My Education is
My Responsibility
Physics Applications - SCP 302
Daegu High School
Course Syllabus and Expectations
Be Respectful
Be Responsible
Be Safe
Instructor: Mr. James L. Pearson - Room 315
Email: james.pearson@pac.dodea.edu
Website: (to be determined – Sorry)
Phone: 764-4861 (the best method of contacting me is via email)
Textbook: Conceptual Physical Science Explorations, Hewitt, Suchocki, Hewitt, 2003.
** NOTE: Any portion of this syllabus may be altered at the teacher’s discretion
“One can neither give, nor receive, understanding.” -- Jiddu Krishnamurti
Course Description:
http://www.dodea.edu/curriculum/science.cfm?cId=stn&stndId=sci
The course should provide students with a conceptual understanding of the world around them—a basic knowledge
of the physical universe that should serve as the foundation for other high school science courses. Teachers, schools,
and districts should use these standards to make decisions concerning the structure and content for Physics
Applications classes that are taught in their schools. These decisions will involve choices regarding additional
content, activities, and learning strategies and will depend on the particular objectives of the individual classes. All
Physics Applications classes must include inquiry-based instruction, allowing students to engage in problem solving,
decision making, critical thinking, and applied learning. In other words, students should spend more of their class
time choosing the right method to solve a problem and less time solving problems that merely call for repetitive
procedures. Please note that this course include a foundation in both Chemistry & Physics (see curriculum
standards at the end of the syllabus).
Needed Materials: The following items must be brought to every class session**
1) Science Notes - Three Ring Binder or notebook. There will be many handouts given during class,
and students will be receiving a grade on their ability to organize their notes.
2) Writing implement- I recommend a pencil with an eraser, I do not have white-out.
3) **Calculator - Your cell phone or I-Pod is NOT an acceptable calculator for this class.
4) **A sweater or jacket - The science labs can become chilly at times and you will want to layer.
NOTE: Leave your textbook at home unless specifically told to bring it to class.
LAB SAFETY - Food, Drinks and Dress CODE:
It is school policy that no food or drinks will
be consumed in the academic classrooms. Food and beverages should not even ENTER the laboratory
classroom. These items should be stored in a student’s locker until lunch time. This is especially important in
a science lab room due to the chemicals that are used during science labs and investigations. This “no food”
policy includes NO gum and NO candy. In the event that a student has a legitimate need for a cough drop,
(something that Mr. Pearson frequently requires due to continual public speaking), the student must first ask
my direct permission prior to consumption of the cough drop. Students MUST follow all safety rules and
guidelines provided by the teacher. (NOTE: This lab room is shared with the chemistry classes.)
Grade Calculation:
GRADE CATEGORIES
Science Notes & Organization…... 10%
Homework & Class work ...……… 20%
Laboratory Investigations..…..….. 20%
Quizzes…………………………………… 10%
Tests…………………………………….… 40%
GRADE PERCENTAGES
90% - 100% = A
80% - 89% = B
70% - 79% = C
60% - 69% = D
Below 59% = F
**Note: I reserve the right to round-up to the next higher grade in the event of a close grade combined with excellent student effort & participation.
Science Notes & Organization: (10% of overall grade)
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Students are required to maintain ORGANIZED course notes. A student should be able to quickly
find any topic of previous notes and/or handouts. It is suggested that students write the DATE on
all documents and keep these documents in order based upon the date of each handout, quiz, or
section of notes (a three-ring binder is recommended). It is a student’s responsibility to seek
immediate assistance to seek any guidance or tips in becoming better organized.
Students will EARN a grade on the organization and completeness of their SCIENCE NOTES prior
to each test. This grade will be determined by following a rubric – provided at a later date.
Students will also EARN a grade on their ORGANIZATION. All students will initially earn full
credit for their Organization Grade. But, if a student repeatedly fails to bring materials to class, or
is unable to find materials within their notes, this student will lose credit toward this grade.
Please note that any UNEXCUSED TARDY will also result in a reduction to this grade. Parents will
be notified if a student begins to earn less than 60% toward this category.
