Physical
Science
2015-16
This document is currently a work in progress. It will be revised
throughout the year. The latest version may be obtained online
through the teacher’s web page at GTCHS.org
Course Syllabus
Table of Contents
Course Overview…………………………………………………………………………………………………Pages 3 & 4
Course Outline
Unit 1……………………………………………………………………………………………….…….Pages 5 & 6
Unit 2……………………………………………………………………………………………….…….Pages 7 & 8
Unit 3……………………………………………………………………………………………….…….Pages 9 & 10
Unit 4……………………………………………………………………………………………….…….Pages 11 & 12
Unit 5……………………………………………………………………………………………….…….Pages 13 & 14
Unit 6……………………………………………………………………………………………….…….Pages 15 & 16
Unit 7……………………………………………………………………………………………….…….Pages 17 & 18
Unit 8……………………………………………………………………………………………….…….Pages 19 & 20
Project Evaluation Criteria…………………………………….….………………………………….…….Pages 21
Academic Performance Standards
Inquiry Standards…………………………………………………………………………….…….Pages 37
Content Standards………………………………….……………………………………….…….Pages 38
Greenville Tech Charter High School
Physical Science
Syllabus
Course Overview
Instructor: Doug Adomatis
dadomatis@gtchs.org
864.250.8844 x-8987
Course Description
Science is about answering questions, solving problems and making good decisions. Physical science
includes topics in Chemistry and Physics. In this Physical Science course, students will gain skills in
everyday tasks while learning fundamentals of Chemistry and Physics. Each unit of study includes
instruction and exercises designed to teach students how to answer questions by citing evidence, solve
problems using analytical tools, and make decisions based on criteria.
Featured Learning Outcomes: Students will…
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Create digital media to communicate scientific information about the nature of matter,
draw a model of the atom and use it to describe atomic properties,
make a classification system to predict how two chemical elements will bond,
write and perform a laboratory procedure to demonstrate a chemical reaction,
design, build and analyze performance of a matter accelerator,
design, build and analyze performance of an electrical circuit,
use audio editing software to analyze and manipulate sound waves, and
make decisions about alternative energy based on criteria.
Grading
Grading is in accordance with GTCHS Assessment Policy:
Final Grade = 0.5(First Semester Grade) + 0.5(Second Semester Grade)
First Semester Grade = 0.45(First Quarter Grade) + 0.45(Second Quarter Grade) + 0.1(Fall Exam)
Second Semester Grade = 0.45(Third Quarter Grade) + 0.45(Fourth Quarter Grade) + 0.1(Spring Exam)
Quarterly Grades = 0.3(classwork including quizzes) + 0.35(projects) + 0.35(tests)
Classwork will include activities designed to help students learn the content. While quizzes are still
considered classwork, they will carry more weight. Test questions will come directly from class work
and quizzes.
Homework – Students are expected to work on projects outside of class. Also, students who do not
finish classwork in class may have to complete the work at home.
Academic Assistance
Students who miss school or miss a deadline will automatically be signed up for office hours on the
Thursday following absence or missed deadline. Students who miss office hours will be assigned
detention. The purpose of office hours or subsequent detention is to make time for students to keep up
with their assignments. During this time, students will be given additional instruction as necessary.
Page 3 of 40
Greenville Tech Charter High School
Physical Science
Syllabus
Course Overview
Instructor: Doug Adomatis
dadomatis@gtchs.org
864.250.8844 x-8987
Office Hours
Sign-up for office hours any day after school until 3:45, except on days when the teacher has duty or
faculty meeting. See teacher schedule/sign-up sheet posted outside of classroom.
Honors Credit
Students whose first quarter grade is 93 or higher will be eligible for honors credit. Eligible students will
receive honors credit by either: earning two badges, one certification, or maintaining good standing
membership in the robotics club throughout the school year.
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Badges are offered in the following subject areas: Chemistry, Electricity, Electronics, Engineering,
Nuclear Science, Robotics, and other subject areas approved by the instructor. The first badge must
be earned by January 15th. The second badge must be earned by April 15th.
Acceptable certifications include: amateur (“technician class”) radio operator, (“junior”) SCUBA
diver, Student Pilot or other certification as approved by the instructor. Certificates must be
presented by May 13th.
Good standing members of the robotics club must not be “grounded” at any time during the school
year. Robotics club membership will be verified with the club director at various times throughout
the school year.
Honor students must make arrangements to meet with the instructor outside of class to verify progress
toward achieving honors credit.
Communication with Parents
Web Site - Information about what students should be doing will be posted on the teacher’s web page
at GTCHS.org.
Parent Portal - Parents may view their student’s grades by accessing the parent portal.
Reminders - Students and parents may sign up to receive class reminders through Remind.com.
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Class Code for A-day classes @gtchspsa
Class code for B-day classes @gtchspsb
Email – Email (dadomatis@gtchs.org) is best way to get answers to quick questions without interrupting
class.
Phone calls –During class hours, please leave a message. The number of the phone in the classroom
is (864) 250-8844 Ext. 8987.
Page 4 of 40
Greenville Tech Charter High School
Physical Science
Syllabus
Course Outline
Instructor: Doug Adomatis
dadomatis@gtchs.org
864.250.8844 x-8987
Unit 1: The Nature of Matter
Essential Question: How do you describe the stuff that makes up all the stuff around us?
Relevance: If the nature of matter did not matter, then we would be no more civilized than cats and the
cave man. However, our understanding of what matter is and what it does has (arguably) civilized the
world, making it possible for us to enjoy an abundant supply of food and water, cheap clean energy,
more leisure time than work, and a long life expectancy. Being able to classify matter and describe its
nature, is essential to scientific progress.
Project
Students will create a communication product using scientific content. The product will be a web page
including text, pictures, video, infographics or other media formats of the student’s choosing. The
product must address the essential question, providing part of the complete answer. Selected products
will be uploaded to Greenville Tech Library’s website where the essential question will be answered
completely.
Content Knowledge
Students will be tested on their knowledge of:
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Composition of Matter
Physical and Chemical Properties and Changes
Kinetic Molecular Theory
Class work will include activities designed to help students learn the content. Students will be assessed
formatively through quizzes. Test questions will come directly from class work and quizzes. Student
work published at Greenville Tech Library website, will provide additional study resources.
