Physics

Grades 10-12 - 2006-2007

Mr. Matthew J. Moeller

Course Purpose –Physics provides an opportunity for students to further their understanding of the world that God has created by investigating the natural laws that govern our universe. Course topics will include mechanics, thermodynamics, wave phenomena, optics, electromagnetism, relativity, and quantum mechanics. This pre-college course requires students to design and perform experiments that will allow them to study the physical world.

Physical Science of Energy is a course in which students will explore forces and their interactions.

Course Goals – Students will apply their knowledge of physics concepts to real life applications to enable them to wisely use the energy God has created for us to use to his glory and the welfare of others.

· To prepare young Christians for a life of service to the Lord

· To increase in young Christians the knowledge and understanding of scientific thought

· To help young Christians to realize that God the Creator and Preserver controls the interaction of matter and energy which is used for the benefit of mankind

· To help young Christians to become proficient in calculating the interaction of forces

· To help young Christians to understand heat exchanges, sound waves and light energy

· To prepare young Christians for continued study in the physical sciences on the college level

KMLHS Science Department Outcomes

It is the goal of KMLHS Science Department that the students of Kettle Moraine Lutheran High School are faithful servants of God who know and believe:

1. That God created all things out of nothing in six natural days as is recorded in Genesis 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 Outcomes – The students will. . .

· summarize the branches of physics

· analyze bodies in motion

· analyze fluid mechanics & thermal physics

· illustrate the properties of waves & optics

· compare and contrast electricity & magnetism

· summarize the concepts of atomic & nuclear physics

Unit Outcomes

Unit 1: Mechanics (Chapters 1-9 pp. 1-320)

The students will . . .

· classify examples of the seven branches of Physics.

· use the SI system of measurement.

· calculate answers according to the scientific rules of mathematics.

· describe the scientific method.

· solve problems involving kinematics.

· analyze Newton’s laws of motion.

· distinguish the differences between work, energy and power.

· explain the concept of momentum.

· predict the results of collisions.

· describe circular motion and rotation.

· generalize the effects of gravitation on oscillations.

· solve problems involving fluid mechanics.

· qualitatively and quantitatively analyze changes in the motion of objects and the forces that act on them and represent analytical data both algebraically and graphically

· understand the forces of gravitation, the electromagnetic force, intermolecular force, and explain their impact on the universal system

· gsing the science themes, illustrate the law of conservation of energy during chemical and nuclear reactions

Unit 2: Thermodynamics (Chapters 10-12 pp. 321-423)

The students will . . .

· differentiate between temperature and heat.

· explain the kinetic theory of heat and thermodynamics.

· 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.

· construct arguments that show how conflicting models and explanations of events can start with similar evidence.

· describe models of light, heat, and sound through investigations describe similarities and differences in the way these energy forms behave

Unit 3: Vibrations and Waves (Chapters 13-14 pp. 424-496)

The students will . . .

· predict wave motion.

· analyze sound.

Unit 4: Electricity and Magnetism (Chapters 15-21 pp. 497-725)

The students will . . .

· recognize the effects of electrostatics.

· evaluate conductors, capacitors and dielectrics.

· design electric circuits.

· illustrate the effects of magnetostatics.

· explain electromagnetism.

Unit 5: Light and Optics (Chapters 22-25 pp. 726-842)

The students will . . .

· show the physical properties of optics.

· illustrate the geometric properties of optics.

· using the science themes, illustrate the law of conservation of energy during chemical and nuclear reactions

· describe models of light, heat, and sound through investigations describe similarities and differences in the way these energy forms behave

Unit 6: Modern Physics (Chapters 26-30 pp. 843-1008)

The students will . . .

· describe the properties of atomic physics.

· evaluate Newtonian physics in light of the implications of quantum effects.

· paraphrase the concepts of nuclear physics.

· Using the science themes, illustrate the law of conservation of energy during chemical and nuclear reactions

Inventions Project

· Apply the themes of science to develop realistic visions of the future.

· Show how conflicting assumptions about science themes lead to different opinions and decisions about evolution, health, population, longevity, education, and the use of resources.

· Show how cultures and individuals have contributed to the development of major ideas in the earth and space, life and environmental, and physical sciences.

· Identify the cultural conditions that are usually present during great periods of discovery, scientific development, and intervention.

· Relate the major themes of science to human progress in understanding science and the world.

· Show how basic research and applied research contribute to new discoveries, inventions, and applications.

· Explain how science is based on assumptions about the natural world and themes that describe the natural world.

