2015-2016 Quest Prep Academy High School Science Foundations

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Course Description:This one-year course is designed for students who have not passed the Nevada High School Proficiency Exam (NHSPE) in science. This course provides an integrated, standards-based approach by connecting concepts in life science, earth and space science, and physical science. Students gain a foundation in the nature of science and develop critical thinking skills through inquiry, experimentation, collaboration, and data collection with analysis. Instructional practices incorporate integration of diversity awareness including appreciation of all cultures and their important contributions to society. The appropriate use of technology is an integral part of this course. This course fulfills one science credit required for high school graduation and qualifies as a laboratory science for college entrance.

Course Objectives & Performance Expectations: 1. To demonstrate safe laboratory activities. [NS: N.12.A]

2. To utilize a variety of communication methods to share scientific information. [NS: N.12.A]

3. To analyze the impacts of science and technology in terms of costs and benefits to society. [NS: N.12.B]

4. To develop test taking strategies that address the unique conceptual development necessary for science proficiency.

5. To identify the interactions between force and motion. [NS: P.12.B]

6. To analyze the interactions between matter and energy. [NS: P.12.C]

7. To confirm that atomic structure explains the properties and behavior of matter. [NS: P.12.A]

8. To investigate the scientific theories of the origins and evolution of the universe. [NS: E.12.B]

9. To examine heat and energy transfer in and out of the atmosphere and its influences on weather and climate. [NS: E.12.A]

10. To analyze the geologic time scale based on scientific evidence. [NS: E.12.C]

11. To verify that ecosystems display patterns of organization, change, and stability as a result of the interactions and interdependencies among living and non-living components of earth. [NS: L.12.C]

12. To recognize that all life forms, at all levels of organization, use specialized structures and similar processes to meet life needs. [NS: L.12.B]

13. To comprehend how genetic information passes from one generation to another. [NS: L.12.A]

14. To explore biological evolution and diversity of life. [NS: L.12.D]

*Nevada Academic Content Standards for Science (NVACSS) revised based on the Next Generation Science Standards (NGSS) in 2014.

1. Earth’s Systems

Performance Expectations:

HS-ESS2-2 Analyze geoscience data to make the claim that one change to Earth's surface can create feedbacks that cause changes to other Earth systems.

HS-ESS2-3 Develop a model based on evidence of Earth’s interior to describe the cycling of matter by thermal convection.

HS-ESS2-5 Plan and conduct an investigation of the properties of water and its effects on Earth materials and surface processes.

HS-ESS2-6 Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere.

HS-ESS2-7 Construct an argument based on evidence about the simultaneous coevolution of Earth's systems and life on Earth.

Earth’s Systems

2. Chemical Reactions

Performance Expectations:  

HS-PS1-2 Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties.

HS-PS1-4 Develop a model to illustrate that the release or absorption of energy from a chemical reaction system depends upon the changes in total bond energy.

HS-PS1-5 Apply scientific principles and evidence to provide an explanation about the effects of changing the temperature or concentration of the reacting particles on the rate at which a reaction occurs.

HS-PS1-6 Refine the design of a chemical system by specifying a change in conditions that would produce increased amounts of products at equilibrium.

HS-PS1-7 Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction.

Chemical Reactions

3. Energy

Performance Expectations:  

HS-PS3-1 Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known.

HS-PS3-2 Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motions of particles (objects) and energy associated with the relative position of particles (objects).

HS-PS3-3 Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy.

HS-PS3-4 Plan and conduct an investigation to provide evidence that the transfer of thermal energy when two components of different temperature are combined within a closed system results in a more uniform energy distribution among the components in the system (second law of thermodynamics).

HS-PS3-5 Develop and use a model of two objects interacting through electric or magnetic fields to illustrate the forces between objects and the changes in energy of the objects due to the interaction.

Energy

4. Engineering Design

Performance Expectations:  

HS-ETS1-1 Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.

HS-ETS1-2 Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.

HS-ETS1-3 Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts.

HS-ETS1-4 Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem.

Engineering Design

5. Forces and Interactions

Performance Expectations:

HS-PS2-1 Analyze data to support the claim that Newton’s second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration.

HS-PS2-2 Use mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force on the system.

HS-PS2-3 Apply scientific and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision.

HS-PS2-4 Use mathematical representations of Newton’s Law of Gravitation and Coulomb’s Law to describe and predict the gravitational and electrostatic forces between objects. 

HS-PS2-5 Plan and conduct an investigation to provide evidence that an electric current can produce a magnetic field and that a changing magnetic field can produce an electric current.

Forces and Interactions

6. History of Earth

Performance Expectations:  

HS-ESS1-5 Evaluate evidence of the past and current movements of continental and oceanic crust and the theory of plate tectonics to explain the ages of crustal rocks. 