Science Process Skills
Students will be graded on their skills in obtaining and communicating scientific information:
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Choosing a topic based on interest and project limitations.
Deciding on product format based on personal skills and the intended audience.
Collaborating with others to complete the project on time.
Prior to working on the project, students will have the opportunity to practice and receive feedback on
these skills by creating a poster that communicates the most memorable scientific concept they learned
in middle school.
Page 5 of 40
Greenville Tech Charter High School
Physical Science
Syllabus
Course Outline
Instructor: Doug Adomatis
dadomatis@gtchs.org
864.250.8844 x-8987
Unit 1 Lesson Plan with Learning Objectives and Schedule of Deliverables
(tentative)
A-Day
10-Aug
12-Aug
B-day
11-Aug
13-Aug
Lesson
1.1 Welcome
1.2 Cooperative
Learning I
14-Aug
18-Aug
1.3 Cooperative
Learning II
17-Aug
20-Aug
19-Aug
21-Aug
24-Aug
25-Aug
1.4 Composition of
Matter
Read Page 449-456
PS-3.4
1.5 Physical Prop.
And Changes
Read Page 458-461
PS-3.1
1.6 Chemical
Properties and
Changes
Read Page 461-463
PS-4.7
26-Aug
27-Aug
28-Aug
1-Sep
31-Aug
3-Sep
Review
2-Sep
4-Sep
Test
1.7 Solids, Liquids,
and Gases
Read Page 474–480
PS-3.7
1.8 Kinetic Theory
Read Page 481–483
PS-3.6
Learning Objectives and Deliverables
Names, icebreaker, need-to-knows, first assignment
Review norms
Broken Circles Activity
Epstein’s Four-stage Rocket and Conflict Resolution
Assessment (TOD): Group Work Questionnaire
Conflict Resolution (continued) go over questionnaire results
and practice “I feel… statements.
Practice Collaborative Learning by creating a group poster
“What I learned about science in Middle School”
Assign 1st major project, due on review day.
Assessment: Student Presentations
Pre-test. After the test: Chapter 15 Vocabulary
Explore: “Elements, Compounds, and Mixtures”
Explain: Concept Map
Formative Assessment: Section 1. Remediation: Directed
Reading for Content Mastery. Enrichment: Write a
procedure for separating mixture.
Introduce Physical Properties and Changes.
Bellwork: What I think now.
Discuss Chemical Properties using NFPA Signage
Go through “What’s the Difference” together.
Groups come to consensus on differences between physical
and Chemical Changes.
Conservation of Mass explained. TOD: NOW what I think.
Quiz on Ch.15 ,
Read Ch.16.Sec.1 & Answer Q’s 1-4 on p.483
Heating Curve Lab Activity
Discuss data and graphs.
Bellwork: What I think now.
Handback and go over graded classwork.
Review Lab and work “Kinetic Theory” together.
Groupwork: PhET Sim “States of Matter”
KMT Explained, TOD: NOW What I think.
Projects due.
Water Filtration Engineering Design Challenge.
After the test: Student Reflection on Learning
Notes: Students in random groups. Regrouping will occur after Unit 1.
Page 6 of 40
Greenville Tech Charter High School
Physical Science
Syllabus
Course Outline
Instructor: Doug Adomatis
dadomatis@gtchs.org
864.250.8844 x-8987
Unit 2: Atomic Structure and the Periodic Table
Essential Question: What do the smallest particles of matter “look” like?
Relevance: The world we can see is affected by the world we cannot see. For example, viruses are
microscopic organisms that make us sick. Radiation and nuclear reactions are other effects caused by
structures so small we cannot see with our most powerful microscopes. Scientists use models to explain
their theories about the things we cannot see, helping us all understand how and why we are affected
by the invisible world around us.
Project
Students will create scientific drawing based on the Bohr model to describe atomic properties. Drawing
will include dimensions and annotations which explain how the model does and does not represent real
atoms.
Content Knowledge
Students will be tested on their knowledge of:
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Historical theories about atomic structure
Detailed knowledge about general properties of the atom
Basic knowledge about subatomic particles
The Periodic Table
Properties of the elements
Class work will include activities designed to help students learn the content. Formative assessment
(e.g. quizzes) will be frequent. Test questions will come directly from class work and quizzes.
Science Process Skills
Modeling (Performance Task Assessment p.123)
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Explaining how models simulate real structures
Making drawings that include dimensions and annotations
Prior to working on the project, students will have the opportunity to practice and receive feedback on
these skills by creating and presenting a model of their choice.
Page 7 of 40
Greenville Tech Charter High School
Physical Science
Syllabus
Course Outline
Instructor: Doug Adomatis
dadomatis@gtchs.org
864.250.8844 x-8987
Unit 2 Lesson Plan with Learning Objectives and Schedule of Deliverables
(tentative)
A-Day
9-Sep
B-day
8-Sep
Lesson
2.1 Observation,
Inference, and
hypothesis.
Learning Objectives and Deliverables
Review Unit 1 Test
Engage: Mystery boxes or Launch Lab p.505
Explore/Explain: Worksheet/Video
Evaluate: Quiz at end of class or beginning of next.
11-Sep 10-Sep 2.2 Structure of the Engage: What is the difference between elements & atoms?
Atom
Explore: Groups will Draw the atom, present, and discuss.
Read Pages 506- 508 Explain: PPT the weird symbols, Bohr Model, PNe table.
PS-2.1,3.3
Evaluate: Quiz at end of class or beginning of next.
14-Sep 15-Sep 2.3 Models of the
Video: Just how small is the atom?
Atom
Enrichment: RAFT activity on history of atomic structure
PS2.1,2.4
Reinforcement: Directed Reading for Content Mastery
Read Pages 509-511 Assign 2nd project.
16-Sep 17-Sep 2.4 Virtual Lab/
Quiz on Chap.17, Sec. 1, Review Quiz
Guided inquiry into
Explore: PhET Sim “Build an Atom”
atomic structure
21-Sep 18-Sep 2.5 Atomic Mass
Explain: PPT Chap.17 Sec.2
Read Pages 512-515 Evaluate: PPT “Section Check” then Video
PS-2.1,2.2
Remediate: Continue work on PhET Sim.
Enrichment: Beanium Lab practice using scales.
