Integrated/Coordinated Science A

Mrs. Willis, Fall 2005

 

Description of Course:

Welcome to Integrated/Coordinated Science! In this class, you will learn all about the various concepts of science.  This is a year-long class that will fulfill the physical science requirement for high school graduation. During the first semester, we will study three major concepts: chemistry, physics, and earth science. We will also be performing many lab experiments on your way to discovering these ideas.

 

California State Standards:

1. Earth Science: Plate tectonics operating over geologic time has changed the patterns of land, sea, and mountains on Earth's surface. (Standard 3)
2. Earth Science: Each element of Earth moves along reservoirs, which exist in solid earth, in oceans, in the atmosphere and within and among organisms as part of biogeochemical cycles. (Standard 7).
3. Earth Science: The geology of California underlies the state’s wealth of natural resources as well as it natural hazards. (Standard 9)
4. Chemistry: The periodic table displays the elements in increasing atomic number and shows how periodicity of the physical and chemical properties of the elements relates to atomic structure (Standard 1).
5. Chemistry: Biological, chemical and physical properties of matter result from the ability of atoms to form bonds from electrostatic forces between electrons and protons and between atoms and molecules. (Standard 2)
6. Chemistry: Acids, bases, and salts are 3 classes of compounds that form ions in water solutions. (Standard 5)
7. Chemistry: Energy is exchanged or transformed in all chemical reactions and physical changes of matter. (Standard 7)
8. Physics: Waves have characteristic properties that do not depend on the type of wave. (Standard 4)
9. Physics: Electric and magnetic phenomena are related and have many practical applications. (Standard 5)

 

Grade Assessment:

Tests and Quizzes: 33 %

Homework: 33 %

Classwork and Labs: 33 %

 

Grade Ranges:

89-100 % = A     79-88 % = B    69-78 % = C     55-68 % = D    54% or below = F

 

Classroom Policies:

-Please, keep all food and drinks, except for water, outside the classroom.

-You will need a lab folder for this class. In this folder, the class syllabus will be stored, as well as all lecture notes and laboratory activities.

-Please remain in your seats unless given permission to move out of them. We will be working in lab stations, and movement causes accidents.

-Bathroom breaks will be permitted. However, ask to go during appropriate times, such as during break or when you are done with your activity. Inappropriate times would be during lecture or when lab instruction is occurring.

-Try to attend as many classes as possible. The more you attend and participate, the more you will succeed in ICS.

-If you miss a class, the assignment or make up work will be due the following day you return. You can always find out what you missed by asking a friend in the class, asking me before or after class, or checking the class website. Please, try to refrain from asking me during class. Late work is not accepted.

-Any cheating in the class will be reported to the dean as well as receiving a zero on the assignment.

-Last but not least, be respectful to all members of the class, including myself.

 

Class Website and Tutoring:

-Our class website is www.geocities.com/hotspur311 . At this website you can access:

• Homework assignments
• Lecture notes
• Class Activities
• Grades (updated bi-monthly)
• Absences/Tardies
• Class Syllabus
• State Standards

-Please, take advantage of this website. If you are sick, finding out what you missed is a click away! If you need to contact me, my email is [email protected]

 

-Tutoring is available! I am free anytime during lunch or nutrition in A8. To ensure that I will be there, tell me before you are coming.

 

Outline of The Course:

Concept	Week Number	Standard (s)
Introductions,Scientific Method, Lab Standards	1	Inv. And Exp. 1
Metric System-Conversions, scientific notation, sig figs	2 and 3	Inv. And Exp. 1
Atoms and Elements	4 and 5	Chem 1
Chemical Bonds, Acid/Bases	6,7	Chem 2, 5, 7
Waves	8	Physics 4
Electricity, Magnets, Circuits	9,10	Physics 5
Earth structure and Interior	11,12	ES 3
Earthquakes and Volcanoes	13,14	ES 3
Rocks and cycle	15,16	ES 3,7
Weathering and Erosion	17,18	ES 3,7
California Geology	19	ES 9

**Note** This is a rough overview of the course. The concepts we are covering will not vary. However, the week number may differ if I feel we need to spend more or less time on a subject. Also, a week is given at the end of the summer for intense review and the final.

 

 

 

 

Lab Write-Up Information

 

-Labs will be given on a regular basis in biology.

-Before a lab is given in class, I require you to write up a pre-lab. The pre-lab should include the following items: (All items are worth 1 point each)

 

• Title Section-includes your name, the title of the lab, the date, and your class period.
• Background: Summary of the Background.
• Purpose: A written statement of what the purpose is (copy from the lab)
• Materials: A copy of the list of materials required.
• Procedure: Outlines the procedure for each step of the experiment. Should be detailed enough for you to use during the experiment, without looking at the original lab handout.