Additionally, most of my quizzes will be “open notes”, students will be allowed to use any and all
of THEIR NOTES that they BRING TO CLASS to complete any “open note” quiz. Students will NOT
be allowed to go to their locker to retrieve any notes. Bring your notes to class!!!
Participation – Good attendance is essential for success in chemistry. Any absence, regardless of the reason, can damage your success
and you can fall behind. There is no way to adequately make up missed experiments, demonstrations or class discussions.
Homework & Class Work (HW): (20% of overall grade)
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You should expect to have a Homework assignment almost EVERY class session.
Homework assignments are to be completed prior to the beginning of the next class. Assignments
should be ready to turn in as you walk through the door and they will be graded at the start of each class).
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Not completing a homework assignment will earn you an after school detention 
Homework is designed to be the practice that you need in order to develop mastery – you
need to PRACTICE!!! Homework assignments are based on effort and completeness. Students
will help (provide input) when determining the amount of credit that is earned for each
homework assignment. Criteria for homework is as follows:
1) Is the homework complete, all work shown, and on time (due when you walk in the door)?
2) If you were confused, you should be able to say what you did in order to figure out the
concept or skill (called your homework buddies, re-read your notes/textbook, internet…)
3) HALF CREDIT can be earned for late homework IF it is turned in within ONE week
Laboratory Investigations (LAB): (20% of overall grade)
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Labs will be in various forms: fully lab write-ups, worksheets, on-line…
While students are working with a lab group, each student must submit their own lab assignment.
The student’s name and all of the names of the lab group should be included on each assignment
Labs have two primary components: 1) physically working with the lab materials (chemical
reagents) while collecting data and 2) the post lab questions. Students within a lab group should
have the same data (part 1). While students are encouraged to work together on the second
portion to answer the post-lab questions, I should NOT SEE students simply copying down
another student’s answers (this is considered cheating). This form of copying on the post lab
questions will result in these questions being marked wrong for ALL students involved. Each
student must record the answers to the post lab questions IN THEIR OWN WORDS. Do not let
another student “COPY” your work, otherwise you could be earning a failing grade.
Completed lab assignments are due the next class period (when you walk in the door). Students
will be marked down 10% if the lab is turned in later on the same day. Marked down 20% the
following day, and marked down an additional 10% for each subsequent day late. Please note that
you will receive a 10% reduction PER Calendar DAY, not per class session.
Quizzes : (10% of overall grade)
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Quizzes “may” be announced or they may be unannounced pop-quizzes.
Quizzes are usually “open notes”, so having good organized notes will help your grade.
Quiz questions will usually be in the same format as the homework and worksheets. So if you
complete and UNDERSTAND the homework, you should do well on the quizzes.
For an EXCUSED absence: some quizzes must be made up within one week, others will be exempt.
For an UN-EXCUSED absence, students will earn a grade of ZERO for this quiz. It is a student’s
responsibility to provide documentation of an excused absence. For excused absences, it is also a
student’s responsibility to arrange for a date & time to make up a quiz within ONE WEEK.
Tests : (40% of overall grade)
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Tests will always be announced and a study guide or practice test will usually be provided.
CHEAT SHEET - You may use ONE SIDE of an index card (1/4th of a piece of paper) during any test,
so take good notes in your science notebook so that you can make a useful note card for the test
Tests will usually follow the same format as the homework, worksheets, and quizzes, so if you are
keeping up with your assignments, you should do well on the tests (NOTE the 40% of your grade).
If absent, you must make-up the quiz/test within ONE week. It is the student’s responsibility to
MAKE THE TIME to take a test (before school, after school, during advisory, during lunch…)
CHEATING: Cheating on any assignment may EARN you a grade of a ZERO, a phone call home, an after
school detention, a meeting with your guidance counselor…
ABSENCES: Students are responsible for ALL chemistry content material that was missed during
an absence. It is suggested that students select several homework buddies in order to get
the class notes and assignments for the missed class period. These assignments are STILL
DUE on the assigned date - for the next class. NOTE: if a student was absent and missed a
class on a Tuesday, it is their responsibility to obtain any missed material on Wednesday,
and turn in any completed assignment when it would be due on Thursday. An absence
does not excuse a student from any assignments. Full credit can only be awarded for
assignments that are turned in ON TIME. Exceptions to this late policy are on a case-by-case
basis and should be discussed with me PRIOR to the assignment due date. Email me if
necessary, but please do not lose credit for having a late assignment.
