Syllabus
SCI 7727: Physical Science
Wednesdays 06:30 pm - 09:15 pm Room: Science 224
General Information
Prerequisite: Admission to graduate study in education.
Text: Any physical science book will do as supplementary ready material. It does not matter which edition you get. Here are
some suggestions:
 Conceptual Physical Science, Third Edition by Paul G. Hewitt, John A. Suchocki, Leslie Hewitt, and John Suchocki
 Physical Science by Bill W Tillery
 The Physical Universe by Konrad B Krauskopf and Arthur Beiser
Course Description:
SCI 7727. Physics. 3-0-3.
This course will explore concepts and processes in physics appropriate to the teachers of adolescent and young adult learners.
Emphasis will be placed on the laws of motion, laws of conservation, electricity and magnetism, waves, and optics. Students
will build devices and conduct hands-on activities that utilize inquiry based learning principles. They will learn to develop
and adapt similar learning activities to use in the K12 learning environment.
Contact Information:
Taha Mzoughi
Office: Science Building Room 316.
Phone #: 678-797-2152.
E-Mail: tmzoughi@kennesaw.edu
Office hours: I maintain an open door policy, stop by whenever you want. You can also make an appointment by calling
me or sending me an email.
Pedagogical Goals and Guiding Intentions:
In Science 7727, we seek to
1) provide hands-on and minds-on experiences that foster thinking and stimulate a "sense of wonder".
2) involve students in ongoing dialogue and development of science content knowledge for teaching in the K-8 setting.
3) equip students to develop meaningful science experiences to be used in their work as K-8 teachers.
Instructional Objectives are based on the Georgia Performance Standards: (GPS)
Purpose / Rationale:
This course was developed in collaboration by professors from the departments of Elementary and Early Childhood
Education, Middle Grades Education, Biological and Physical Sciences. It is designed to help the students develop a
knowledge of science and its tools. It is also designed to facilitate the integration of science knowledge with the essential
scientific dispositions and skills used in discovery, problem solving, and critical thinking. This course involves a commitment
to group learning and provides experiences that will enhance the students' ability to facilitate science instruction in K-8
classrooms.
The content explores the nature of science, the evolution of science, and the value and limitations of science in solving
everyday problems. A strong conceptual understanding of these aspects of science is critical for the development of effective
science teachers. This course provides hands-on learning experiences through classroom activities and laboratory
experiences. The science concepts addressed are sufficiently broad to ensure that the students are prepared to act as effective
knowledge resources and guides to inquiry in the classroom.
Conceptual Framework:
The KSU teacher education faculty is strongly committed to the concept of teacher preparation as a developmental and
collaborative process. All members of the KSU Professional Teacher Education Unit and Mentor Teachers at Partnership
Schools must work together to successfully prepare teachers who are capable of developing successful learners in today's
schools and who are committed to continuing their professional development.
Teacher development is generally recognized as a process that includes a continuum of preservice, induction, in-service, and
renewal. At KSU we believe collaboration among many partners is necessary to support teacher development. We also
believe that throughout the continuum of development, the concept of expertise is an important part of preparing effective
classroom teachers and teacher leaders. We believe that expertise requires a process of continued development based on best
practices, and that while advancing content knowledge and pedagogical competencies, teachers develop expertise both as
professionals and as learners. By improving their own learning, teachers become more proficient in facilitating and
evaluating student learning.
The teacher education faculty is committed to preparing effective teachers who facilitate learning in all students. Candidates
in Initial Programs focus on developing expertise in the knowledge, skills, and dispositions of effective instruction, and on
developing a beginning structure for life-long professional development. They learn to employ standards of best practice to
help today's diverse student population develop as learners and achieve learning outcomes consistent with local, state, and
national standards. To this end, this course is designed to teach science in a manner that engages the student in the mastery of
core concepts and the development of science activities to be utilized in the Early Childhood or Middle Grades classroom.
Knowledge Base:
Course content is designed to provide an understanding of the nature of science, the evolution of science, how we use
science, our perspective in the universe, the role of science in society, and the prospects for science in the future. Such
comprehension is critical to the development of learning facilitators who will be asked to explain basic science and how it
relates to students in a variety of settings from K-8. The teacher as a learning facilitator must have a background of
interesting science activities and field trips that will help students realize the relevance of science. Effective teachers should
understand the basic mathematical language of science and the core concepts of life science and physical science at a level
appropriate for K-8 students. To facilitate learning in science one should be well grounded in the subject matter to be able to
serve as a reference and a guide for unexpected questions and investigations, as these are encouraged in science.
Pertinent professional organizations are the Georgia Academy of Science (GAS), and the Georgia Science Teachers
Association (GSTA) and the National Science Teachers Association (NSTA). The KSU Science Advisory Board provided
guidance in the selection of content for the course. Standards and objectives also used were: AAAS Project 2061 Benchmarks
On-Line , Georgia Department of Education GPS, and National Science Education Standards.