 

Note: If you do not have the pre-lab done before you come to class, you will not be permitted to join in the lab.

 

-After I check that you have done the pre-lab, you may begin on the experiment. During this time, you will add sections to your pre-lab. Those sections that you will add are:

 

• Data: All of the data and observations from each step of the experiment. Data tables and graphs should be included in this section. (2 point)
• Conclusion: Discuss your data and results in this section. What conclusions can be drawn from the experiment? What can you say about what happened in the lab? This is your chance to briefly summarize the results of the lab in YOUR OWN WORDS, and discuss any implications of your results. (3 points)
• Analysis/Extension: Often, in a lab, I add a couple questions to see if you can go beyond what was asked. Answer these questions in complete sentences. You do no need to write down the question.

 

-The completed lab will be turned in to me at the end of the experiment. The lab will be graded on a 10-point lab rubric attached to this handbook.

 

Conclusion Prompt

1^st Paragraph: Analyze your data.

Some questions to answer:

               -Briefly describe what you did in the experiment.

               -What did you find?

               -What do your observations mean?

               -What does your numerical (number) data mean, if there was any?

               -How sure are you of your results? Were there any errors?

 

2^nd Paragraph: Comparison.

Some questions to answer:

               -How did your data compare within your group?

-How did your data compare within the class? (This might require asking a neighboring group what they observed.)

 

3^rd Paragraph: Knowledge Learned.

-What did you learn from this lab? Please, make sure to tie in the knowledge gained in the lab to previous knowledge acquired in the classroom lecture setting.

California Integrated/Coordinated Science Standards:

Earth Science: Dynamic Earth Processes  3. Plate tectonics operating over geologic time has changed the patterns of land, sea, and mountains on Earth's surface. As the basis for understanding this concept:

a. Students know features of the ocean floor (magnetic patterns, age, and sea-floor topography) provide evidence of plate tectonics.

b. Students know the principal structures that form at the three different kinds of plate boundaries.

c. Students know how to explain the properties of rocks based on the physical and chemical conditions in which they formed, including plate tectonic processes.

d. Students know why and how earthquakes occur and the scales used to measure their intensity and magnitude.

e. Students know there are two kinds of volcanoes: one kind with violent eruptions producing steep slopes and the other kind with voluminous lava flows producing gentle slopes.

ES: Biogeochemical Cycles 7. Each element on Earth moves among reservoirs, which exist in the solid earth, in oceans, in the atmosphere, and within and among organisms as part of biogeochemical cycles. As a basis for understanding this concept:

a. Students know the carbon cycle of photosynthesis and respiration and the nitrogen cycle.

b. Students know the global carbon cycle: the different physical and chemical forms of carbon in the atmosphere, oceans, biomass, fossil fuels, and the movement of carbon among these reservoirs.

c. Students know the movement of matter among reservoirs is driven by Earth's internal and external sources of energy.

ES: California Geology 9. The geology of California underlies the state's wealth of natural resources as well as its natural hazards. As a basis for understanding this concept:

b. Students know the principal natural hazards in different California regions and the geologic basis of those hazards.

c. Students know the importance of water to society, the origins of California's fresh water, and the relationship between supply and need.

Chemistry: Atomic and Molecular Structure  1. The periodic table displays the elements in increasing atomic number and shows how periodicity of the physical and chemical properties of the elements relates to atomic structure. As a basis for understanding this concept:

a. Students know how to relate the position of an element in the periodic table to its atomic number and atomic mass.

b. Students know how to use the periodic table to identify metals, semimetals, non-metals, and halogens.

c. Students know how to use the periodic table to identify alkali metals, alkaline earth metals and transition metals, trends in ionization energy, electronegativity, and the relative sizes of ions and atoms.

d. Students know how to use the periodic table to determine the number of electrons available for bonding.

e. Students know the nucleus of the atom is much smaller than the atom yet contains most of its mass.

Chemical Bonds 2. Biological, chemical, and physical properties of matter result from the ability of atoms to form bonds from electrostatic forces between electrons and protons and between atoms and molecules. As a basis for understanding this concept:

a. Students know atoms combine to form molecules by sharing electrons to form covalent or metallic bonds or by exchanging electrons to form ionic bonds.

b. Students know chemical bonds between atoms in molecules such as H₂, CH₄, NH₃, H₂CCH₂, N₂, Cl₂, and many large biological molecules are covalent.

c. Students know salt crystals, such as NaCl, are repeating patterns of positive and negative ions held together by electrostatic attraction.

