2. 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).
3. Construct
arguments that show how conflicting models and explanations of events can start
with similar evidence (A.12.4).
4. Identify and use evidence learned or discovered to
replace inaccurate personal models and explanations of science-related themes
(A.12.6).
5. Re-examine the evidence and
reasoning that led to conclusions drawn from investigations using science
themes (A.12.7).
6. Show how
cultures and individuals have contributed to the development of major ideas in
the physical sciences (B.12.1).
7. Identify
the cultural conditions that are usually present during great periods of
discovery, scientific development, and intervention (B.12.2).
8. Relate
the major themes of science to human progress in understanding science and the
world (B.12.3).
9. Show how
basic research and applied research contribute to new discoveries, inventions,
and applications (B.12.4).
10. Explain
how science is based on assumptions about the natural world and themes that
describe the natural world (B.12.5).
11. Describe
the relationship between changing science and unchanging Scripture (B.12.6).
12. 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 ).
13. 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).
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).
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. 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).
22. Choose a specific problem in our
society, identify alternative scientific or technological solutions to that
problem, and argue its merits (G.12.5).
Cool Chemistry Show – Chapter 12 (pgs. 770-832) – I
will be able to:
1. Define
and apply the following physical science concepts: physical properties,
chemical properties, physical changes, chemical changes, molecules, compounds,
element symbols, chemical formulas, chemical reactions, chemical equations,
synthesis reaction, decomposition reaction, single replacement reaction, double
displacement reaction, acids, bases, ph scale, law of conservation of mass,
electron configuration
2. Show how the ideas and themes of
science can be used to make real-life decisions about careers, work places,
life-styles, and use of resources (A.12.5 ).
3. Identify and use evidence learned
or discovered to replace inaccurate personal models and explanations of
science-related themes (A.12.6).
4. Re-examine the evidence and
reasoning that led to conclusions drawn from investigations using science
themes (A.12.7).
5. Show how
basic research and applied research contribute to new discoveries, inventions,
and applications (B.12.4).
6. Explain
how science is based on assumptions about the natural world and themes that
describe the natural world (B.12.5).
7. 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).
8. 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).
9. 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).
10. Use the explanations and models
found in physical science to develop likely explanations for the results of
their investigations (C.12.5).
11. 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).
12. Describe
atomic structure and the properties of atoms, molecules, and matter during
physical and chemical interactions (D.12.1).
13. Have an
understanding of the changing nature of science exhibited by the changing
atomic theories (D.12.2).
14. Explain
the exchanges of energy in chemical interactions and exchange of mass and
energy in atomic/nuclear reactions (D.12.4).
15. Explain
how substances both simple and complex, interact with one another to produce
new substances (D.12.5).
16. Through
investigations, identify the types of chemical interactions, including
endothermic, exothermic, oxidation, photosynthesis, and acid/base reactions
(D.12.7).
17. Using the
science themes, illustrate the law of conservation of energy during chemical
and nuclear reactions (D.12.11).
18. Using the
science themes, explain common occurrences in the physical world (D.12.12).
19. 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).
20. Identify personal interests in
science and technology; account for implications that these interests might
have for future education and decisions to be considered (G.12.1).
21. Design, build, evaluate, and revise
models and explanations related to physical science that are also in agreement
with Scripture (G.12.2).
Instructional Strategies
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%
Grading
Students 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. A maximum of three extra credit points can
be earned each quarter.
Assignments are to be completed by the assigned day
(usually the next school day). All daily
assignments that are turned in late will be scored as 50%. If a project or lab assignment is not
completed on time, the assignment 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 the grade will not be lowered.
All assignments that are collected for evaluation
will be graded and posted on the Internet on the Parent Connect web site as
soon as possible. I often use the
weekends to keep up with the correcting.
In order to help ensure that all are aware of the student’s progress, I
will also e-mail grade reports on the first day of the school week. If e-mailing the reports isn’t possible
and/or effective, parents will be given an opportunity to request that grade
reports be printed and distributed to the student. 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% 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.
Each student’s final grade will be based on the
following estimated percent scale:
Lab
Activities – 20% - The
students will be graded on their ability to practice cooperative and laboratory
skills during the lab activities. In
addition, students will be evaluated on their ability to complete a lab
successfully and critically examine the data collected. The student will be required to complete two
lab reports and two lab sheets during the course.
Projects
– 35% - The
students will be assigned various projects to demonstrate their ability to use
their scientific knowledge, be creative and responsible, and 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 a
project. 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 - 15% - 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
10% –
Periodically, the students will be given quizzes on information that was
covered in class or that was to be read.
Tests
– 20% -
Tests will be given for each chapter to evaluate the student’s progress.
Student Materials
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.
Classroom Procedures
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 all parts of Scripture in everything we do, and the
following rules, 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. The students will be required to: