Greenville Tech Charter High SchoolInstructor: Doug Adomatis
Physical
SyllabusCourse Overview864.250.8844 x-8987
Physical Science / 2016-17This document is currently a work in progress. It will be revised throughout the year. The latest version may be obtained online through the teacher’s web page at GTCHS.org / Course Syllabus /
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Greenville Tech Charter High SchoolInstructor: Doug Adomatis
Physical
SyllabusCourse Overview864.250.8844 x-8987
Table of Contents
Course Overview…………………………………………………………………………………………………Pages 3 & 4
Course Outline
Unit 1……………………………………………………………………………………………….…….Pages 5 & 6
Unit 2……………………………………………………………………………………………….…….Pages 7 & 8
Unit 3……………………………………………………………………………………………….…….Pages 9 & 10
Unit 4……………………………………………………………………………………………….…….Pages 11 & 12
Unit 5……………………………………………………………………………………………….…….Pages 13 & 14
Unit 6……………………………………………………………………………………………….…….Pages 15 & 16
Unit 7……………………………………………………………………………………………….…….Pages 17 & 18
Unit 8……………………………………………………………………………………………….…….Pages 19 & 20
Project Evaluation Criteria…………………………………….….………………………………….…….Pages 21
Academic Performance Standards
Inquiry Standards…………………………………………………………………………….…….Pages 37
Content Standards………………………………….……………………………………….…….Pages 38
Course Description
Science is about answering questions, solving problems and making good decisions. Physical science includes topics in Chemistry and Physics. In this Physical Science course, students will gain skills in everyday tasks while learning fundamentals of Chemistry and Physics. Each unit of study includes instruction and exercises designed to teach students how to answer questions by citing evidence, solve problems using analytical tools, and make decisions based on criteria.
Featured Learning Outcomes: Students will…
- Create digital media to communicate scientific information about the nature of matter,
- draw a model of the atom and use it to describe atomic properties,
- design a flowchart to predicthow two chemical elements will bond,
- write and perform a laboratory procedure to demonstrate a chemical reaction,
- design, build and analyze performance of a matter accelerator,
- design, build and analyze performance of an electrical circuit,
- use audio editing software to analyze and manipulate sound waves, and
- make decisions about alternative energy based on criteria.
Grading
Grading is in accordance with GTCHS Assessment Policy:
Final Grade = 0.5(First Semester Grade) + 0.5(Second Semester Grade)
First Semester Grade = 0.45(First Quarter Grade) + 0.45(Second Quarter Grade) + 0.1(Fall Exam)
Second Semester Grade = 0.45(Third Quarter Grade) + 0.45(Fourth Quarter Grade) + 0.1(Spring Exam)
Quarterly Grades = 0.3(classwork including quizzes) + 0.35(projects) + 0.35(tests)
Classwork will include activities designed to help students learn the content. While quizzes are still considered classwork, they may carry more weight. Test questions will come directly from class work and quizzes.
Homework –Homework will be assigned and checked for completion. Students are expected to work on projects outside of class. Also, students who do not finish classwork in class may have to complete the work at home.
Academic Assistance
Students with a final grade trending below 80% are required to attend Academic Assistance on Thursday’s after school. During this time additional instruction and resources will be provided as necessary.
Test “Re-takes”
Physical Science students are given multiple opportunities to demonstrate their mastery of the course content. Students who perform poorly on a unit test, but then demonstrate mastery of the material on a subsequent test, may petition to have the previous grade changed up to a maximum percentage score of 80%.
Behavior Expectations
My classroom is a positive learning environment based on rights, respect, and responsibility. Everyone has the right to learn. You (students) should encourage the contribution of your fellows; do not interfere with the way that they learn. Respect yourself. Come prepared for class. Don’t be that person who is always borrowing pencils, begging for paper, and asking for answers without thinking. Respect others. Do not talk when others are talking and do not put them down. You can disagree without being mean. Respect the teacher. I am working hard to make this class beneficial and interesting for everyone involved. I expect you to show up on time, stay awake, stay off your phone, and not pack-up before we are finished. Finally, you have a responsibility to follow the rules in the student handbook. When you violate the rules, you violate the trust we have in you.
Use of Electronic Devices
No phones allowed out in class, so you need to have a separate device to use as a calculator. You will need a calculator that is approved by the College Board, like a TI-83 or 84.
Classroom Procedures
When you enter the room, follow the instructions on the board. Seats are assigned for specific activities. Sit in your assigned seat until given permission to move. Enjoy every minute of class and do not pack up early or wait by the door for the bell to ring.
