COURSE-LEVEL SYLLABUS

The purpose of this course-level syllabus is to validate the efficacy of the

course and the curriculum the district offers its students. This course and
curriculum is aligned to state science standards. Likewise, common
assessments are aligned to these same standards. This syllabus is an integral
part of the district’s “course-level approach” to graduation requirements.
Physics--Semester 1
Instructor Mark Nethercott E-mail mnethercott@lcsd2.org
Address
Phone 885-7847 Planning
Number Time

Course Description
All students will understand the relationship between quantities, their symbols, and their
dimensions. All students will understand the nature of motion and mechanics under
Newtonian physics. All students will understand the nature and relationships of energy,
mechanics, and simple machines.

Standa rds
1. Concepts and Processes: In the context of unifying concepts and processes,
students develop an understanding of scientific content through inquiry. Science is
a dynamic process; concepts and content are best learned through inquiry and
investigation.
2. Science as Inquiry: Students demonstrate knowledge, skills, and habits of mind
necessary to safely perform scientific inquiry. Inquiry is the foundation for the
development of content, teaching students the use of processes of science that
enable them to construct and develop their own knowledge. Inquiry requires
appropriate field, classroom, and laboratory experiences with suitable facilities and
equipment.
3. History and Nature of Science in Personal and Social Decisions: Students recognize
the nature of science, its history, and its connections to personal social, economic,
and political decisions. Historically, scientific events have had significant impact on
our cultural heritage.

Performance Standard
PR OFICI ENT level can demonstrate a broad-based conceptual understanding of
knowledge and ideas as established in the benchmarks. Students will conduct
scientific investigations by use of traditional laboratory experiments and use of modern
technology to obtain scientific evidence that will be used to develop descriptions,
explanations, predictions, and models. For some of these investigations, students will
use available tools of technology, scientific principles, and skills, to develop an effective
technological design or project. Students will recognize safety hazards in lab

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 experiences, and will select and use appropriate protective gear and safely use lab
equipment. They will constantly show a concern for the safety of others in lab
settings. They will recognize and control variables, make appropriate measures,
analyze the data collected, and arrive at conclusions. They will understand the
importance and requirement for accurate measurement and correctly perform
measurements in obtaining data. Relevant information is acquired from student work,
other written, technological, or expert sources. Students will use appropriate scientific
vocabulary, math, and technology to communicate the results of their own work as well
as information obtained from other sources to include written, oral and visual means.
They will describe and analyze systems, order, organizations, cycles, balance,
constancy, and change in rate, scale, and pattern. They will compare, research, and
make observations of the real world to build models and recognize deficiencies in their
model or in their own work.

Students will distinguish hypotheses, theories, laws, postulates, and models. Through
their work they will understand the role of technology in scientific inquiry, the impact of
scientific discoveries on technology and their respective possibilities and limits. They
will be able to show and explain the relationship among science, math, and technology.

Students will understand that present forms are the result of physical changes over
time, and they will explain the relationship between form and function. They will be
able to give accurate examples to show how a few science disciplines are interrelated.
Students will show the history and nature of science by identifying contribution by
significant individuals toward the development of scientific thought. They will trace
the development of scientific theory and demonstrate the dynamic nature of science.
They will show how empirical data, logical arguments, skepticism, and other processes
are involved in the development of scientific knowledge.
Units of Study
Units Standa rds Benchmarks Assessments
Unit 1--Science 1 1.1,1.3 A. Chapter 1 Test
and Motion-- 2 2.1,2.2,2.3,2.4,2.5
Chapter 1: A Physics 3 3.1, 3.2 B. Chapter 2 Test
Toolkit
Chapter 2:
Representing Motion
Chapter 3: Accelerated
Motion
Unit 2--Two 1 1.1,1.3 C. Chapter 3 Test
Dimensional 2 2.1,2.2,2.3,2.4,2.5
Kinematics and 3 3.1, 3.2 D. Chapter 4 Test
Dynamics--
Chapter 4: Forces in
One Dimension
Chapter 5: Forces in
two Dimensions
Chapter 6: Motion in
Two Dimensions

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 Course Materials and Resources
The textbook used in this course is Physics Principles and Problems published by
Glencoe/McGraw Hill. Computer programs produced by Vernier Software may
also be used for graphing and data collection. Various web sites will also be
used as resources along with printed material in our school learning resource
center.

Student and/or Parent Signature

_____________________________ ___________________________
Student Signature Parent Signature

Notice of Nondiscrimination:
Lincoln County School District number Two agrees to ensure equitable access and
equitable participation in all District courses/classes. All district schools will effectively
manage and creatively utilize resources necessary to support student learning. The
District’s Board of Trustees is committed to a policy of nondiscrimination in relation to
race, gender, age, national origin, color or disability in admission to, or access to, or
treatment in its educational programs or activities.