Gifted Physics Syllabus
Instructor: Dr. P. Howell
room 405 phowell@turner.k12.ga.us 229 567 4377
Website: Go to the school website http://tchs.turner.k12.ga.us/
Click on Staff
Click on Howell, Patti
Textbook: Holt Physics, Serway and Faghn, 2012, $150
Classroom Supplies:
Composition notebook only for this class
3 ring binder
Course Description
The Physics curriculum is designed to continue student investigations of the physical sciences that
began in grades K-8 and provide students the necessary skills to be proficient in physics. This
curriculum includes more abstract concepts such as interactions of matter and energy, velocity,
acceleration, force, energy, momentum, and charge. Students investigate physics concepts
through experience in laboratories and field work using the processes of inquiry.
Major Concepts/ Skills: Concepts
Kinematics
Energy and its transformations
Magnetism Wave properties
Dr. Howell’s Classroom Procedures
Enter SILENTLY.
Most of the time you will have an article to read. Enter silently and immediately begin reading. This is
not a time to sharpen pencils, ask questions, or do other work.
After you read the article, in your composition notebook, write:
The date
The Standard
The I can statement
Answer any warm up questions
Raise your hand to be recognized. Do not blurt out answers.
NO Food, No Drinks, No Candy
Do not ask to leave the room.
Keep your area clean.
Modifications for fulfilling Georgia Gifted Education Guidelines
Below, is a copy of the Georgia Curriculum Education Guidelines from Georgia Resources Manual for
Gifted Education Services, page 17.
A differentiated curriculum for gifted learners includes the following expectations:
Content: Complex and challenging subject matter that:
Requires intellectual struggle
Utilizes primary documents
Integrates research skills and methods
Incorporates relevant and real-life experiences
Integrates interdisciplinary connections
Process: Instructional strategies are designed to:
Emphasize higher-order thinking, problem-solving and communications skills
Foster self-initiated and self-directed learning
Promote creative application of ideas
Model and encourage academic discussion
Product: Gifted student products should demonstrate a developmentally appropriate capacity
for:
Self-directed learning
Meaningful collaboration
Effective problem solving of challenging and complex issues
Effective communication
Social and emotional understanding of self relative to community, culture, and physical
environment
Environmental: Physical setting and work conditions to:
Change the actual place where students work
Allow flexible time
Provide opportunities for independent study and in-depth research
Provide opportunities for mentorship
Assessment: Gifted learners need various methods and opportunities to document mastery of
curriculum such as:
Pre/post tests
Self assessment through rubrics
Creation of goal-based checklists
Conferencing, commentary, and qualitative feedback (Cobb, 2012)
Physics Gifted Contract for:
Date:
I, _______________________________________________ , understand that as a gifted student I
am expected to follow a curriculum that differs from other students in my physics class. My curriculum
will emphasize higher order thinking and problem solving skills that require intellectual struggle. I will
be expected to grow as a self-directed learner who can apply research and creativity to my products
and assessments.
An example of differentiated expectations follows:
Chemistry Student
Gifted Chemistry Student
Determine the density of an object that has a
mass of 10g and a volume of 5ml.
A person enters a pawn shop with a ring that he
claims is pure gold. The ring is tarnished. It has a
mass of 10g and occupies a volume of 5ml. You
must determine if this is real gold. Provide
evidence with diagrams, calculations, and
explanations to support your determination.
I understand that my assessments will follow Georgia Gifted Education Guidelines.
Student Signature
Parent Signature
Teacher Signature