The Mystery of Education..........."If you want good grades, Study hard and complete your assignments."A quote From Professor Robert R Jordanformerly of Fitchburg State College"Knowledge is Good".....A quote from The Honorable Anthony J. Renzi,Professor Emeritus.
INTEGRATED SCIENCE COURSE
Anticipated work and assignments for the week of 10/1/2018
Students are making brochures on the 12 differnt types of plastics.
Plastics Brochure Project
You and your lab partner will pick two plastics from the list and create a brochure for each one.
The brochure should include the following:
- Name of Plastic and who discovered or first made it and when.
- How it’s made.
- Chemical formula.
- What it’s used for.
- Whether it it’s toxic or not.
- Amount of time it takes to decay or breakdown
- Picture of the Plastic.
- Sources used to get information.
Parkesine (1862) Polystyrene foam (1954)
Celluloid (1865) Polyvinylidene Chloride (1933)
Rayon (1891) Nylon (1939)
Bakelite (1907) Polyester (1950)
Cellophane (1912) Polypropylene (1950s)
Instructional Practices: Honors and CP Integrated Science (1 Credit)
Integrated Science will be based on the Next Generation Science Standards (NGSS) for high school Earth and Space Science (HS-ESS-1 thru 3). This course will have a variety of learning experiences including discussion, hands-on labs, and other projects. Assignments that demonstrate the connections between the disciplinary core ideas (DCIs), Cross-cutting concepts (CCCs), and Science and Engineering Practices will be emphasized.
Integrated Science is the 9th grade science course that covers topics in Chemistry, Physics, the
environment and Earth Science. Important skills are learned that students will use throughout their school career and life.
Bundle 5, first unit includes the exaction of water and raw materials to create a bottle has synergistic impacts on humanity and global ecosystems. It actually takes three liters of water to create a one liter bottle of water. Students will compile energy information from water extraction, bottling (includes the generation of plastics), and transportation to retail venue. The goal is for students to understand the vast amounts of resources and energy required to generate and sell disposable water bottles. Students will compare the water qualities, energy, and cost relationships to tap water in their local region and generate a public service announcement about the best water choices.
Bundle 4, second Unit: This bundle examine several sub-ideas of global climate change: climate change factors, climate feedback systems, examination of geoscience data, and proposing solutions to mitigate climate change. Students engage in a wide variety of experiences to gain an understanding of the natural climate system, how this system is changing due to human activities, and how technology and engineering can help us learn more about problems and solutions associated with climate change. A systems approach is important here, examining the feedbacks between systems as energy from the sun is transferred between systems and circulates through the various reservoirs: hydrosphere, lithosphere, and atmosphere. The crosscutting concepts of cause and effect, systems and system models, and energy and matter are called out as frameworks for understanding the disciplinary core ideas. In this unit, students are expected to demonstrate proficiency in developing and using and planning and carrying out investigations as they make sense of the disciplinary core ideas. Students are also expected to use the practices to demonstrate understanding of the core ideas. This unit is based on the grade-band performance expectations listed below.
This unit is derived from two driving Essential Questions: How do changes in climate occur, and how do they impact Earth’s systems? How do changes in climate influence human activity, and how do we develop analyze the criteria and constraints for solutions?
Bundle 3 Third Unit: The relationship between the landscape of Earth and its processes beneath the crust require a complex understanding. This bundle will begin to help students to understand the history of our planet and the scientific theories shaping the understanding of how continents have assumed the positions they have today. Students will evaluate past and current scientific reasoning and evidence from Earth’s materials to construct an account of Earth’s history. Students will develop models of constructive processes (plate uplift and earthquakes) and destructive processes (weathering and erosion) to explain how the formations of various features of Earth’s landscape have occurred over different spatial and temporal scales. Students will learn about techniques such as radiometric dating to be able to classify the age of rocks as a means for forming predictions about the history of different land features.
Bundle 2 Fourth Unit: Emphasis is on Newtonian gravitational laws governing orbital motions, which apply to human-made satellites as well as planets and moons.] [Assessment Boundary: Mathematical representations for the gravitational attraction of bodies and Kepler’s Laws of orbital motions.
Examples of data could include tables or graphs of position or velocity as a function of time for objects subject to a net unbalanced force, such as a falling object, an object rolling down a ramp, or a moving object being pulled by a constant force.
Bundle 1 Fifth Unit: Emphasis is on the astronomical evidence of the redshift of light from galaxies as an indication that the universe is currently expanding,(Big Bang Theory) the cosmic microwave background as the remnant radiation from the Big Bang, and the observed composition of ordinary matter of the universe, primarily found in stars and interstellar gases (from the spectra of electromagnetic radiation from stars), which matches that predicted by the Big Bang theory (3/4 hydrogen and 1/4 helium).
Additional emphasis is on the way nucleosynthesis, (the cosmic formation of atoms more complex than the hydrogen atom)and therefore the different elements created, varies as a function of the mass of a star and the stage of its lifetime. This would Include electromagnetic radiation, traveling in a vacuum and glass, sound waves traveling through air and water, and seismic waves traveling through the Earth.
Instructional practices will include lecture, guided class discussions, cooperative learning activities, traditional and open-ended laboratory experiments, Embedded Tasks, worksheets, use of Epson Brite, laboratory reports, Internet usage and computer skills related to topics, and special projects/papers/presentations. The 4 components of rigorous instructional practices will be employed, Differentiation, Appropriate Lesson Design, Feed Back as A Student Response System and Retrieval Practice
Presentation of course topics and assignments will be made to match ability level of students in the class.
· Respect everyone and all property.
· Follow all lab safety rules and procedures.
· No eating or drinking (except water) in the science classrooms.
· Use of electronic devices not allowed in this class (unless deemed necessary per special plans)
· Stay in your seats until you are excused.
1. Three-ring binder
2. Five dividers
Homework is an important part of the learning process. Homework will be assigned depending upon the topics and class level.
Make-Up Work Policy:
If you are absent, it is your responsibility to find out any assignments you missed in your absence. Make-up work can be turned in according to the attendance/make-up policy procedures in your student handbook. An unexcused absence on the day of a test,quiz or major paper/project/presentation will result in a loss of credit for that assignment.
Please be on time to class. It is Fitch High School’s policy that 3unexcused tardiest per class equals 1 absence. The first time you are tardy to class you will receive a warning. The second time you are tardy, you will receive a 15 minute classroom detention. The third time you are tardy, you will receive a 30 minute detention and after that you will receive 1 hour detentions for any tardies
and a phone call home. Failure to show for classroom detentions will result in referral to the principal.
There will be a two-hour common Integrated Science mid-term exam that includes the material given upto that point in time. A review session and review guide will occur/issued prior to the mid-term exam.
There will be a two-hour common Integrated Science final exam at the conclusion of the course. It will emphasize the information covered during the second semester. A review session and review guide will occur prior to the final exam.
Internet &Computer Policy:
The Internet is only to be used for class work. If you attended Freshmen Academy/ Orientation, you most likely have already been logged into the system. If you are found in unauthorized areas, you will lose your computer privileges in this class. All students and parents of students must have signed the permission form in your student handbook for use of the Internet.
Grading for Integrated Science:
We will be using the 100 point grade system and letter grades are also given for comparison.
100 Point Scale Grade
Grading for Honors Biology:
We will be usingthe 5 Point Scale Grade (middle column) shown below. The corresponding 100 point grade and lettergrade are also given for comparison.
CONVERSIONCHART (100 point to 5 Point):
100 Point Scale Grade
5 Point Scale Grade
0 0 F
Please Sign this and return it to Room 2214
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