Consequences
Any behavior that disrupts the learning environment will result in consequences. Minor disruptions will first receive a verbal warning. If the disruptive behavior continues, then I will detain the student for a personal conference. Reoccurrence of the behavior will result in parent notification. Continued recurring disruptive behavior will result in a referral to administration.
Communication with Parents
□Web Site -Information about what students should be doing will be posted on the teacher’s web page at GTCHS.org.
□Parent Portal -Parents may view their student’s grades by accessing the parent portal.
□Class Calendar – [New and still working on the details]
□Email () to get answers to quick questions without interrupting class.
□Phone calls –During class hours, please leave a message. The number of the phone in the classroom is(864) 250-8844 Ext. 8987.
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Greenville Tech Charter High SchoolInstructor: Doug Adomatis
Physical
SyllabusCourse Outline864.250.8844 x-8987
Unit 1: The Nature of Matter
Essential Question: How do you describe the stuff that makes up all the stuff around us?
Relevance: If the nature of matter did not matter, then we would be no more civilized than cats and the cave man. However, our understanding of what matter is and what it does has (arguably) civilized the world, making it possible for us to enjoy an abundant supply of food and water, cheap clean energy, more leisure time than work, and a long life expectancy. Being able to classify matter and describe its nature, is essential to scientific progress.
Project
Students will create a communication product using scientific content. The product will be a web page including text, pictures, video, infographics or other media formats of the student’s choosing. The product must address the essential question, providing part of the complete answer. Selected products will be uploaded to Greenville Tech Library’s website where the essential question will be answered completely.
Content Knowledge
Students will be tested on their knowledge of:
- Composition of Matter
- Physical and Chemical Properties and Changes
- Kinetic Molecular Theory
Class work will include activities designed to help students learn the content. Students will be assessed formatively through quizzes. Test questions will come directly from class work and quizzes. Student work published at Greenville Tech Library website, will provide additional study resources.
Science Process Skills
Students will be graded on their skills in obtaining and communicating scientific information:
- Choosing a topic based on interest and project limitations.
- Deciding on product format based on personal skills and the intended audience.
- Collaborating with others to complete the project on time.
Prior to working on the project, students will have the opportunity to practice and receive feedback on these skills by creating a poster that communicates the most memorable scientific concept they learned in middle school.
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Greenville Tech Charter High SchoolInstructor: Doug Adomatis
Physical
SyllabusCourse Outline864.250.8844 x-8987
Unit 1 Lesson Plan with Learning Objectives and Schedule of Deliverables
A-Day / B-day / Lesson / Learning Objectives and Deliverables5-Aug / 4-Aug / 1.1 Welcome / Names, icebreaker, need-to-knows, first assignment
8 / 9 / 1.2 Cooperative Learning I / Review norms
Broken Circles Activity
Epstein’s Three-stage Rocket
TOD: Group Work Questionnaire
10 / 11 / 1.3 Cooperative Learning II / Conflict Resolution: “I feel…” statements & Positive Requests
Practice Collaborative Learning by creating a group poster “What I learned about science in Middle School”
Assessment: Student Presentations
15 / 12 / Pre-tests.
After the test: Chapter 15 Vocabulary
17 / 16 / 1.4 Composition of Matter
Read Page 449-456
PS-3.4 / Explore: “Elements, Compounds, and Mixtures”
Explain: PowerPoint Chapter 15 Sec 1
Formative Assessment: Section 1.
Assign: Read Pages 449-456
19 / 18 / 1.5 Physical Prop. And Changes
Read Page 458-461
PS-3.1 / Reteach: Concept Map on Classification of Matter
Explore: Write a procedure for separating mixture.
Explain: PowerPoint Ch.15 Sec.2 Physical Prop/Changes only
Formative Assessment: Physical Properties Changes
22-Aug / 23-Aug / 1.6 Chemical Properties and Changes
Read Page 461-463
PS-4.7 / Bellwork: What I think now.Discuss Chemical Properties verses Physical Changes. Explain Chemical changes in terms of the conservation of matter. Practice “What’s the difference?” TOD: NOW what I think.
24-Aug / 25-Aug / 1.7 Solids, Liquids, and Gases
Read Page 474–480
PS-3.7 / Quiz on Ch.15 ,
Read Ch.16.Sec.1 & Answer Q’s 1-4 on p.483
Heating Curve Lab Activity
29-Aug / 26-Aug / 1.8 Kinetic Theory
Read Page 481–483
PS-3.6 / Bellwork: What I think now. Review conservation of matter,
Review Lab and work “Kinetic Theory” together, including Chap 16 vocabulary. Guided Notes. PhET Sim “States of Matter”TOD: NOW What I think.
31-Aug / 30-Aug / Review / Concept Map, Go over Chap 15 Quiz, Particle the Particle, and review session using the classroom response system.