23-Sep 22-Sep 2.6 Periodic Table 1 Explore: Alien Periodic Table
PS-2.3
Explain: PPT Chap.17, Sec.3 (Periods and Energy Levels)
Extend: Create your own periodic table.
25-Sep 24-Sep 2.7 Periodic Table 2 Explain: PPT Chap.17, Sec.3 (Groups and Dot Diagrams)
Read Pages 520-524 Evaluate: PPT “Section Check”
PS-2.3
Groups will set up collaborative study environment online.
28-Sep 29-Sep 2.8 Periodic Trends
Quiz on Chapter 17.
Explore: Jigsaw on characteristics of elements (see TE p. 522)
30-Sep 1-Oct
Review
Projects due. Review classifying matter.
Enrichment: Radioactivity
Remediation: Clicker questions.
5-Oct
2-Oct
Test
After the test: Foldables (p.601)
Notes: No school September 7th.
Page 8 of 40
Greenville Tech Charter High School
Physical Science
Syllabus
Course Outline
Instructor: Doug Adomatis
dadomatis@gtchs.org
864.250.8844 x-8987
Unit 3: Chemical Bonding
Essential Question: Why do elements combine to form compounds?
Relevance: NetFlix organizes movies in a way that makes sense and is easy to navigate, allowing you to
choose a movie without having to spend too much time searching. In a similar way, the Periodic Table
organizes elements according to atomic structure and related properties. Both the Periodic Table and
NetFlix can be considered classification systems. Scientists make and use classification systems to
organize scientific knowledge.
Project
Students will make and use a classification system to predict how two elements will bond to form a
compound.
Content Knowledge
Students will be tested on their knowledge of:
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Why elements combine to form compounds.
Bond Types
Writing formulas and naming compounds.
Class work will include activities designed to help students learn the content. Students will be assessed
formatively through weekly quizzes. Test questions may come directly from quizzes and student
products published at Greenville Tech Library website.
Science Process Skills
Making and using a classification system (Performance Task Assessment p.121)
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Identifying essential characteristics, both general and specific.
Establishing criteria for classifying.
Creating a decision tree that others can use to classify new objects.
Student will practice this skill by creating a classification system of their choice – collector cards or food
for example.
Page 9 of 40
Greenville Tech Charter High School
Physical Science
Syllabus
Course Outline
Instructor: Doug Adomatis
dadomatis@gtchs.org
864.250.8844 x-8987
Unit 3 Lesson Plan with Learning Objectives and Schedule of Deliverables
(tentative)
A-Day
7-Oct
B-day
6-Oct
Lesson
1.1 Methods of
Science
9-Oct
8-Oct
12-Oct
13-Oct
14-Oct
15-Oct
1.2 Standards of
Measurement
3.1 Stability in
Bonding
Read Page 602-606
PS-2.3,2.5,3.3,4.1-3
3.2 Types of Bonds
Read Page 608-614
PS-2.5,3.3,4.2-4.4
21-Oct
22-Oct
Classification
Systems I
30-Oct
23-Oct
Lab
26-Oct
27-Oct
Classification
Systems II
28-Oct
29-Oct
Library
2-Nov
3-Nov
3.3a
Nomenclature 1
Read pages 615-619
PS2.5,4.5
4-Nov
5-Nov
Learning Objectives and Deliverables
Review Unit 2 Test, Projects, Pre-test data
Nature of Science Discussion
Standard Units
Metric mini-Olympics
Engage: How did The Martian make water?
Compare elements/compounds/molecules
Chemical formulas
Stability
Tug of War
Why ionic bonds transfer, Why covalent share
Compare salts to molecules
Formative Assessment, Remediation and Enrichment
Homework: Ask students to bring collections for classifying.
Intro to Flow Charts and Decision Trees
Students will draft and validate their Classification System
for Chemical Bonds by having other students use their
system.
Pre-Lab
Lab: Bond Breaker
Collecting data on bond strength and melting point.
Practice safe use of burner to melt various compounds.
Remediation: Continued work on Classification System
Enrichment: Introduction to Flow-Charting Software
Quiz on Section 1 and 2
Research: Using Literati to obtain information on bond
strength and melting point.
Projects due.
Oxidation numbers
Writing Formulas and writing names of ionic compounds
Polyatomics
Hydrates
Writing Formulas and writing names of covalent compounds,
Practice writing and naming mixed compounds
Enrichment: Create a nomenclature flow chart
3.3b
Nomenclature 2
Read pages 619-621
PS2.5,4.5
9-Nov
6-Nov
Review
Clicker Q’s
11-Nov 10-Nov Test
After the test: Foldables on page 631
Notes: Student led conferences are October 16th. No school October 19th and 20th.
Page 10 of 40
Greenville Tech Charter High School
Physical Science
Syllabus
Course Outline
Instructor: Doug Adomatis
dadomatis@gtchs.org
864.250.8844 x-8987
Unit 4: Chemical Reactions
Essential Question: What will happen if I mix two chemicals?
Relevance: If you want to go to the lab and mix chemical together, you have to write a procedure that
includes safe handling and clean up of materials we can use. Writing procedures is a relevant life skill
used to explain how to do something. For example, how would you explain in writing or verbally,
without showing, to an elderly person how to take a picture with an I phone? You would have to write
a step-by-step procedure that someone else could follow. It’s not as easy as it may first seem.
Project
Students will write a procedure to demonstrate a chemical reaction. Depending on student abilities,
behavior, time permitting, facilities and supplies available, students will perform their procedure in the
college chemistry lab.
Content Knowledge
Students will be tested on their knowledge of:
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Writing and naming chemical formulas
Writing balanced chemical equations
Classifying chemical reaction equations
Class work will include activities designed to help students learn the content. Students will be assessed
formatively through weekly quizzes. Test questions may come directly from quizzes and student
products published at Greenville Tech Library website.
Science Process Skills
Design an Experiment
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Formulating a hypothesis which includes experimental variables
Writing a procedure, including materials
Planning to measure and collect data
Addressing possible sources of error and safety concerns
Student will practice this skill by writing a recipe for baking leavened bread using metric units.
