PHYSICAL SCIENCE
Lauren Bolopue—Room 3202
lauren.bolopue@spps.org
651-293-8940
I. Course Description
Physical Science is a full year laboratory course that is an introductory study of both physics and
chemistry. In this course we will cover forces, motion, friction, waves, the solar system, electricity,
history of chemistry, atoms, molecules, bonding and more. This course uses inquiry activities in an
experimental setting, with strong emphasis on the content and process of science. Students will explore
scientific concepts through group and individual work. Activities may include lectures, class discussions,
demonstrations, hands-on activities, modeling, content reading/research, projects, laboratory
experiments, real-world observations, data collection, data analysis and presentations.
II. Course Outline
Unit
Introduction to Nature of Science and Engineering
Area of Interaction: Approaches to Learning
• How does science work?
• How can we live better?
Topics: Problem-solving, Measurements, Analysis
Forces & Motion
Area of Interaction: Human Ingenuity
• How do we move?
• How has movement advanced over time?
Topics: Speed, Acceleration, Friction, Laws of Motion, Gravity, Work, Machines
Energy in Motion
Area of Interaction: Health and Social Education
• How does energy move?
• How does energy movement affect the earth and its people?
Topics: Work, Heat, Waves, Sound, Light, Electromagnetic energy, Astronomy, and Earth’s origin and Internal
energy sources, Electricity, Magnetism
Structure of the Atom & the Periodic Table
Area of Interaction: Environment
• How is the whole the sum of its parts?
• How does our knowledge of its parts affect the integrity of the whole?
Topics: Elements, Mixtures, Compounds
Chemical Bonds and Chemical Reactions
Area of Interaction: Human Ingenuity
• What are the consequences of manipulating matter?
Topics: Chemical Bonding, Reactions, Acids, Bases
Energy in the Environment –
•
Area of Interaction: Health and Social Education
Topics: Global climate, Earth’s external energy sources, Environmental issues
Duration
4 weeks
embedded
throughout the
year
8 weeks
12 weeks
4 weeks
4 weeks
4 weeks
III. Standards, Benchmarks and MYP Aims
While all Minnesota state standards will be discussed, SPPS has designated priority benchmarks that overarch the standards. They
are as follows.
9.2.1.1.3 - Explain the arrangement of the elements on the Periodic Table, including the relationships among elements in a given
column or row.
9.2.1.2.1 - Describe the role of valence electrons in the formation of chemical bonds.
9.2.1.2.3 - Describe a chemical reaction using words and symbolic equations.
9.2.2.2.4 - Use Newton’s universal law of gravitation to describe and calculate the attraction between massive objects based on the
distance between them.
9.2.3.2.2 - Calculate and explain the energy, work and power involved in energy transfers in a mechanical system.
9.2.4.1.1 - Compare local and global environmental and economic advantages and disadvantages of generating electricity using
various sources or energy.
9.3.1.1.5 - Describe how experimental and observational evidence led to the theory of plate tectonics.
9.3.2.1.2 - Explain how the outward transfer of Earth’s internal heat drives the convection circulation in the mantle to move tectonic
plates.
9.3.2.2.1 - Explain how Earth's rotation, ocean currents, configuration of mountain ranges, and composition of the atmosphere
influence the absorption and distribution of energy, which contributes to global climatic patterns.
9.3.3.2.3 - Compare and contrast the environmental conditions that make life possible on Earth with conditions found on the other
planets and moons of our solar system.
9.3.3.3.1 - Explain how evidence, including the Doppler shift of light from distant stars and cosmic background radiation, is used to
understand the composition, early history and expansion of the universe.
9.3.4.1.2 - Explain how human activity and natural processes are altering the hydrosphere, biosphere, lithosphere and atmosphere,
including pollution, topography and climate.