2-Sep / 1-Sep / Test / After the test:
Water Filtration Engineering Design Challenge
Notes: Students in random groups. Regrouping will occur after Unit 1.
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Greenville Tech Charter High SchoolInstructor: Doug Adomatis
Physical
SyllabusCourse Outline864.250.8844 x-8987
Unit 2: Atomic Structure and the Periodic Table
Essential Question: What do the smallest particles of matter “look” like?
Relevance: The world we can see is affected by the world we cannot see. For example, viruses are microscopic organisms that make us sick. Radiation and nuclear reactions are other effectscaused by structures so small we cannot see with our most powerful microscopes. Scientists use models to explain their theories about the things we cannot see, helping us all understand how and why we are affected by the invisible world around us.
Project
Students will create scientific drawing based on the Bohr model todescribe atomic properties. Drawing will include dimensions and annotations which explain how the model does and does not represent real atoms.
Content Knowledge
Students will be tested on their knowledge of:
- Detailed knowledge about general properties of the atom
- Basic knowledge about subatomic particles
- Organization of the Periodic Table
- Connections between atom structure and the Periodic Table
- Properties of the elements
Class work will include activities designed to help students learn the content. Formative assessment (e.g. quizzes) will be frequent. Test questions will come directly from class work and quizzes.
Science Process Skills
Modeling (Performance Task Assessment p.123)
- Explaining how models simulate real structures
- Making drawings that include dimensions and annotations
Prior to working on the project, students will have the opportunity to practice and receive feedback on these skills by creating and presenting a model of their choice.
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Greenville Tech Charter High SchoolInstructor: Doug Adomatis
Physical
SyllabusCourse Outline864.250.8844 x-8987
Unit 2 Lesson Plan with Learning Objectives and Schedule of Deliverables
A-Day / B-day / Lesson / Learning Objectives and Deliverables7-Sep / 6-Sep / Water Filter Project
Quick Build / Assign New Groups, Ice Breaker, Reinforce Conflict Mgmt.
Pre-test, Notes, Quick Build, Collect and analyze data.
Homework: Complete Notes
12-Sep / 8-Sep / Water Filter Project
Final Build / Continue Design Cycle, Final Build, Test Filters.
Presentations
9 / (Bonus B-Day)
14 / 13 / 2.2 Structure of the Atom
Read Pages 506- 508
PS-2.1,3.3 / Test on Project Learning Objectives
Engage: Mystery boxes or Launch Lab p.505
Explore: Groups will Draw the atom, present, and discuss.
Explain: PPT Ch.17.Sec.1 (Vocab, the Bohr Model, PNe table)
Evaluate: TOD on PPT.
16 / 15 / 2.3 Virtual Lab/
Guided inquiry into atomic structure
PS2.1,2.4
Read Pages 509-511 / Engage: Video: Just how small is the atom?
Explore: PhET Sim Build an Atom w/Worksheet pgs. 1&2
Explain: PPT Chap.17 Sec.2
Evaluate: TOD on PPT
19 / 20 / 2.4 Virtual Lab
(continued)
PS-2.1,2.2
Read Pages 512-515 / Engage: First few minutes of Crash Course Chemistry video
Explore: PhET Sim Build an Atom w/Worksheet pgs. 3&4
Explain: PPT Chap.17 Sec.2 (Mass # vs. Average Atomic Mass)
Extend: Finish work on worksheet OR Beanium Lab
21 / 22 / Evaluate: Quiz on Atomic Structure
Engage: Draw and color what’s in the box
Explore: Element scavenger hunt
Explain: Element Project
Extend: Students research their element.
26 / 23 / 2.6 Periodic Table 1
PS-2.3 / Explore: Alien Periodic Table
Explain: PPT Chap.17, Sec.3 (Periods and Energy Levels)
Extend: Group work on periodic table of atomic structure.
28 / 27 / 2.7 Periodic Table 2
Read Pages 520-524
PS-2.3 / Project Assignment
Engage: Students will post their elements boxes on the bulletin board. Explore: Students will meet in chemical groups to discuss what they have in common.
Explain: PPT Chap.17, Sec.3 (Groups and Dot Diagrams)
Evaluate: PPT “Section Check”
Extend: Practice with Group, Period, Metal, Group Name
30 / 29 / 2.8 Periodic Trends / Check in with students on project progress.
Explore: Jigsaw on characteristics of elements (see TE p. 522)
3 / 4 / Review / Projects due.
Directed Reading for Content Mastery
Clicker questions.
5 / 6 / Test / After the test Elemento!
Notes: No school September 5th, End of the quarter Oct 7th, Student Led Conferences Oct.14th.
Unit 3: Chemical Bonding
Essential Question:Why do elements combine to form compounds?
