Hudson Area Schools Course Syllabus
SYLLABUS
1. Course Title: Physics
2. Course Description: Physics is the study of energy in all its forms. Physics provides an
introduction to this science, and will provide sufficient information for a student to continue
physics instruction at the college level. Throughout the course, emphasis will be placed
upon problem solving, and laboratory skills.
3. Credit Hours: .5 each trimester
4. Course Prerequisites: Algebra I & Chemistry
5. Course Times: 5th hour
6. Course Location: Room # 310
7. Instructor: Mrs. Jennifer Mason, jmason@hudson.k12.mi.us , 448-8912 ext. 310
8. Required Text and Other Learning Resources: Holt Physics. Serway & Faughn. 2002
You will need to have a scientific calculator, preferably with graphing capabilities.
9. Course Overview: After spending some time introducing the course expectations and
math conventions students will begin to focus on motion in one dimension. Students will
discover the general characteristics of motion and then begin to apply them to more
complex situations, such as motion in two dimensions. We will explore Newton’s Laws of
Motion and the different applications of the three laws.
10. Course Content Expectations: Content for this course is based on the Physics High
School Content Expectations (available: http://www.michigan.gov/mde/0,1607,7-14038924_41644_42814---,00.html )
STANDARD P1: INQUIRY, REFLECTION, AND SOCIAL IMPLICATIONS
Students will understand the nature of science and demonstrate an ability to practice scientific reasoning by
applying it to the design, execution, and evaluation of scientific investigations. Students will demonstrate their
understanding that scientific knowledge is gathered through various forms of direct and indirect observations and
the testing of this information by methods including, but not limited to, experimentation. They will be able to
distinguish between types of scientific knowledge (e.g., hypotheses, laws, theories) and become aware of areas of
active research in contrast to conclusions that are part of established scientific consensus. They will use their
scientific knowledge to assess the costs, risks, and benefits of technological systems as they make personal
choices and participate in public policy decisions. These insights will help them analyze the role science plays in
society, technology, and potential career opportunities.
STANDARD P2: MOTION OF OBJECTS
The universe is in a state of constant change. From small particles (electrons) to the large systems (galaxies) all
things are in motion. Therefore, for students to understand the universe they must describe and represent
various types of motion. Kinematics, the description of motion, always involves measurements of position and
time. Students must describe the relationships between these quantities using mathematical statements, graphs,
and motion maps. They use these representations as powerful tools to not only describe past motions but also
predict future events.
Hudson Area Schools Course Syllabus
STANDARD P3: FORCES AND MOTION
Students identify interactions between objects either as being by direct contact (e.g., pushes or pulls, friction) or
at a distance (e.g., gravity, electromagnetism), and to use forces to describe interactions between objects. They
recognize that non-zero net forces always cause changes in motion (Newton’s first law). These changes can be
changes in speed, direction, or both. Students use Newton’s second law to summarize relationships among and
solve problems involving net forces, masses, and changes in motion (using standard metric units). They explain
that whenever one object exerts a force on another, a force equal in magnitude and opposite in direction is
exerted back on it (Newton’s third law).
STANDARD P4: FORMS OF ENERGY AND ENERGY TRANSFORMATIONS
Energy is a useful conceptual system for explaining how the universe works and accounting for changes in matter.
Energy is not a “thing.” Students develop several energy-related ideas: First, they keep track of energy during
transfers and transformations, and account for changes using energy conservation. Second, they identify places
where energy is apparently lost during a transformation process, but is actually spread around to the environment
as thermal energy and therefore not easily recoverable. Third, they identify the means of energy transfers:
collisions between particles, or waves.
11. Tentative Course Calendar/Schedule:
1. Introduction to Physics
a. What is physics?
b. Math conventions
c. Uncertainty calculations
2. Motion
a. Vectors
b. Motion Diagrams
c. Data
d. Graphs
e. Mathematical Functions
3. Two Dimensional Motion & Forces
a. Kinematics
b. Projectile Motion
4. Dynamics
a.
b.
c.
d.
Basic Forces in Nature
Newton’s First Law
Newton’s Second Law
Newton’s Third Law
5. Work and Energy
a. Work
b. Energy
c. Conservation of Energy
d. Power
6. Momentum and Collisions
a. Conservation of
Momentum
b. Collisions
7. Vibrations and Waves
a. Harmonic Motion
b. Properties of waves
c. Wave interactions
8. Sound
a. Sound waves
9. Light and Reflection
a. Characteristics of Light
b. Flat mirrors
c. Curved Mirrors
12. Grading Policy:
Grades are assigned in my class based on the following types of assignments:
Formative Assignments:
These are generally homework and classwork assignments.
Formative assessments will be viewed as practice, preparing students for the summative
assignments which will make up the students’ grade in Science. The purpose of formative
assessments is to identify areas of difficulty so re-teaching can occur.
Hudson Area Schools Course Syllabus
Summative Assignments: These are generally tests, quizzes, projects and lab activities.
Summative assessments are the proof that students know the content expectations. Using sports as
an analogy, formative assessments are like the practice and summative assessments are the game.
Certain summative assessments can be redone with teacher approval.
Grades will be calculated using the following percentages.
Formative assignments
Summative assignments
10%
90%
13. Course Policies:
Make Up Work
 If you have been gone due to illness or other emergency, it is your responsibility to
check with me to get the work.
 All warm up questions are to be completed upon your return.
14. Teacher Responsibilities.
My Pledge to You
 I will trust you until you give me reason to do otherwise.
 I will respect you and work with you to solve problems.
 I will promptly correct and offer feedback on your work.
 I will work with you to meet learning goals.
 I will offer extra help and alternative assessments should you require them.
15. Student Responsibilities.
You are now in an advanced science course and are expected to act as such.
 Be prepared! You are expected to bring a pencil or pen, book, scientific calculator
and notebook with you to class each day. You will not be allowed to go and get
materials you forget.
 All students are expected to complete all assignments.
 Assignments are due at the beginning of the class period unless otherwise
communicated.
 Use pencil.
 No eating or drinking is allowed in class, with the exception of bottled water.
 Take pride in your work! Show effort and a desire to learn and it will be rewarded.
 Be on time! Be in your seat and ready to learn when the bell rings.
Be respectful of school property and others
 The books issued to you should be returned in reasonable condition.
 No writing on school desk, books, or other destruction of school property.
 I will not tolerate verbal or physical abuse of anyone in the classroom. Respect for
others must be demonstrated at all times.
 Be respectful of the plants and animals in the classroom.
 Clean up after yourselves!