Page 11 of 40
Greenville Tech Charter High School
Physical Science
Syllabus
Course Outline
Instructor: Doug Adomatis
dadomatis@gtchs.org
864.250.8844 x-8987
Unit 4 Lesson Plan with Learning Objectives and Schedule of Deliverables
(tentative)
A-Day
13-Nov
B-day
12-Nov
Lesson
4.1 Chemical
Changes
16-Nov
17-Nov
18-Nov
19-Nov
23-Nov
20-Nov
4.2 Chemical
Equations
4.3 Classifying
Reactions 1
4.4 Classifying
Reactions 2
30-Nov
24-Nov
4.5 Writing
Procedures 1
2-Dec
1-Dec
4.6 Writing
Procedures 2
4-Dec
3-Dec
A-Day Lab
B-Day Lesson 4.7
7-Dec
9-Dec
8-Dec
10-Dec
4.8 Review
4.9 Test
14-Dec
11-Dec
Learning Objectives and Deliverables
Evidence of Reaction
Reactants and products
Conservation of Mass
Writing and Balancing Chemical Equations
Quiz on Chap 21, Sec 1
Demo Day
Quiz on Chap 21, Sec 2
More practice balancing and Classifying
Inquiry Activity
Quiz on Chap 21, Sec 3
Students will practice writing procedures for tasks they are
familiar with (technology) and tasks that are challenging.
Homework: students will choose an experimental procedure
from the inquiry activity.
Students will write formal procedures using outlining
features of word processor. A lab report template will be
provided.
A-day students who want perform procedures in the lab
must submit completed project.
Lab:
Only students with approved procedures will perform lab
procedures.
Projects due for all students.
B-Day Lab
Lesson 4.7
A-Day Lesson 4.7
Using excel to record and analyze data.
15 thru 18 Dec
Exams
Notes: Not school November 25th through 27th. Notes: Not school December 21st through January 1st.
Page 12 of 40
Greenville Tech Charter High School
Physical Science
Syllabus
Course Outline
Instructor: Doug Adomatis
dadomatis@gtchs.org
864.250.8844 x-8987
Unit 5: Force and Motion
Essential Question: How far will something go if acted on by a force?
Relevance: .
Project
Students will create an engineering sketch with calculations demonstrating their ability to use math in
science. The project will answer the essential question using equations of force and motion to make a
prediction. Depending on student abilities, behavior, time permitting, facilities and supplies available,
students will test their predictions in the college physics lab.
Content Knowledge
Students will be tested on their knowledge of:
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Interpreting motion graphs
Calculate linear motion (distance, speed, and acceleration)
Calculate the motion of a projectile
Class work will include activities designed to help students learn the content. Students will be assessed
formatively through weekly quizzes. Test questions may come directly from quizzes and student
products published at Greenville Tech Library website.
Science Process Skills
(Performance Task Assessment p.101)
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Understanding the Problem
Solving the Problem
Communicating the Result
Student will practice this skill by carefully illustrating and calculating Questions of the Day (QOD)
Page 13 of 40
Greenville Tech Charter High School
Physical Science
Syllabus
Course Outline
Instructor: Doug Adomatis
dadomatis@gtchs.org
864.250.8844 x-8987
Unit 5 Lesson Plan with Learning Objectives and Schedule of Deliverables
(tentative)
A-Day
6-Jan
B-day
5-Jan
Lesson
5.1 Introduction to
Physics
5.2 Describing
Motion
PS-5.1,5.2,5.6
8-Jan
7-Jan
11-Jan
12-Jan
5.3 Acceleration
13-Jan
14-Jan
5.4 Newton’s Laws
15-Jan
19-Jan
20-Jan
21-Jan
5.5 Projectile
Motion
5.6 Energy
25-Jan
22-Jan
27-Jan
26-Jan
29-Jan
28-Jan
1-Feb
2-Feb
B-day Lab
A-Day Lesson 5.7
Energy
5.8 Work & Power
A-day Lab)
B-Day Lesson 5.7
Energy
Review
Learning Objectives and Deliverables
Pre-test Foldables Page 37
Clicker questions “Uncovering Student Misconceptions”
Bellwork: Vocabulary
QOD: Speed v Velocity (“Applying Math” p.46)
Mini-lab p.42, Model Using Math in Science, D/T Graphs
Project Design Brief
Bell work/QOD: Exhibition of Speed
Clicker Questions
Model Using Math in Science
Project Work: Quick Build (object) accelerator
Bell work/QOD: Weight v Mass
Describe “g” force, clicker questions, demo inertia with
bouncing ball, hulla-hoop and more q-driven instruction.
Project work: Define the challenge, identify the variables
Quiz on Chapter 2
Vectors and Projectiles (Conceptual Physics Alive!)
Bellwork/QOD: Roller Coaster
Using an adaptation of “Design Your Own Lab” on p.58,
students will design an apparatus that will accelerate a toy
car to a predictable speed.
Lab: Students will validate predictions made during their
project work.
Bell work/QOD: Lifting a Backpack
Students will be given time in class to complete projects.
Lesson 5.7 Energy
Skate Park Simulation
Analyze project data. Use project data as a basis for
reviewing content.
3-Feb
4-Feb
Test
After the test: Foldable p.191
st
Notes: Not school December 21 through January 1st. Ask (at beginning of year?) students to bring in
hot wheels, Kenects? Or other building sets.
Page 14 of 40
Greenville Tech Charter High School
Physical Science
Syllabus
Course Outline
Instructor: Doug Adomatis
dadomatis@gtchs.org
864.250.8844 x-8987
Unit 6: Electricity and Magnetism
Essential Question: How can we control the flow of electrical energy to do work.
Relevance: We are surrounded by electromagnetic radiation. If we can control it, we can satisfy our
needs.
Project
Students will design, build and analyze an electrical circuit comparing design values to actual.
Content Knowledge
Students will be tested on their knowledge of:



How objects become electrically charged.
Why current flows in an electric circuit
Ohm’s Law applied to simple series and parallel circuits
Class work will include activities designed to help students learn the content. Students will be assessed
formatively through weekly quizzes. Test questions may come directly from quizzes and student
products published at Greenville Tech Library website.
Science Process Skills
 Design a simple circuit given limitations
 Build a circuit from basic components
 Analyze a circuit using a digital volt meter (DVM)
Student will practice this skill by using circuit construction and analysis simulation software.