HS-ESS1-6 Apply scientific reasoning and evidence from ancient Earth materials, meteorites, and other planetary surfaces to construct an account of Earth’s formation and early history. 

HS-ESS2-1 Develop a model to illustrate how Earth’s internal and surface processes operate at different spatial and temporal scales to form continental and ocean-floor features.

History of Earth

7. Human Sustainability

Performance Expectations:  

HS-ESS3-1 Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity.

HS-ESS3-2 Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.

HS-ESS3-3 Create a computational simulation to illustrate the relationships among management of natural resources, the sustainability of human populations, and biodiversity.

HS-ESS3-4 Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.

HS-ESS3-6 Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity.  

Human Sustainability

8. Inheritance and Variation of Traits

Performance Expectations:  

HS-LS1-4 Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms.

HS-LS3-1 Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring.

HS-LS3-2 Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors.

HS-LS3-3 Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population.

Inheritance and Variation of Traits

9. Interdependent Relationships in Ecosystems

Performance Expectations:  

HS-LS2-1 Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales.

HS-LS2-2 Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales.

HS-LS2-6 Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem.

HS-LS2-7 Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.

HS-LS2-8 Evaluate the evidence for the role of group behavior on individual and species’ chances to survive and reproduce.

HS-LS4-6 Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.

Interdependent Relationships in Ecosystems

10. Matter and Energy in Organisms and Ecosystems

Performance Expectations:  

HS-LS1-5 Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy.

HS-LS1-6 Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules.

HS-LS1-7 Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy.

HS-LS2-3 Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions.

HS-LS2-4 Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem.

HS-LS2-5 Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere.

Matter and Energy in Organisms and Ecosystems

11. Natural Selection and Evolution

Performance Expectations:  

HS-LS1-5 Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy.

HS-LS1-6 Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules.

HS-LS1-7 Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy.

HS-LS2-3 Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions.

HS-LS2-4 Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem.

HS-LS2-5 Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere.

Natural Selection and Evolution

12. Space Systems

Performance Expectations:    

HS-ESS1-1 Develop a model based on evidence to illustrate the life span of the sun and the role of nuclear fusion in the sun’s core to release energy in the form of radiation.

HS-ESS1-2 Construct an explanation of the Big Bang theory based on astronomical evidence of light spectra, motion of distant galaxies, and composition of matter in the universe.

HS-ESS1-3 Communicate scientific ideas about the way stars, over their life cycle, produce elements.

HS-ESS1-4 Use mathematical or computational representations to predict the motion of orbiting objects in the solar system.

Space Systems

13. Structure and Function

Performance Expectations:  

HS-LS1-1 Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells.

HS-LS1-2 Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms.

HS-LS1-3 Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis.

Structure and Function

14. Structure and Properties of Matter

Performance Expectations:  

HS-PS1-1 Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms.

HS-PS1-3 Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale to infer the strength of electrical forces between particles.

HS-PS1-8 Develop models to illustrate the changes in the composition of the nucleus of the atom and the energy released during the processes of fission, fusion, and radioactive decay.

 HS-PS2-6 Communicate scientific and technical information about why the molecular-level structure is important in the functioning of designed materials.

Structure and Properties of Matter

15. Waves and Electromagnetic Radiation

Performance Expectations:  

HS-PS4-1 Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various media.

HS-PS4-2 Evaluate questions about the advantages of using a digital transmission and storage of information.

HS-PS4-3 Evaluate the claims, evidence, and reasoning behind the idea that electromagnetic radiation can be described either by a wave model or a particle model, and that for some situations one model is more useful than the other.

HS-PS4-4 Evaluate the validity and reliability of claims in published materials of the effects that different frequencies of electromagnetic radiation have when absorbed by matter.

HS-PS4-5 Communicate technical information about how some technological devices use the principles of wave behavior and wave interactions with matter to transmit and capture information and energy.

Waves and Electromagnetic Radiation

16. Weather and Climate

Performance Expectations:  

HS-ESS2-4 Use a model to describe how variations in the flow of energy into and out of Earth’s systems result in changes in climate.

HS-ESS3-5 Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth systems.

Weather and Climate

IN-CLASS ASSIGNMENTS: Classroom assignments will be collected for a grade and also included in your Interactive Notebook as a part of your notebook check grade. Assignments will be in the form of classroom activities, labs, projects and more. Due dates will be specified during class. Any work not completed during class time is automatically considered homework and due the following school day.

HOMEWORK: Homework will be assigned as a form of review from the material presented in class. Any assignment not completed during class is also considered homework.

EXAMS (Formative & Summative):These will consist of a combination of multiple choice, True or False, short answer, and essay questions that will all be directly derived from the previous in-class assignments, notes, labs, homework, and quizzes. An extensive review will usually be given before any exam, but it is each student’s responsibility to ensure he/she is adequately prepared!!! If you are absent and miss a test, you must make arrangements with teacher to make up the quiz before/after school or during lunch.