Late Policy – 50% reduction for late homework, 10% reduction per DAY for lab reports, and one week
maximum to make up a missed lab, quiz or test. An UN-EXCUSED absence results in a zero
for any missed assignments (skipping class will have severe consequences to your grade).
Extra Credit: There will be several ways that you can earn extra credit including: extended assignments,
additional assignments, extra credit points built into quizzes & tests, and other items at the
discretion of the teacher.
Student Expectations:
My Education is My Responsibility
1) You are expected to behave and speak appropriately, showing respect for yourself, your
classmates, the teacher and the community. If you behave or speak inappropriately or your
behavior interferes with the learning of other students in the class, that behavior will be dealt
with appropriately (to be determined by the teacher, your parents, and the administration.)
Being disruptive during class hinders the educational process – especially your own.
2) Cell phones, iPods , (any personal electronics), are not part of the chemistry curriculum. If I am
aware of any of these items (see, hear, or smell them) you will be required to surrender the
battery until the end of the class – on your first offense. For you second offense, your parent
or guardian will need to meet with me or the administration in order to retrieve your battery.
3) Working together VS Cheating – The sciences encourage and often require individuals to work
together to meet a common goal. This collaborative experience is quite different from cheating:
a) Cheating = example - “I’ll do all the odd numbers and you do all the even numbers.”
b) Working Together = each student will do EVERY problem, where students then
compare their answers and discuss any errors or difficulties. This “study group”
method where students help to educate each other is an important skill to master
when taking courses at the university level.
4) You should be on time, enter the class in a quite & respectful manner, and be prepared to learn.
On time means that YOU (not your stuff) are seated in the classroom when class begins. Please
note that you will be marked tardy if you are not at your seat when class begins.
5) Because our time together in class is limited, leaving class must be kept to a minimum. You are
expected to use the restroom, visit your locker, get a drink, or address any other necessary
issues during the passing period or advisory. Additionally, the 10 & 10 policy states that students
should NOT be in the halls during first 10 minutes of class or the last 10 minutes of class. Leaving
class in order to use your cell phone will result in a phone call home and/or a necessity to make
up time after school (i.e. detention).
6) You will need to bring your science notes, a pen or pencil, and a calculator to class – every day.
Don’t forget that you will typically have a homework assignment due EVERY CLASS SESSION.
7) It is suggested that every document should have the following three items: Name, Date, and Title.
a) Name: So that you can get credit for your work and your work can be returned to you.
b) Date: Everything is to be dated so that every item can be better organized.
c) Title: These titles will help with organization - making it easier to find information later.
8) If you find yourself having difficulty with class work, you should seek help immediately. We have
a number of opportunities for assistance with course work. Please talk to me about these options.
Please also remember one of Mr. Pearson’s mantras: My Education is My Responsibility
Students Should (Will):
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My Education is My Responsibility
Take an active part in their education by experiencing many different types of problems
associated with scientific inquiry. Investigate abstract content while learning new methods of
thinking. Focus on the process of learning the material every day - focus beyond the tests.
Be encouraged to resolve problems independently or as a group member
Develop some expertise in a laboratory setting
Be prepared to answer the
Ask lots of questions!!! 
“Six Levels of WHY???”
Come to class each day expecting to learn something! Science is NOT a spectator sport. Remind yourself each
day why you are here and demand excellence from yourself. Don’t allow yourself to be distracted. Stay
focused and don’t allow anyone else to keep you from doing your best.
Frustration vs. Quitting:
It is almost a guarantee that you will be frustrated at some point. The
BEST thing you can do is to take a moment and approach the problem again – possibly in a new manner.