Page 15 of 40
Greenville Tech Charter High School
Physical Science
Syllabus
Course Outline
Instructor: Doug Adomatis
dadomatis@gtchs.org
864.250.8844 x-8987
Unit 6 Lesson Plan with Learning Objectives and Schedule of Deliverables
(tentative)
A-Day
8-Feb
B-day
5-Feb
Lesson
6.1 Electric Charge
10-Feb
12-Feb
9-Feb
11-Feb
6.2 Electric Current
6.3 Electrical Energy
17-Feb
22-Feb
16-Feb
18-Feb
6.4 Circuit Analysis
6.5 Circuit Design
24-Feb
19-Feb
26-Feb
29-Feb
23-Feb
25-Feb
2-mar
1-Mar
7-Mar
3-Mar
B-Day Lab
A-Day Lesson 6.6
6.7 Magnetism
A-Day Lab
B-Day Lesson 6.6
6.8 Producing
Electric Current
6.9 Energy Sources
9-Mar
4-Mar
Review
11-Mar 8-Mar
Test
Notes: March 18 is SLC
Learning Objectives and Deliverables
Review Unit 5 Test
Discrepant Event
“Inventions” , Dry-cells, Ohm’s Law and Eddie the Electron
Use PhET Sim to analyzing DC Circuits: Series and Parallel,
calculating energy and power.
Using a Digital Volt Meter, Reading Resistors,
Quiz on Chapter 7
Project Circuit Design Challenge
Lab: Build the circuit you designed, analyze it with a DVM
(see college “Ohm’s Law Lab” procedures.
(this topic is out of sequence for B-day)
Lesson 6.6: Electricity and Magnetism
Motors and Generators
Quiz on Chapter 8
(this topic may be omitted if school has been canceled.
Questions on this topic may then be extra credit on test)
After test: Foldables p.289
Page 16 of 40
Greenville Tech Charter High School
Physical Science
Syllabus
Course Outline
Instructor: Doug Adomatis
dadomatis@gtchs.org
864.250.8844 x-8987
Unit 7: Waves
Essential Question: How can energy be transferred without transferring matter?
Relevance: Recently students George Mason University invented a fire extinguisher… that uses sound
waves! The sound energy generated by the extinguisher is transferred though the air to the fire. The
transferred energy interferes with the combustion process and flames are extinguished.
Project
Students will produce a stereo recording from two monaural recordings of the same sound-event, using
multi-track audio recording and editing software (Audacity).
Content Knowledge
 Students will be tested on their knowledge of:
 Nature of Electromagnetic and mechanical waves; transverse and compressional waves,
 Properties of waves, including: wavelength, frequency, speed and amplitude.
 Behavior of waves, including reflection, refraction, diffraction, and interference
Class work will include activities designed to help students learn the content. Students will be assessed
formatively through weekly quizzes. Test questions may come directly from quizzes and student
products published at Greenville Tech Library website.
Science Process Skills
 Measuring frequency, wavelength, and amplitude of waves.
 Recording and editing audio/sound files.
Student will practice this skill by using Audacity software during class work.
Page 17 of 40
Greenville Tech Charter High School
Physical Science
Syllabus
Course Outline
Instructor: Doug Adomatis
dadomatis@gtchs.org
864.250.8844 x-8987
Unit 7 Lesson Plan with Learning Objectives and Schedule of Deliverables
(tentative)
A-Day
14-Mar
B-day
10-Mar
Lesson
7.1 Introduction
15-Mar
16-Mar
7.2 Nature of Waves
21-Mar
17-Mar
7.3 Properties of
Waves
23-Mar
22-Mar
4-Apr
24-Mar
6-Apr
5-Apr
11-Apr
7-Apr
7.4 Behavior of
Waves
7.5 The Nature of
Sound
7.6 Properties of
Sound
7.7 Music
13-Apr
8-Apr
15-Apr
18-Apr
12-Apr
14-Apr
7.8 Audio
Engineering
Review
Test
Learning Objectives and Deliverables
Review Test on Unit 8.
What do I want to learn about waves?
Compare and contrast transverse waves and compressional
waves.
Describe the relationships between frequency and
wavelength.
Explain how a wave’s energy and amplitude are related.
Describe how waves interfere with each other.
Quiz on Chapter 10
Explain how sound travels through different mediums.
Explain the relationship between frequency and pitch.
Describe why different instruments have different sound
qualities.
Student demonstrations using Audacity software.
Quiz on Chapter 11
Student Led Conferences are March 18th. Snow Day March 25th. Spring Break is March 28 through April
1st.
Page 18 of 40
Greenville Tech Charter High School
Physical Science
Syllabus
Course Outline
Instructor: Doug Adomatis
dadomatis@gtchs.org
864.250.8844 x-8987
Unit 8:
Essential Question: What is the best plant to use for making biofuel?
Relevance: From our first unit of study:
“If successive generations fail to progress scientifically, then civilization will likely fall due to unsustainability. The problem facing this generation is not a lack of information about sustainable
progress, the problem is deciding what to do with this information. The decision making process all
begins with researching the available information and communicating this information to our fellow
decision makers.”
And in this final unit, students will make decisions regarding sustainability.
Project
Students will evaluate sources of alternative energy on the basis of designated criteria, in writing, using
a decision matrix.
Content Knowledge
Students will be tested on their knowledge of:




Electromagnetic Waves
Photosynthesis
Plant Nutrition and Growth
Alternative Energy Sources
Class work will include activities designed to help students learn the content. Students will be assessed
formatively through weekly quizzes. Test questions may come directly from quizzes and student
products published at Greenville Tech Library website.
Science Process Skills
 Observing and making inferences about the features of a photobioreactor.
 Using a model to describe the biological process of photosynthesis.
 Identifying and describing the use of a centrifuge and spectrophotometer in measuring biomass.
 Designing an experiment to measure plant growth as a function of environmental and
nutritional variables.
 Researching advantages and disadvantages of various plants used to produce biofuels.
 Evaluating sources of biofuels on the basis of designated criteria, using a decision matrix.
 Communicating scientific findings in writing.
 Optional: Advanced students may work individually or cooperatively to grow algae in a
photobioreactor according to their plan for experimenting with growth rate as a function of
nutritional and environment variables.