PARTICIPATION & CITIZENSHIP:Students who are present, on time, prepared, with all their materials, and who participate positively in class will earn the maximum amount of points in this area each day. Behavioral problems, failure to bring materials, absences, tardiness, and lack of quality activity contribution will result in the loss of that day’s participation points.

In addition to being a part of your quarterly grade, students will also earn a separate citizenship grade at the end of each quarter.

O = Outstanding / S = Satisfactory / N = Needs Improvement / U = Unsatisfactory

LATE WORK:Any assignments that are turned in late will receive the following deductions in addition to their scored grades:

* 1 day late = -10%

* 2 days late = -20%

* 3 days late = -30%

* 4 or more days late will receive a zero for the assignment

MAKE-UP WORK DUE TO ABSENCES:It is the responsibility of all students to check MyBigCampus and with their teachers for make-up work following an absence. Students will be given three days from the date of their return to school to make-up any missed assignments or tests/quizzes.

CHEATING & PLAGIARISM:Cheating includes, but is not limited to, the copying of materials from another student and use of unauthorized materials for an assessment. Letting another student copy your materials is also cheating and will result in discipline of both parties. Plagiarism is the use of another person’s intellectual property without giving that person written credit within submitted work. Any student found to have cheated or plagiarized will receive a zero (0) on that assignment and that day’s participation & citizenship points as well as other measures including a dean’s referral.

GRADING:Grades are based on total points and given on the following scale:

A = 90% - 100%

B = 80% - 89%

C = 70 % - 79%

D = 60% - 69%

F = 59% or lower

SUBSTITUTE TEACHERS:Substitutes are guests in our classroom, therefore must be treated with respect. A negative report from a substitute teacher will result in an automatic dean’s referral upon my return, as well as a mandatory make-up assignment.

CLASSROOM PROCEDURES:BEFORE CLASS

●Go to restrooms, sharpen pencils. Absolutely no eating or drinking in the classroom, unless authorized by Coach Patterson.

●If you need to talk to another teacher or administrator this is the time to do so, once you arrive in class you will not be permitted to leave unless it has been prearranged or an emergency. I understand there may be unforeseen circumstances but they will be handled a case by case.

●Pick up handouts and/or supplies from designated area

●If you do not have pencils, pens or paper this is the time to ask someone for assistance. If student borrows item from teacher, teacher will receive collateral from student. Once teachers’ item is returned, teacher will return collateral to student.

AS CLASS BEGINS:● In your seat and ready to work at the start of class

● Call to order or teacher getting students’ attention- Teacher will say SALAMI (Stop. And. Look. At. Me. Immediately) while hand is raised in the air. Teacher should not have to repeat students

should become quiet first time of signal. Teacher will continue to hold hand in air while showing on raised hand with fingers how many times teacher had to repeat SALAMI.

● Place ALL items NOT in use under desk

● Write any assignments or homework in binder or planner

● Start warm up

DURING CLASS● When teacher is talking, students are quietly listening for instructions or directions

● Raise your hand for questions, comment or concerns

● Students are free to talk when teacher is not addressing the class

● Listen and do not interrupt when other students are addressing the class

AT END OF CLASS● Put papers away in designated area

● Wait to be dismissed; Teacher dismisses not the bell

● Conference with teacher about any issues or concerns with class

Student EvaluationEvaluation Criteria Method of Evaluation Grading

Daily Participation/classwork Attendance, class behavior, effort, daily journals 30%

Homework Assignments and activities 10%

Labs/Projects Written/oral presentations, quality of finished project 25%

Tests/Final Exams Unit tests and comprehensive knowledge of the semester 35%

Teacher Availability and Contact Info●If you need extra help, have questions, or concerns, I am available 30 minutes after school. If more time is needed, I will gladly make an appointment with you, please let me know.

●I can be contacted via e-mail at l.patterson@questlv.com. I will respond in a timely manner.

I am so excited to have you in my Science Foundations class and am very much looking forward to a great and memorable year with all of you!!!

Sincerely,

Coach Patterson, M.Ed., MBALicensed Nevada Secondary Education TeacherL.patterson@questLv.com

Parent/Guardian: Please review these course expectations with your student and return this page. Both of your signatures indicate that your student understands and agrees to the procedures and policies set forth in this course. Thank you for your cooperation and I look forward to working with you in making this a great year for our student!

Student Name (print): _____________________ Student Signature: _________________________ Period: _____

Parent/Guardian Name (print): __________________________________________________

Parent/Guardian Signature: _____________________________________________________

Relationship to student: ___________________________________

E-mail address: __________________________________________

Home phone number: _____________________________________

Cell phone number: _______________________________________

Best method of contact: ____________________________________

Primary language spoken at home: ___________________________

Mailing address: _________________________________________________________

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*Please give additional information that would help me help our student be successful in school.

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