The WORST thing that you can do is to simply give up and present a negative attitude. You only fail
when you give up. You must always continue to try. Mastery may be elusive and extreamly challenging,
but just keep practicing and doing your very best. Eventually you WILL gain the understanding that you
are working so hard to attain. “There is no failure except in no longer trying.” – Kin Hubbard
DoDEA – Physics Applications (SCP 302) – Standards
NOTE: There are six Physics Applications Standards (PAa-PAf). Three of the standards are chemistry based and two of the
standards are physics based. Due to a limited academic time schedule we will not be able to complete every “indicator” that is
associated with the six standards. I do not want to “rush” through the curriculum so that we can “cover” all of the curriculum
standards. The quality of your education is typically more important to me than the quantity of your education.
Scientific Inquiry
The skills of scientific inquiry, including knowledge and use of tools, are not taught as separate skills in science, but are
embedded throughout because these process skills are fundamental to all science instruction and content. A table of the PK–12 of
scientific inquiry standards and Indicators: is provided in appendix A.
Standard: PAa: The student will demonstrate an understanding of how scientific inquiry and technological design,
including mathematical analysis, can be used appropriately to pose questions, seek answers, and develop
solutions.
Indicators:
PAa.1: Generate hypotheses on the basis of credible, accurate, and relevant sources of scientific information.
PAa.2: Use appropriate laboratory apparatuses, technology, and techniques safely and accurately when conducting a scientific
investigation.
PAa.3: Use scientific instruments to record measurement data in appropriate metric units that reflect the precision and accuracy
of each particular instrument.
PAa.4: Design a scientific investigation with appropriate methods of control to test a hypothesis (including independent and
dependent variables), and evaluate the designs of sample investigations.
PAa.5: Organize and interpret the data from a controlled scientific investigation by using mathematics (including formulas and
dimensional analysis), graphs, models, and/or technology.
PAa.6: Evaluate the results of a controlled scientific investigation in terms of whether they refute or verify the hypothesis.
PAa.7: Evaluate a technological design or product on the basis of designated criteria (including cost, time, and materials).
PAa.8: Compare the processes of scientific investigation and technological design. PAa.9: Use appropriate safety procedures
when conducting investigations.
Chemistry: Structure and Properties of Matter
Standard: PAb: The student will demonstrate an understanding of the structure and properties of atoms.
Indicators:
PAb.1: Compare the subatomic particles (protons, neutrons, electrons) of an atom with regard to mass, location, and charge, and
explain how these particles affect the properties of an atom (including identity, mass, volume, and reactivity).
PAb.2: Illustrate the fact that the atoms of elements exist as stable or unstable isotopes.
PAb.3: Explain the trends of the periodic table based on the elements’ valence electrons and atomic numbers.
PAb.4: Use the atomic number and the mass number to calculate the number of protons, neutrons, and/or electrons for a given
isotope of an element.
PAb.5: Predict the charge that a representative element will acquire according to the arrangement of electrons in its outer energy
level.
PAb.6: Compare fission and fusion (including the basic processes and the fact that both fission and fusion convert a fraction of
the mass of interacting particles into energy and release a great amount of energy).
PAb.7: Explain the consequences that the use of nuclear applications (including medical technologies, nuclear power plants, and
nuclear weapons) can have.
Standard: PAc: The student will demonstrate an understanding of various properties and classifications of matter.
Indicators:
PAc.1: Distinguish chemical properties of matter (including reactivity) from physical properties of matter (including boiling
point, freezing/melting point, density [with density calculations], solubility, viscosity, and conductivity).
PAc.2: Infer the practical applications of organic and inorganic substances on the basis of their chemical and physical properties.
PAc.3: Illustrate the difference between a molecule and an atom.
PAc.4: Classify matter as a pure substance (either an element or a compound) or as a mixture (either homogeneous or
heterogeneous) on the basis of its structure and/or composition.
PAc.5: Explain the effects of temperature, particle size, and agitation on the rate at which a solid dissolves in a liquid.
PAc.6: Compare the properties of the four states of matter—solid, liquid, gas, and plasma—in terms of the arrangement and
movement of particles.
PAc.7: Explain the processes of phase change in terms of temperature, heat transfer, and particle arrangement.