Page 19 of 40
Greenville Tech Charter High School
Physical Science
Syllabus
Course Outline
Instructor: Doug Adomatis
dadomatis@gtchs.org
864.250.8844 x-8987
Unit 8 Lesson Plan with Learning Objectives and Schedule of Deliverables
(tentative)
A-Day
20-Apr
B-day
19-Apr
Lesson
8.1 Introduction to
Unit 8: Alternative
Energy Sources
25-Apr
21-Apr
8.2 Light and Color
27-Apr
26-Apr
8.3 Photosynthesis
2-May
28-Apr
8.4 Lab: Measuring
Plant Growth and
Development
4-May
29-Apr
8.5 Plant Nutrition,
Growth
6-May
3-May
8.6 Biofuels
Research
9-May
5-May
8.7
Learning Objectives and Deliverables
Learning Objective: Use a decision matrix to evaluate a
product or service on the basis of designated criteria (PS1.7).
Pre-assessment: What I know about BioFules.
Classwork: Basic Decision Matrix
Project work: See, Think, Wonder Activity with images of
photobioreactors.
Learning Objective: Describe waves in different regions of
the electromagnetic spectrum and their uses (PS-7.5).
Classwork: Students will use a Decision Matrix to Select a
Grow Lamp
Learning Objective: Describe photosynthesis (B-3.1).
Classwork: Students will draw blackbox model of the
photosynthetic process.
Learning Objective: Identify lab apparatus and safety
equipment (PS-1.2, 1.9)
Classwork: Students will Identify and describe the use of a
centrifuge and spectrophotometer in measuring biomass.
Learning Objective: Design an experiment.
Classwork: Students will submit a plan to experiment with
growing algae.
Learning Objective: Use library resources to find information.
Classwork: Students will report on the
advantages/disadvantages of various sources of biofuels
Unit Review: In-class writing assignment: Choose a
photobioractor design.
Deadline: Projects Due
11-May
16-May
10May 8.8
12-May 8.9
13-May Review
17 thru 20 May
Exams
Notes: No School on April 22nd, May 23rd is a Snow Day.
Page 20 of 40
Greenville Tech Charter High School
Physical Science
Syllabus
Performance Evaluation Criteria
Instructor: Doug Adomatis
dadomatis@gtchs.org
864.250.8844 x-8987
Communication Product Rubric
4 = Exemplary
Value
The product
communicates
the author’s
expertise in the
subject.
Organization The product
gives the
impression that
the author is
well organized
and completes
tasks
thoroughly.
Style
The product is
strikingly
original with
unique style.
Readability
No noticeable
errors in
spelling,
grammar, word
usage, and/or
inappropriate
language.
3 = Meets
Expectations
The product clearly
and accurately
answers the
essential question
without requiring
the audience to
seek additional
information, but
also provides a
bibliography or
references where
additional info can
be found.
The product is
clearly organized
with titles,
subheadings and
content is coherent
with a beginning,
middle, and an end.
The product has a
coherent
theme/template
which enhances the
value and
organization of the
product.
A few errors in
spelling, grammar,
word usage, and/or
inappropriate
language.
2 = Approaching
Expectations
The product
requires the
audience to
study to details
in order to derive
an answer to the
essential
question.
1=unsatisfactory
The product lacks
titles and/or
subheadings
and/or does not
have clear a
beginning,
middle and/or
end.
The style or lackthereof, distracts
from the value or
organization or
the product.
The product is a No
mish-mash of
attempt
information that
does not fit
together.
The style or
lack-thereof,
distracts from
the value and
organization or
the product.
No
attempt
Several errors in
spelling,
grammar, word
usage, and/or
inappropriate
language.
Numerous
errors in
spelling,
grammar, word
usage, and/or
inappropriate
language.
No
attempt
It is not clear
how the
product
answers the
essential
question, even
after in-depth
scrutiny.
0
No
attempt
Page 21 of 40
Greenville Tech Charter High School
Physical Science
Syllabus
Performance Evaluation Criteria
Instructor: Doug Adomatis
dadomatis@gtchs.org
864.250.8844 x-8987
Communication Product Example
Creating a communication product like a web page requires the pulling together of several content and
design elements into a form that can be published electronically. Text and Graphics must be formatted
and edited to fit the web site’s design requirements. Typically, the tasks involved in publishing a web page
are accomplished by more than one person (even though most bloggers work on their own, they still are
using apps that were developed by someone else). In this example, there are approximately 200 words
organized in 5 paragraphs: An introduction, three supporting paragraphs, and a conclusion. In addition
there is an image with caption. Also, the page has a title, text wrapping, and a consistent font.
What Is Dark Matter?
What is dark matter? The short answer is: Nobody
knows. Scientists have observed effects of what
they theorize is dark matter but they have yet to
observe it directly.
Dark matter was first described in the 1930s by
Fritz Zwicky, a Swiss astrophysicist. Zwicky
calculated the mass of individual galaxies. His
findings were that galaxies simply didn't have
enough physical matter to hold them together.
Zwicky’s calculations were based on matter
exerting a gravitational pull on adjacent matter.
Without enough matter, the stars, planets, gases
and other objects in galaxies would fly off into
space. Obviously, they don’t.
This image shows a computer simulation of what dark
matter may look like: not particles, but organized
clumps. This image is credited to: Institute for the
Physics and Mathematics of the Universe.
Scientists hypothesize that there must be
something else, some other matter, holding the
galaxies together. However, nothing yet has been
observed directly. We can only measure the effects
of what we now call “dark matter”.
In conclusion, either matter has properties that we have not properly quantified, or we lack the
ability to “see” everything that exists. In either case we just do not know everything there is to
know about the universe.
Reference
This example was inspired by an article at LiveScience.com. Follow this link to see the original
article: http://www.livescience.com/28402-what-is-dark-matter.html.
Page 22 of 40
Greenville Tech Charter High School
Physical Science
Syllabus
Performance Evaluation Criteria
Scientific Drawing Rubric
4 = Exemplary
Value
The drawing
includes
elements which
explain
discrepancies in
the scale of the
particle sizes
and the
distances inbetween.
Organization Drawing
elements are
rendered with
attention to
details, giving
the impression
that technical
drawing
standards and
specifications
have been
followed.
Style
Readability
Drawing
elements are
rendered
artistically,
adding depth
and richness
with shading
and color.
No noticeable
errors in
spelling,
grammar, word
usage, and/or
inappropriate
language.