Relevance: In the movie The Martian, Mark Watney had to make water in order to survive. How? The chemical formula for water is a recipe that tells us the basic ingredient and what proportions they are used. Making water from it basic ingredients, hydrogen and oxygen, is dangerous because it requires the combustion of hydrogen. Isn’t it strange to think that water, which is used to put out fire, is made from an ingredient that catches fire?
Project
Students will create a flow chart from naming chemical compounds. The chart will differentiate between various bond types and result in rules for naming.
Content Knowledge
Students will be tested on their knowledge of:
- Why elements combine to form compounds.
- Bond Types
- Writing formulas and naming compounds.
Class work will include activities designed to help students learn the content. Students will be assessed formatively through weekly quizzes. Test questions will come from classwork and quizzes.
Science Process Skills
Making and using a classification system (Performance Task Assessment p.121)
- Identifying essential characteristics, both general and specific.
- Establishing criteria for classifying.
- Creating a decision tree that others can use to classify new objects.
Student will practice this skill by creating a classification system of their choice – collector cards or food, for example.
Page 1 of 40
Greenville Tech Charter High SchoolInstructor: Doug Adomatis
Physical
SyllabusCourse Outline864.250.8844 x-8987
Unit 3 Lesson Plan with Learning Objectives and Schedule of Deliverables
A-Day / B-day / Lesson / Learning Objectives and Deliverables10-Oct / 7-Oct / 3.1 Stability in Bonding
Read Page 602-606
PS-2.3,2.5,3.3,4.1-3 / Silent Sustained Reading Chapter 20 Sec. 1
PPT, Reinforcement
12-Oct / 11-Oct / 3.2a Types of Bonds
Read Page 608-614
PS-2.5,3.3,4.2-4.4 / Engage: Atomic bonding is like a Tug of War
Compare/Contrast Ionic and Covalent Bonding
PPT Chapter 20 Section 2a (ionic bonding)
17-Oct / 13-Oct / 3.2b Types of Bonds
(continued) and Bond Type Classification / Engage: Classification of Matter as a Flow Chart
Explore: Groups will make Flow Chart for Bond Types
Explain: PPT Chapter 20 Section 2b (covalent bonding)
Formative Assessment, Video, Enrichment and Remediation Unit 3 Project Assignment and Pre-Lab:
19-Oct / 18-Oct
21-Oct / 20-Oct
30-Oct / 23-Oct / Lab / A)Bond Breaker - Collecting data on bond strength and melting point.
B)Conductivity of Solutions
26-Oct / 27-Oct / Bellwork: Counting Atoms
Enrichment: Build a Molecule
Remediation: Reteach Sec. 1 & Sec. 2.
28-Oct / 29-Oct / 3.3a Nomenclature
Read pages 615-619
PS2.5,4.5 / Evaluate: Quiz on Chapter 20 Sec 1 and 2
Engage: Who cares about polar molecules?
Explore/Explain/Classwork: Formulas-to-names, names-to-formulas for Type I, II, and Type IV chemical compounds.
2-Nov / 3-Nov / 3.3b Nomenclature (continued)
Read pages 619-621
PS2.5,4.5 / Explain: PPT Chapter 20 Section 3 (covalent nomenclature).
Writing Formulas and writing names of Type III compounds,
Practice writing and naming mixed compounds.
4-Nov / 5-Nov / Library / Research: Using library databaseto find credible sources of information to support a hypothesis.
Classwork becomes homework. Help is here: Ezvid tutorial.
9-Nov / 6-Nov / Chapter Quiz and Flow charting sftwr / Projects due. Quiz on Chapter 20.
Remediation: Project Revisions
Enrichment: Using Software to Create Flow Charts.
11-Nov / 10-Nov / Review / Clicker Q’s
13-Nov / 12-Nov / Test / After the test: Foldables on page 631
Notes: Student led conferences are October 14th. Mole celebration Oct. 20 and 21.No school Nov. 7 & 8th.
Unit 4: Chemical Reactions
Essential Question: What will happen if I mix two chemicals?
Relevance: If you want to go to the lab and mix chemical together, you have to write a procedure that includes safe handling and clean-up of materials we can use. Writing procedures is a relevant life skill used to explain how to do something. For example, how would you explain to an elderly person how to take a picture with an iPhone? You would have to write a step-by-step procedure that someone else could follow. It’s not as easy as it may first seem.
Project
Students will design an experiment to determine how a productis affected by changing the amount of one of the recipe ingredients. The recipe might be for a baked food item or for non-food items like playdough, bubble juice, or soap. Students will present the results of their project in a formal write-up that includes a graph, illustrating data collected during the experiment.
Content Knowledge
Students will be tested on their knowledge of: