ACCOUNTING II
MRS. PIPECH – FALL 2014
COURSE OVERVIEW:
Accounting II is a recommended subject for all students who have satisfactorily completed Accounting I. This
course is designed to give the students a brief review of Accounting I concepts and procedures. These concepts
include the accounting cycle for a merchandising business, preparation of a payroll, money and banking
applications and financial statements. After a review of concepts learned in Accounting I this course will
concentrate on (1) analyzing problems involving partnership and departmental accounting applications, (2)
analyzing problems using automated accounting software, (3) utilizing the computer for weekly corporate news
reports and preparation of summary analysis, (4) preparing Federal and State income tax forms, and (5)
analyzing corporate annual reports.
REQUIRED COURSE MATERIALS:
TEXTBOOK:
Century 21 South-Western Accounting 9E
WORKBOOK:
Century 21 South-Western Accounting 9E – Online Working Papers
THREE RING BINDER:
Students are required to keep all work, neatly organized in a binder and electronically.
CALCULATOR:
A basic calculator will be needed for each class.
PENCIL W/ ERASER:
All graded work must be completed in pencil.
COURSE OUTLINE:
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Unit I – Accounting Concepts and Terms
This unit reviews the foundation for the accounting program. Skills and understanding in
accounting concepts for a service type proprietorship as well as a merchandising partnership are
discussed and practiced. The chart of accounts, accounting equation, T accounts, debits, credits,
assets, liabilities and owners equity are explained and analyzed. The use of special journals are
discussed and practiced.
Unit II – Accounting Cycle
The accounting procedures applied to a proprietorship, partnership and corporation are reviewed
in more detail. Financial Statements at the end of the fiscal period are reviewed and created. All
steps within the accounting cycle are performed through a multi-stepped reinforcement activity.
Once a solid foundation of the accounting cycle is grasped, students will begin using automated
accounting for a service and merchandising business. The automated accounting software
program will reinforce the idea of electronic completion of various accounting reports and
forms as well as further students ability to audit and troubleshoot errors throughout the
accounting cycle.
Unit III –Corporation Adjustments & Valuation
Accounting procedures for managing selected asset and liability accounts are introduced. The
procedure for estimating uncollectible accounts and the writing off of uncollectible accounts is
presented. The concepts and procedures related to accounting for and reporting plant assets,
straight-line depreciation, and double-declining balance method is practiced. The procedures
for managing merchandise inventory and costing using the FIFO, LIFO, and weighted average
methods is taught as well as how to manage notes payable and notes receivable.
Unit IV – Departmentalized Accounting
Departmentalized Accounting practices for recording purchases and cash payments along with
sales and cash receipts will be reviewed. The procedures for recording these types of
transaction both manually and automated will be taught, displayed and practiced. Payroll
accounting procedures for corporation as well as federal, state, and local tax policies are also
applied.
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ACCOUNTING II
MRS. PIPECH – FALL 2014
NBEA ACHIEVEMENT STANDARDS:
I. ACCOUNTING CYCLE: Complete and explain the purpose of the various steps in the accounting cycle.
II. THE ACCOUNTING PROCESS: Apply generally accepted accounting principles to determine the value of
assets, liabilities, and owner's equity.
III. FINANCIAL STATEMENTS: Prepare, interpret, and analyze financial statements using manual and
computerized systems for service, merchandising, and manufacturing businesses.
IV. SPECIAL APPLICATIONS: Apply appropriate accounting principles to payroll, income taxation,
managerial systems, and various forms of ownership.
V. INTERPRETATION AND USE OF DATA: Use planning and control principles to evaluate the performance
of an organization and apply differential analysis and present-value concepts to make decisions.
STUDENT EXPECTATIONS:
1. Students are expected to be in class and at their seats when the bell rings.
2. Students are expected to come prepared each day for class with books, notebook, pencil, calculator and any
assigned work.
3. Students must demonstrate mutual respect to their classmates and teacher at all times.
4. Students are expected to behave in a manner that is conductive to a learning environment.
5. Students are expected to follow all behaviors/rules stated in the Loyalsock Township Student Handbook.
6. Students must have a pencil to complete all graded assignments.
Failure to meet these expectations may result in disciplinary action in accordance to the student handbook, a
phone call home to the student’s parent/guardian, and/or a zero for a particular assignment.
TIPS FOR THOUGHT:
1. Be in class and be prepared!
2. Pay attention in class – take good notes!
3. Complete all homework assignments – they are similar to the tests!
4. Ask questions!
STUDENT EVALUATION: The final grade for Accounting II is based on the following areas and will be determined
on a total point basis. Total point values are estimates – values may vary.
A. Tests (Chapter & Unit)
300 points
Test format is objective, subjective and case problem type. At least two tests are administered during
each six-week grading period. The test material will be based upon classroom notes, assigned reading
materials, case problem analysis, projects and/or reinforcement activities. If a student is absent the day
the test is administered, he/she will be responsible for taking the test the next returning day.
B. Projects/Class Assignments/Group Work
200 points
Group activities and assignments will be given throughout the semester. These activities help to prepare
students for the workforce and practice key career work standards. Class Assignments will be given to
be completed during class time to reinforce materials and lessons during that class period and check for
understanding. Various reinforcement projects as well as automated accounting projects will be
administered during each six-week grading period. The projects will be based on concepts and
problems discussed in various chapters cumulating to a comprehensive problem applying skills,
understanding, problem solving and critical thinking.