3 = Meets
Expectations
The drawing is a
clear illustration of
the orbitals and
subatomic particles,
including the
location and
appropriate
number of orbitals
and particle for the
atom represented.
The drawing has a
title, dimensions,
and labels. The
overall size of the
atom is
dimensioned in
meters. The
subatomic particles
are labeled. All text
is oriented so as to
be readable
without rotating
the drawing and the
text is sized relative
to importance.
The drawing is neat
and presentable.
All elements of the
drawing fit in the
space allowed
without being too
crowded or too
small.
A few errors in
spelling, grammar,
word usage, and/or
inappropriate
language.
2 = Approaching
Expectations
Instructor: Doug Adomatis
dadomatis@gtchs.org
864.250.8844 x-8987
1=unsatisfactory
0
No
attempt
No
attempt
No
attempt
Several errors in
spelling,
grammar, word
usage, and/or
inappropriate
language.
Numerous
errors in
spelling,
grammar, word
usage, and/or
inappropriate
language.
No
attempt
Note: Percentage score = 8 x rubric score + 69. For example: 4=100, 3=93, 2=85, 1=77, 0=69.
Page 23 of 40
Greenville Tech Charter High School
Physical Science
Syllabus
Performance Evaluation Criteria
Instructor: Doug Adomatis
dadomatis@gtchs.org
864.250.8844 x-8987
Scientific Drawing Example
Note that while the drawing below is good, it does not have all the elements necessary to get a good
grade. For example, the drawing does not have a title and there are no dimensions describing the size
of the objects in the drawing.
http://1.bp.blogspot.com/-xiBRhrfSIRY/VRAlrBRlUUI/AAAAAAAAA48/LGsWfjvo01M/s1600/2015-0322%2B09.12.40.jpg
Page 24 of 40
Greenville Tech Charter High School
Physical Science
Syllabus
Performance Evaluation Criteria
Instructor: Doug Adomatis
dadomatis@gtchs.org
864.250.8844 x-8987
Classification System Rubric
The system differentiates between ionic and covalent by specifying a criteria.
The system differentiates between polar covalent and non-polar covalent.
Type I, Type II, Type III
Page 25 of 40
Greenville Tech Charter High School
Physical Science
Syllabus
Performance Evaluation Criteria
Instructor: Doug Adomatis
dadomatis@gtchs.org
864.250.8844 x-8987
Classification System Example
( dichotomous key )
Page 26 of 40
Greenville Tech Charter High School
Physical Science
Syllabus
Performance Evaluation Criteria
Instructor: Doug Adomatis
dadomatis@gtchs.org
864.250.8844 x-8987
Experimental Procedure Rubric
Page 27 of 40
Greenville Tech Charter High School
Physical Science
Syllabus
Performance Evaluation Criteria
Instructor: Doug Adomatis
dadomatis@gtchs.org
864.250.8844 x-8987
Experimental Procedure Example
http://www.flinnsci.com/media/396534/double_replacement_reaction.pdf
Page 28 of 40
Greenville Tech Charter High School
Physical Science
Syllabus
Performance Evaluation Criteria
Instructor: Doug Adomatis
dadomatis@gtchs.org
864.250.8844 x-8987
Engineering Sketch with Calculations Rubric
(Obtain an example of student work from Mr. Kaz. The example should be specific to Force and Motion,
like catapult projectile motion including the transformation of potential energy to kinetic energy.)
Page 29 of 40
Greenville Tech Charter High School
Physical Science
Syllabus
Performance Evaluation Criteria
Instructor: Doug Adomatis
dadomatis@gtchs.org
864.250.8844 x-8987
Engineering Sketch with Calculations Example
(Obtain an example of student work from Mr. Kaz. The example should be specific to Force and Motion,
like catapult projectile motion including the transformation of potential energy to kinetic energy.)
Page 30 of 40
Greenville Tech Charter High School
Physical Science
Syllabus
Performance Evaluation Criteria
Instructor: Doug Adomatis
dadomatis@gtchs.org
864.250.8844 x-8987
Unit 6: rubric
Page 31 of 40
Greenville Tech Charter High School
Physical Science
Syllabus
Performance Evaluation Criteria
Instructor: Doug Adomatis
dadomatis@gtchs.org
864.250.8844 x-8987
Unit 6 example
Circuit analysis
Draw, label, annotate, calculate
Page 32 of 40
Greenville Tech Charter High School
Physical Science
Syllabus
Performance Evaluation Criteria
Instructor: Doug Adomatis
dadomatis@gtchs.org
864.250.8844 x-8987
Unit 7 rubric
Page 33 of 40
Greenville Tech Charter High School
Physical Science
Syllabus
Performance Evaluation Criteria
Instructor: Doug Adomatis
dadomatis@gtchs.org
864.250.8844 x-8987
Unit 7 example
Screenshot of Audacity displaying two audio tracks that represent recordings of a sound event from two
different recording. The result is a rich stereophonic experience.
Page 34 of 40
Greenville Tech Charter High School
Physical Science
Syllabus
Performance Evaluation Criteria
Instructor: Doug Adomatis
dadomatis@gtchs.org
864.250.8844 x-8987
Unit 8 rubric
Page 35 of 40
Greenville Tech Charter High School
Physical Science
Syllabus
Performance Evaluation Criteria
Instructor: Doug Adomatis
dadomatis@gtchs.org
864.250.8844 x-8987
Unit 8 example
Page 36 of 40
Greenville Tech Charter High School
Instructor: Doug Adomatis
Physical Science
dadomatis@gtchs.org
Syllabus
Academic Standards
864.250.8844 x-8987
Performance Indicators for Science Process Skills
The course in Physical Science teaches students science and engineering practices, including the
processes and skills of scientific inquiry, to develop understandings of science content. Students
have learned these practices when they can:
H.B.1A.1 Ask questions to (1) generate hypotheses for scientific investigations, (2) refine models,
explanations, or designs, or (3) extend the results of investigations or challenge scientific arguments
or claims.
H.B.1A.2 Develop, use, and refine models to (1) understand or represent phenomena, processes,
and relationships, (2) test devices or solutions, or (3) communicate ideas to others.