· Describe the relationship between changing science and unchanging Scripture.

Physics in the News Project

· Evaluate articles and reports in the popular press, in scientific journals, on television, and on the Internet using Scriptural principles.

· analyze the costs, benefits, or problems resulting from a scientific or technological innovation, including implications for the individual and community.

· show how a major scientific or technological change has had an impact on work, leisure, or the home and is a blessing from God.

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Physics Portfolio

· 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.

· Identify and use evidence learned or discovered to replace inaccurate personal models and explanations of science-related themes.

· Identify personal interests in science and technology; account for implications that these interests might have for future education and decisions to be considered.

Investigation Project

· re-examine the evidence and reasoning that led to conclusions drawn from investigations using science themes.

· 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.

· 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.

· evaluate the data collected during an investigation, critique the data-collection procedures and results, and suggest ways to make any needed improvements.

· during investigations, choose the best data-collection procedures and materials available, use them competently, and calculate the degree of precision of the resulting data.

· use the explanations and models found in the earth and space, life and environmental, and physical sciences to develop likely explanations for the results of their investigations.

· 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.

· using the science themes, explain common occurrences in the physical world

· using the science themes and knowledge of chemical, physical, atomic, and nuclear interactions, explain changes in materials, living things, earth’s features, and stars

· design, build, evaluate, and revise models and explanations related to earth and space, life and environmental and physical science that are also in agreement with Scripture.

· choose a specific problem in our society, identify alternative scientific or technological solutions to that problem, and argue its merits.

· using the science themes and knowledge of earth and space, life and environmental, and physical sciences, analyze the costs, risks, benefits, and consequences of a proposal concerning resource management in the community and determine the potential impact of the proposal on life in the community and the region.

· evaluate proposed policy recommendations (local, state, and/or national) in science and technology for validity, evidence, reasoning, and long or short term implications. They also will evaluate the policy in light of Scriptural principles and look for harmony.

· show how policy decisions in science depend on many factors, including social values, ethics, beliefs, time-frames, and considerations of science and technology.

· advocate a solution or combination of solutions to a problem in science or technology.

· 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.

· evaluate data and sources of information when using scientific information to make decisions.

· when making decisions, construct a plan that includes the use of current scientific knowledge, scientific reasoning, and Biblical principles.

Instructional Strategies

Establishing Individual and Group Goals - 5%

Lecture/Discussion - 30%

Guided Research and Study - 10%

Laboratory Experiments – 20%

Individual Work on Projects – 20%

Cooperative Work on Projects – 10%

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.

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 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 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 – 15% - The students will be graded on their ability to practice cooperative and laboratory skills during the lab activities. In addition, students will be required to complete one lab report and one lab sheet each quarter.

Projects – 30% - The students will be assigned various projects to demonstrate their ability to use their scientific knowledge, be creative and responsible, and, at times, to work with others. Some projects are considered to be major assignments. This means that a student will not receive credit for the course if he/she fails to complete this assignment. If a major project is not completed on time and does not have a legitimate excuse, I will alert the student, parent(s), guidance office, and the activities director so that they may encourage the student to complete the assignment. If a student has not completed the major assignment within three days of this notification, the student will be placed on incomplete status which will exclude him/her from practicing or performing in any extra-curricular groups until the assignment is completed.

Daily Assignments - 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 at various points in the semester to evaluate the student’s progress.

Major Exam – 10% -- The students will complete a major exam at the end of the semester.

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:

1. Show respect and listen to those whom God has placed in authority over us.

2. Be on time and prepared. The students will be required to be in the classroom with all the materials necessary for class when the bell rings.

3. Raise a hand before speaking. Unless otherwise instructed, the students will be required to raise their hand before speaking and wait to speak until the teacher calls them upon. This is done to give all students time to think about and respond to questions and instructions.

4. Listen, write, answer, and ask. The students will be encouraged to listen carefully to directions and instructions, write down important information, answer questions to the best of their ability, and ask questions about things which they don’t understand.

5. Find out. When they are absent, the students are responsible to find out how to complete an assignment from the teacher or a classmate as soon as possible.

6. Finish all assignments. Assignments are due by the beginning of the next class period unless otherwise instructed by the teacher. The students are required to finish their assignments neatly according to the directions given.

7. Care for the property of the school. This includes not bringing food or drinks (except water) into the classroom.

The students will be reminded, cautioned, and then appropriate action will be taken if the inappropriate behavior is not corrected.