Syllabus: Requirements
Student Evaluation:
Assessment Item:
MicroTeaching Activity
Lecture Quizzes
Homework Activities
Exam 1 (Sept 27)
Exam 2 (Oct 18)
Exam 3 (Nov 29)
Percent of the grade:
20%
10%
10%
20%
20%
20%
Final grade: A > 89.99, B >79.99, C > 69.99, D >49.99, F otherwise (There is no roundup)
MicroTeaching:
Throughout the semester, you will have the opportunity to work in pairs and develop a 10-15 minute science activity to be
taught to the rest of the lab section. Each student will individually present a learning activity. Pay careful attention to
opportunities for inquiry and clear explanations founded on extensive content knowledge. I will help you with materials and
with developing a lesson that effectively teaches one or more of the Benchmarks or GPS Objectives. Be sure to provide a
handout for your colleagues! This will count as 20% of your grade.
Quizzes:
Brief assessments of your progress will be conducted through frequent quizzes. These quizzes will usually be of a "freeresponse", “multiple choice” or "short-answer" type. Quizzes will be given during lecture. Quiz questions will be based on
homework questions and reading assignments. The top 80% quiz grades will account for the quiz portion of your final grade.
It is not possible for you to make up missed quizzes. You will get a zero for a missed quiz even if your absence is excused.
Homework Activities:
Hands-on online activities and typical end of the chapter problems will be assigned weekly. Assessment will be in the form
of online quizzes. The lowest 20% of your homework activities grades will be dropped.
Exams:
Exams will consist of a combination of short answer/free response items following some multiple-choice items.
Syllabus Contents: Policies
Use of Technology:
Instructional technology is used to facilitate instruction in the lecture and on-line lab activities. Students are encouraged to
utilize instructional technology in the individual project option and team-teaching components of this course. The course
instructor and lab coordinator will assist students in locating and understanding their technical equipment. Students are
encouraged to use instructional technology (computer applications, VCR's, camcorders etc.) in this course and in their
teaching practice.
Diversity:
A variety of materials and instructional strategies will be used to meet the needs of different learning styles of diverse
learners in the class. KSU provides program accessibility and reasonable accommodations for persons defined as disabled
under Section 504 of the Rehabilitation Act of 1973 or the Americans with Disabilities Act of 1990. A number of services are
available to help disabled students with their academic work. In order to make arrangements for special services students
must visit the Office of Disabled Student Support Services (770-423-6443) and arrange an individual assistance plan. In some
cases certification of disability is required.
Academic Integrity:
Every KSU student is responsible for upholding the provisions of the Student Code of Conduct, as published in the
Undergraduate and Graduate Catalogs. Section II of the Student Code of Conduct addresses the University's policy on
academic honesty. Incidents of alleged academic misconduct will be handled through the established procedures of the
University Judiciary Program, which includes either an "informal" resolution by a faculty member, resulting in a grade
adjustment, or a formal hearing procedure, which may subject a student to the Code of Conduct's minimum one semester
suspension requirement.
Attendance & Participation:
You are expected to attend all lectures and complete all assignments. You will automatically get an F in the course if you
miss more than four of the lecture quizzes. This is even if your absence is excused.
Late Work & Make-up Work:
Late work is not accepted. Please take note of the due dates.
Quizes of a brief nature are frequently given in lab and lecture and these are unannounced. The intent is to help you assess
your progress prior to major exams. If you miss a quiz due to an absence or tardy, you will receive zero points for that quiz.
Make Up Exams are handled in the following manner. If you miss one of the three regular unit tests for any reason, you will
be required to take a replacement (different) test at the end of the semester, at a time chosen by the instructor. If you need to
miss an exam because of preplanned excused absence, you are urged to contact your instructor as early as possible so that
you can benefit of a better accommodation.
Tentative Schedule
Week:
Lecture.
1: Aug 23
Syllabus, Attitudes/Science Survey
2: Aug 30
Laws of Motion (kinematics)
3: Sept 6
Laws of Motion (forces)
4: Sept 13 rotational motion
5: Sept 20 Review and Exam 1
6: Sept 27 Energy & Momentum
7: Oct 4
Electricity
8: Oct 11
Magnetism
9: Oct 18
Review & Exam 2
10: Oct 25 Vibrations and Waves
11: Nov 1
Sound
12: Nov 8
Light/Optics
13: Nov 15 The Nucleus and the Atom
14: Nov 29 Review & Exam 3
15: Dec 6
The Particle Zoo
Dec13
Final Exam
5:00pm-7:00pm
Routinely check the course website for reading and homework assignments.