H.B.1A.3 Plan and conduct controlled scientific investigations to answer questions, test hypotheses,
and develop explanations: (1) formulate scientific questions and testable hypotheses based on
credible scientific information, (2) identify materials, procedures, and variables, (3) use appropriate
laboratory equipment, technology, and techniques to collect qualitative and quantitative data, and
(4) record and represent data in an appropriate form. Use appropriate safety procedures.
H.B.1A.4 Analyze and interpret data from informational texts and data collected from investigations
using a range of methods (such as tabulation, graphing, or statistical analysis) to (1) reveal patterns
and construct meaning, (2) support or refute hypotheses, explanations, claims, or designs, or (3)
evaluate the strength of conclusions.
H.B.1A.5 Use mathematical and computational thinking to (1) use and manipulate appropriate
metric units, (2) express relationships between variables for models and investigations, and (3) use
grade-level appropriate statistics to analyze data.
H.B.1A.6 Construct explanations of phenomena using (1) primary or secondary scientific evidence
and models, (2) conclusions from scientific investigations, (3) predictions based on observations and
measurements, or (4) data communicated in graphs, tables, or diagrams.
H.B.1A.7 Construct and analyze scientific arguments to support claims, explanations, or designs
using evidence and valid reasoning from observations, data, or informational texts
H.B.1A.8 Obtain and evaluate scientific information to (1) answer questions, (2) explain or describe
phenomena, (3) develop models, (4) evaluate hypotheses, explanations, claims, or designs or (5)
identify and/or fill gaps in knowledge. Communicate using the conventions and expectations of
scientific writing or oral presentations by (1) evaluating grade-appropriate primary or secondary
scientific literature, or (2) reporting the results of student experimental investigations.
Ref: https://ed.sc.gov/agency/ccr/Standards-Learning/documents/2014Biology_Crosswalk.pdf
Page 37 of 40
Greenville Tech Charter High School
Physical Science
Syllabus
Academic Standards
Performance Indicators for Content Knowledge
Instructor: Doug Adomatis
dadomatis@gtchs.org
864.250.8844 x-8987
Unit 1- The Nature of Matter
PS-3.4 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.
PS-3.1 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).
PS-3.6 Compare the properties of the four states of matter—solid, liquid, gas, and plasma—in terms of
the arrangement and movement of particles.
Unit 2 – Atomic Structure and the Periodic Table
PS-2.1 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).
PS-2.4 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.
PS-2.3 Explain the trends of the periodic table based on the elements’ valence electrons and atomic
numbers.
Unit 3 – Chemical Bonding
PS-4.2 Explain how the process of covalent bonding provides chemical stability through the sharing of
electrons.
PS-4.3 Illustrate the fact that ions attract ions of opposite charge from all directions and form crystal
lattices.
PS-4.4 Classify compounds as crystalline (containing ionic bonds) or molecular (containing covalent
bonds) based on whether their outer electrons are transferred or shared.
PS-4.5 Predict the ratio by which the representative elements combine to form binary ionic compounds,
and represent that ratio in a chemical formula.
Unit 4 – Chemical Reactions
PS-4.6 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).
PS-4.8 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.
PS-4.9 Apply a procedure to balance equations for a simple synthesis or decomposition reaction.
Page 38 of 40
Greenville Tech Charter High School
Instructor: Doug Adomatis
Physical Science
dadomatis@gtchs.org
Syllabus
Academic Standards
864.250.8844 x-8987
PS-4.10 Recognize simple chemical equations (including single replacement and double replacement) as
being balanced or not balanced.
Unit 5 – Force and Motion
PS-5.1 Explain the relationship among distance, time, direction, and the velocity of an object.
PS-5.2 Use the formula v = d/t to solve problems related to average speed or velocity.
PS-5.3 Explain how changes in velocity and time affect the acceleration of an object.
PS-5.4 Use the formula a = (vf-vi)/t to determine the acceleration of an object.
PS-5.5 Explain how acceleration due to gravity affects the velocity of an object as it falls.
PS-5.6 Represent the linear motion of objects on distance-time graphs.
PS-5.7 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.
PS-5.8 Use the formula F = ma to solve problems related to force.
PS-5.9 Explain the relationship between mass and weight by using the formula FW = mag.
PS-5.10 Explain how the gravitational force between two objects is affected by the mass of each object
and the distance between them.
PS-6.1 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).
PS-6.2 Explain the factors that determine potential and kinetic energy and the transformation of one to
the other.
PS-6.3 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.
PS-6.4 Use the formula W = Fd to solve problems related to work done on an object.
Unit 6 – Electricity and Magnetism
PS-6.5 Explain how objects can acquire a static electric charge through friction, induction, and
conduction.
PS-6.6 Explain the relationships among voltage, resistance, and current in Ohm’s law.
PS-6.7 Use the formula V = IR to solve problems related to electric circuits.
PS-6.8 Represent an electric circuit by drawing a circuit diagram that includes the symbols for a resistor,
switch, and voltage source.
Page 39 of 40
Greenville Tech Charter High School
Instructor: Doug Adomatis
Physical Science
dadomatis@gtchs.org
Syllabus
Academic Standards
864.250.8844 x-8987
PS-6.9 Compare the functioning of simple series and parallel electrical circuits.
PS-6.10 Compare alternating current (AC) and direct current (DC) in terms of the production of
electricity and the direction of current flow.
PS-6.11 Explain the relationship of magnetism to the movement of electric charges in electromagnets,
simple motors, and generators.
Unit 7 – Waves
PS-7.1 Illustrate ways that the energy of waves is transferred by interaction with matter (including
transverse and longitudinal/compressional waves).
PS-7.2 Compare the nature and properties of transverse and longitudinal/compressional mechanical
waves.
PS-7.3 Summarize characteristics of waves (including displacement, frequency, period, amplitude,
wavelength, and velocity as well as the relationships among these characteristics).
PS-7.4
PS-7.5 Summarize the characteristics of the electromagnetic spectrum (including range of wavelengths,
frequency, energy, and propagation without a medium).
PS-7.6 Summarize reflection and interference of both sound and light waves and the refraction and
diffraction of light waves.
PS-7.7 Explain the Doppler effect conceptually in terms of the frequency of the waves and the pitch of
the sound.
Ref: https://ed.sc.gov/agency/ccr/Standards-Learning/documents/sciencestandardsnov182005_001.pdf
Page 40 of 40