C. Quizzes
150 points
Quiz format is objective, subjective and case problem type. Several quizzes may be given for each
chapter or unit throughout the marking period. If a student is absent the day the quiz is administered,
he/she will be responsible for taking the quiz the next returning day.
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ACCOUNTING II
MRS. PIPECH – FALL 2014
D. Notebook
50 points
Students will be responsible for maintaining and organizing their notebook with daily notes,
assignments and projects given throughout the semester. This notebook will be a reference not only
throughout class but also a reference for those entering college level accounting classes or the
workforce.
E. Homework
125 points
Homework assignments are graded on a total-points-accumulated basis. The total-points are converted
to a percentage grade at the end of the six weeks grading period. Homework will be evaluated utilizing
the following scale:
+ = 3 points: The student has completed the required assignment appropriately and
demonstrates working knowledge of the subject matter.
 = 2 points: The student has (1) completed the assignment but does not have a working
knowledge of the subject matter, or (2) has a working knowledge in the subject
matter but has only partially completed the required assignment (more than 50
percent complete).
- = 1 point: The student has at least started the assignment but has completed less than 50
percent of the required assignment.
0 = 0 points: The student has not completed the required assignment. It is the responsibility
of the student to make arrangements for individualized instruction on material
he/she does not understand.
Please note: The above scale may be modified by the teacher when certain homework dictates
that additional points assigned would be more appropriate. The students will be notified when
additional points will be assigned to any given assignment.
F. Class Participation
180 points
Class Participation will be graded each day for a total of 10 points a week. Class participation will be
evaluated utilizing the following scale:
+ = 2 Active, attentive, and alert. Answers questions when addressed, participates in group or
partner activities and willingly volunteers for responsibilities. Attention is given to each
activity and is not distracted by peers, computer, or other schoolwork, etc. Prepared for class
with all necessary materials.
= 1 Attentive, answers questions if prompted, hesitant to participate in group or partner
activities, volunteers only if encouraged or prompted. Student is sometimes distracted by peers,
computer, or other schoolwork. Missing some necessary materials for class.
= 0 Distracted, uninvolved, and withdrawn. Did not participate in discussions or partner
activities. Did not pay attention to direction and/or complete activities or assignments as
requested. Student was continually distracted by peers, computer or other schoolwork. Did not
come prepared for class.
** The total points will vary; this is included just to give you an idea of how your grade will be determined. To
convert it to a percentage grade, divide the total points earned by the total possible points (e.g. 900 points
earned/1000 possible points = 90%)
SCHOOL WIDE ASSESSMENT PROCEDURES (SWAP):
Rationale:
Before a classroom test or assessment is administered, it should be evaluated to make sure it
conforms to a number of criteria. These include issues of reliability, error, validity, conformity to
learning outcomes/standards, and correlated assessments that are horizontally aligned with other
teachers teaching the same course.
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ACCOUNTING II
MRS. PIPECH – FALL 2014
Testing procedures, or protocols, are important elements of the educational process. Not only are
the procedures important for effective assessment of learning, but they also are a crucial aspect of
classroom management technique. Testing procedures that are excessively strict create unnecessary
anxiety in already nervous test-takers whereas protocols that are too lax inculcate a lack of respect
for the entire learning process. The goal is to determine procedures that are transparent, fair, and
not likely to induce excessive stress for students.
Student Role:
These procedures are to be used in all summative (unit exams, labs, larger quizzes, and any other
formal assessment used to ascertain student mastery) AND formative assessments (quizzes [pop or
announced] and other assessments that are formative in nature). NOTE: Teachers may also use the
SWAP for any other type of assessment in which individual students are administered a "pen and
paper" hard copy assessment for a given amount of time.
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Students should refer to the SWAP within each course's syllabus and know where to find it: each teacher's
Moodle or iTunesU account or teacher web page.
Ask questions of the teacher if you are unclear about testing procedures or expectations of the specific
test, quiz, lab report, etc.
Be aware of the consequences for academic dishonesty on any assessment.
For any classroom assessment, students will be in a modified seating arrangement using the following
procedures:
 Teachers shall design and post a classroom assessment procedure map as to where you sit for
assessments.
 Student seats shall be placed apart from each other where possible by moving desks, separating rows,
etc.
 Students must sit and complete the assessment (test, etc.) in ONE SITTING as much as possible
(EXCEPTION: Split lunch, SDI of any IEP or 504 student who has extended time on all assessments).
Meaning, students do not leave room until assessment is finished. The teacher must communicate
with the next period/block teacher about potential lateness of a given student.
Student electronic device collection (iPad, smartphones/cells, iPods, etc.)
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iPads - if not to be used, students will place iPad FACE DOWN on the top of their desk. They
should not touch or use until assessment is completed by everyone. If the iPad is allowed to
be used as part of the assessment, the teacher will tell you.
Students must surrender smartphone/cell phone prior to beginning of assessment.
 Students must surrender cell phone/device prior to beginning of the assessment.
Teachers will have a procedure to collect and place in a box and/or in a hanging organizer
or have the devices placed on the teacher’s desk until everyone's assessment is complete.
 A student's failure to surrender the device will result in disciplinary action and/or
academic dishonesty referral, especially if determined later that the student possessed
the device when testing.
 At the conclusion of the assessment, students may retrieve their devices from the teacher.
TUTORING:
Because one of the goals of this course is to help all students find success in accounting, your instructor
will make arrangements to be available before and after school to provide tutoring if you are having
difficulty with accounting. You are encouraged to make arrangements with your instructor if you need
additional help.
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