Chem: Acids and Bases 5. Acids, bases, and salts are three classes of compounds that form ions in water solutions. As a basis for understanding this concept:

a. Students know the observable properties of acids, bases, and salt solutions.

c. Students know strong acids and bases fully dissociate and weak acids and bases partially dissociate.

Physics: Waves 4. Waves have characteristic properties that do not depend on the type of wave. As a basis for understanding this concept:

a. Students know waves carry energy from one place to another.

b. Students know how to identify transverse and longitudinal waves in mechanical media, such as springs and ropes, and on the earth (seismic waves).

d. Students know sound is a longitudinal wave whose speed depends on the properties of the medium in which it propagates.

e. Students know radio waves, light, and X-rays are different wavelength bands in the spectrum of electromagnetic waves whose speed in a vacuum is approximately 3 x 10⁸m/s (186,000 miles/second).

f. Students know how to identify the characteristic properties of waves: interference (beats), diffraction, refraction, Doppler effect, and polarization.

Physics: Electric and Magnetic Phenomena 5. Electric and magnetic phenomena are related and have many practical applications. As a basis for understanding this concept: 

d. Students know the properties of transistors and the role of transistors in electric circuits. 

h. Students know changing magnetic fields produce electric fields, thereby inducing currents in nearby conductors.

i. Students know plasmas, the fourth state of matter, contain ions or free electrons or both and conduct electricity.

 

 

 

 

 

 

 

 

 

 

 

 

 

Dear Parents:

 

     Welcome to Integrated/Coordinated Science! My name is Amber Willis and I am your son/daughter’s Integrated/Coordinated Science teacher. I received my Bachelor’s Degree in Environmental Science at the University of California, Santa Barbara. I am currently enrolled in the graduate program at Cal State Northridge. This is my fourth year teaching at Downtown Magnets High School, and I am looking forward to another great year.

    

     Integrated/Coordinated Science is a year-long course that will fulfill your son/daughter's physical science requirement. There are seven components to the class: investigation science, physics, chemistry, earth science, California geology, ecology, and evolution. The first three parts will be covered in the first semester, while the latter will be held for the second semester.

    

     The grade breakdown for the class is as follows: 89-100 % = A, 79-88 % = B, 69-78 % = C, 55-68 % = D, and 55 % and lower = F. Students will be graded on tests, labs, homework, and class work. Homework will be given every night.

    

     As an aid for parents, I have created a class website: www.geocities.com/hotspur311. This website can be accessed to check for homework assignments as well as class activities and lectures. Grades and attendance will also be posted on a bi-monthly basis. Please, feel free to use the website with your son/daughter as much as possible.

    

     If you have any questions or comments about the class, please email me at [email protected] or at [email protected]. My conference period is during     period. Also, if you would like to volunteer in the classroom or in the school, contact me for the arrangements. I look forward to hearing from you.

 

Sincerely,

 

 

Amber Willis

(213) 481-0371

 

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___ I have read Mrs. Willis' class information letter and understand that there is a website with which I can monitor my child's progress in class.

 

_______________________    _________            ______________________________

Signature of Parent                 Date                 Name of Student

 

 

Downtown Magnets High School

Homework and Class work Rubric

Mrs. Willis

 

	4	3	2	1
Assignment Completeness	All items attempted	Most of Items Attempted	At least ½ of the items attempted	Less than ½ of all items attempted
Accuracy	All items are correct	Most of the items are correct	Between ½ and 3/4 of items are correct	Less than ½ of items are correct
Demonstrated Knowledge	Shows complete understanding of the questions, mathematical ideas, and processes.	Shows substantial understanding of the problem, ideas, and processes.	Response shows some understanding of the problem.	Response shows a complete lack of understanding of the problem
Requirements	Goes beyond the requirements of the problem	Meets the requirements of the problem	Does not meet the requirements of the problem
Legibility	Legible handwriting, typing, or printing	Marginally legible handwriting, typing, or printing	Writing is not legible in places	Writing is not legible

 

Lab Write Up Rubric

 

Title, Background, Problem (Purpose), and Hypothesis	Shows complete understanding of all 4 objectives . 1 point is given for each area if completed. Total: 3 pts.
Materials and Procedure	Materials and Procedure section clearly present. They are nicely represented and easy to read. 1point for each area completed. Total: 2 points
Data	Data is clearly present. There are graphs and tables. Total: 2 pts.
Conclusions and Analysis	Conclusion and analysis present. All questions in conclusion prompt are answered and are correct. Total: 3 points
Neatness, Grammar, and Adherence to Format	Lab is free of errors, and is neat and in order. **Bonus Points Awarded