PAc.8: Classify various solutions as acids or bases according to their physical properties, chemical properties (including
neutralization and reaction with metals), generalized formulas, and pH (using pH meters, or pH paper, and litmus
paper).
Standard: PAd: The student will demonstrate an understanding of chemical reactions and the classifications, structures,
and properties of chemical compounds.
Indicators:
PAd.1: Explain the role of bonding in achieving chemical stability.
PAd.2: Explain how the process of covalent bonding provides chemical stability through the sharing of electrons.
PAd.3: Illustrate the fact that ions attract ions of opposite charge from all directions and form crystal lattices.
PAd.4: Classify compounds as crystalline (containing ionic bonds) or molecular (containing covalent bonds) based on whether
their outer electrons are transferred or shared.
PAd.5: Predict the ratio by which the representative elements combine to form binary ionic compounds, and represent that ratio
in a chemical formula.
PAd.6: Distinguish between chemical changes (including the formation of gas or reactivity with acids) and physical changes
(including changes in size, shape, color, and/or phase).
PAd.7: Summarize characteristics of balanced chemical equations (including conservation of mass and changes in energy in the
form of heat—that is, exothermic or endothermic reactions).
PAd.8: Summarize evidence (including the evolution of gas; the formation of a precipitate; and/or changes in temperature, color,
and/or odor) that a chemical reaction has occurred.
PAd.9: Apply a procedure to balance equations for a simple synthesis or decomposition reaction.
PAd.10: Recognize simple chemical equations (including single replacement and double replacement) as being balanced or not
balanced.
PAd.11: Explain the effects of temperature, concentration, surface area, and the presence of a catalyst on reaction rates.
Physics: The Interactions of Matter and Energy
Standard: PAe: The student will demonstrate an understanding of the nature of forces and motion.
Indicators:
PAe.1: Explain the relationship among distance, time, direction, and the velocity of an object.
PAe.2: Use the formula v = d/t to solve problems related to average speed or velocity.
PAe.3: Explain how changes in velocity and time affect the acceleration of an object.
PAe.4: Use the formula a = (vf-vi)/t to determine the acceleration of an object.
PAe.5: Explain how acceleration due to gravity affects the velocity of an object as it falls.
PAe.6: Represent the linear motion of objects on distance-time graphs.
PAe.7: Explain the motion of objects on the basis of Newton’s three laws of motion: inertia; the relationship among force, mass,
and acceleration; and action and reaction forces.
PAe.8: Use the formula F = ma to solve problems related to force.
PAe.9: Explain the relationship between mass and weight by using the formula FW = mag.
PAe.10: Explain how the gravitational force between two objects is affected by the mass of each object and the distance between
them.
Standard PAf: The student will demonstrate an understanding of the nature, conservation, and transformation of
energy.
Indicators:
PAf.1: Explain how the law of conservation of energy applies to the transformation of various forms of energy (including
mechanical energy, electrical energy, chemical energy, light energy, sound energy, and thermal energy).
PAf.2: Explain the factors that determine potential and kinetic energy and the transformation of one to the other.
PAf.3: Explain work in terms of the relationship among the force applied to an object, the displacement of the object, and the
energy transferred to the object.
PAf.4: Use the formula W = Fd to solve problems related to work done on an object.
PAf.5: Explain how objects can acquire a static electric charge through friction, induction, and conduction.
PAf.6: Explain the relationships among voltage, resistance, and current in Ohm’s law.
PAf.7: Use the formula V = IR to solve problems related to electric circuits.
PAf.8: Represent an electric circuit by drawing a circuit diagram that includes the symbols for a resistor, switch, and voltage
source.
PAf.9: Compare the functioning of simple series and parallel electrical circuits.
PAf.10: Compare alternating current (AC) and direct current (DC) in terms of the production of electricity and the direction of
current flow.
PAf.11: Explain the relationship of magnetism to the movement of electric charges in electromagnets, simple motors, and
generators.
“The teacher’s control of actual learning is nonexistent. Teachers control the organization and
presentation of knowledge, but only the student decides what, of all the information encountered,
will be learned.” -- Philip White
(You always have CHOICES - What will your choices be???)