The aims of MYP sciences are to encourage and enable students to:
• understand and appreciate science and its implications
• consider science as a human endeavor with benefits and limitations
• cultivate analytical, inquiring and flexible minds that pose questions, solve problems, construct explanations
and judge arguments
• develop skills to design and perform investigations, evaluate evidence and reach conclusions
• build an awareness of the need to effectively collaborate and communicate
• apply language skills and knowledge in a variety of real-life contexts
• develop sensitivity towards the living and non-living environments
• reflect on learning experiences and make informed choices.
IV. Text
A textbook will not be assigned but we will use Glencoe Reading Essentials for Physical Science with Earth
Science in class. Textbooks are available to be checked for a resource at home.
V. Methods of Assessment
Students will have summative weekly quizzes and unit tests, which will show knowledge of the content
studied. Other summative scores will come from occasional projects or papers. These will account for
70% of students’ grades. Students will also have formative daily in class work which may include practice
problems, lab work, small projects, presentations and activities. This will account for the other 30% of the
grade. (Please refer to the “Highland Park Senior High School Grading and Assessment Policy” for further
information).
In this class, students will complete a variety of IB MYP assessments such as research papers and presentations, lab
investigations, quizzes and tests. Assessments like these give students a chance to show their understanding and skills,
and in turn, these assessments give teachers useful information, which can be shared with students and families to help
improve learning. Students are evaluated in four different areas with IB MYP rubrics for this class:
Criterion
Criterion
Criterion
Criterion
A
B
C
D
Knowing and Understanding
Inquiring and Designing
Processing and Evaluating
Reflecting on the Impacts of Science
Quizzes and Tests
Inquiry Labs and Lab Projects
Inquiry Labs and Lab Projects
Research Projects and Presentations
IB MYP rubrics use an 8-point international scale, with 8 representing “excellent achievement” and 1 representing “limited
achievement.” When these assessments will be counted toward students’ grades in the class, they will be converted to a
standard A, B, C, D, N scale and the point value will appear on the rubric. Parents & guardians, please ask your student to
share their rubrics with you. Please also see Highland Park Grading and Assessment Policy on the Highland Park Senior
High Webpage for additional information about assessment.
VI. General Expectations
Come on time and be prepared (notebook, pencil, calculator)
Always do your best (don’t give up)!
Be respectful and courteous
Be safe and follow all safety rules and classroom procedures
Always work with the highest level of academic honesty and integrity
School wide rules apply – no electronic devices, hats or food
HAVE FUN!!
VII. Tutoring / Resources:
It is easier to KEEP UP than to CATCH UP. Students are responsible for missing work. I am available to
help most days before and after school by appointment. Please see me to arrange a time to make up
work, if needed. PLEASE SEE THE GRADING POLICY ABOUT LATE / MISSING WORK.
VIII. Parent Involvement:
This is a hands-on, lab based course. Please consider donating a suggested lab fee of $3.00 if you are
able. All money will go directly to student lab materials. Checks may be written to HPSH. I encourage all
parents to be as involved as possible in the learning process. I look forward to meeting with you! Please
feel free to contact me with any questions or concerns using the information at the top of the syllabus –
email is the best way to communicate with me. Thank You!
PHYSICAL SCIENCE SYLLABUS AGREEMENT
In order to assure that teachers, parents, and students work together to help students succeed, I
would like you to read the course syllabus. Please review the syllabus and sign below so we can work
together to insure success throughout the new term.
Parent/Guardian
I have read the course syllabus AND the Flinn Safety Contract and understand the responsibilities of
the student. I agree to help my child succeed in physics class. I understand that my student must follow
lab safety guidelines, and will support the teacher in upholding safety policies.
__________________________________
print parent/guardian name(s)
_______________________________
parent/guardian signature
__________________________________
daytime phone number
_______________________________
parent/guardian email (if available)
Student
I have read the course syllabus AND the Flinn Safety Contract and understand the responsibilities of
the student. I understand what is required of me by Mrs. Bolopue and agree to fulfill those responsibilities
outlined in the course syllabus. I will follow all safety guidelines and instructions to work safely in the lab.
_____________________________
Print Student Name
__________________________________
Student Signature
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