Physics
Course Description:
This is a year long Physics course.. This course examines physics, the study of the world around us and the laws of nature that govern that world. The first semester of physics will cover key mathematics used in Physics, as well as the topics of motion (one dimensional and projectile motion), forces, Newton’s Laws, gravity, circular motion, collisions and momentum, work and energy. This is an algebra-based introductory high school physics class. A student who has completed geometry is well prepared for this course work. Lessons require use of the skills mastered in the first semester of this two-semester course. Topics of study include waves, heat, electricity and magnetism. The study of light will concentrate on reflection, refraction, and lenses, while electricity will contain the subtopics of static electricity (Coulomb's Law), current flow using Ohm's Law and series and parallel circuit design, and capacitors. A working knowledge of algebra and geometry will aid the student at being successful in physics!
Course Details:
| Course Title (District): | Physics | ||||||||||
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| Course Title (NCES SCED) : | Physics | ||||||||||
| Course Provider : | Montague Area Public Schools | ||||||||||
| Content Provided By : | Michigan Virtual | ||||||||||
| Online Instructor Provided By : | Montague Area Public Schools | ||||||||||
| Standards Addressed : | Michigan Merit Curriculum, National Collegiate Athletic Association, Next Generation Science Standards | ||||||||||
| Alignment Document : | https://learn.michiganvirtual.org/alignment-document-coming-soon | ||||||||||
| Academic Terms : | Year Long | ||||||||||
| NCES SCED Code : |
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How To Enroll:
| Enrollment Website : | https://docs.google.com/forms/d/1U-YFSFkRlPHVqrFpNQGgj8H1oEmGhaYSV6i3kIbYlMY/edit?ts=611abbc8 |
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| Email : | [email protected] |
| Phone : | (888) 889-2840 |
Students and Parents: It is important to work closely with your local school counselor or registrar to follow the school's enrollment procedures. By clicking the "Start Registration Request" button below, you will be able to notify the school of your interest in registering for the online course. However, it is the responsibility of the district or school to review the registration request and approve or deny the request. Please make a note to follow up with your school after submitting a registration request.
Additional Course Information:
- Email: [email protected]
- Phone: (888) 889-2840
- explain how metric conversions affect our daily lives
- use the correct units and mathematical operations when conducting scientific experiments
- explain how resultant vectors and displacement are related
- identify the different methods used to calculate vectors
- explain how vectors are used in navigation
- understand the relationships between the different kinds of motion
- explain why objects in free fall travel at a constant acceleration
- explain how Newton's First Law of Motion relate to seatbelts
- apply Newton's Laws to explain the motion of universal bodies in space
- explain how Newton's Second Law of Motion applies to sports
- identify types of forces that affect your life daily
- explain some of the effects of frictional forces
- explain how momentum is conserved in collisions
- describe momentum and how it is conserved
- explain the relationship between impulse and momentum
- provide examples about the relationship between work and energy in society
- explain how machines make work easier in our daily lives
- identify how work used to produce the motion in simple and complex machines
- explain the connection between torque and power
- describe how machines and torque make work easy
- explain how electric fields impact our daily existence
- describe how the induction process affect our homes
- explain why Ohm's Law is instrumental in the process of designing circuits
- compare how electrical devices would change if only AC or DC was available
- provide examples of how magnetism affects our daily lives
- describe how the Earth's magnetic field is instrumental in navigation
- determine the factors affecting the frequency of a pendulum and explain how it relates to simple harmonic motion
- distinguish between mechanical and electromagnetic waves
- explain difference between transverse and longitudinal waves
- identify differences between pulses and continuous waves
- measure frequency, wavelength, period, and amplitude of waves
- explain how waves transfer energy through different mediums
- relate frequency to pitch
- provide examples of the doppler effect
- describe sound barriers and sonic booms
- describe the relationship between intensity, decibel level, and loudness
- define and provide examples of resonance
- explain how music and noise different
- identify three types of musical instruments
- explain how sound wave interactions affect acoustics
- describe how electromagnetic waves are produced and transmitted through space
- provide examples of each type of electromagnetic wave
- identify evidence how light can be classified as a wave and particle
- explain what prisms do to visible light
- identify what determines color
- differentiate between primary and secondary colors
- compare plane and spherical mirrors and identify their uses
- construct a ray diagram
- apply the mirror equation to solve for size and position of images
- define total internal reflection
- describe the atomic nucleus
- describe an isotope and a radioactive isotope
- compare the types of radioactive emission
- define and explain a half-life
- compare and contrast fission and fusion
- briefly summarize the theory of relativity
Additional Cost Description:
Free graphing calculators can be found online. Students may be required to acquire several, common household items for completion of some lab activities.
Upon completion of this course, students will be able to...
NSQ National Standards for Quality Online Courses
| Rating | Comments | |
|---|---|---|
| A1. A course overview and syllabus are included in the online course | Pilot: Review Pending | |
| A2. Minimum computer skills and digital literacy skills expected of the learner are clearly stated.* | Pilot: Review Pending | |
| A3. The instructor’s biographical information and information on how to communicate with the instructor are provided to learners and other stakeholders. | Pilot: Review Pending | |
| A4. Learner expectations and policies are clearly stated and readily accessible within the introductory material of the course. | Pilot: Review Pending | |
| A5. Minimum technology requirements for the course are clearly stated, and information on how to obtain the technologies is provided.* | Pilot: Review Pending | |
| A6. Grading policies and practices are clearly defined in accordance with course content learning expectations. | Pilot: Review Pending | |
| A7. The online course provides a clear description or link to the technical support offered and how to obtain it.* | Pilot: Review Pending | |
| A8. Learners are offered an orientation prior to the start of the online course. | Pilot: Review Pending |
| Rating | Comments | |
|---|---|---|
| B1. The online course objectives or competencies are measurable and clearly state what the learner will be able to demonstrate as a result of successfully completing the course.* | Pilot: Review Pending | |
| B2. The online course expectations are consistent with course-level objectives or competencies, are representative of the structure of the course, and are clearly stated. | Pilot: Review Pending | |
| B3. The online course content is aligned with accepted state and/or other accepted content standards, where applicable.* | Pilot: Review Pending | |
| B4. Digital literacy and communication skills are incorporated and taught as an integral part of the curriculum.* | Pilot: Review Pending | |
| B5. Supplemental learning resources and related instructional materials are available to support and enrich learning and are aligned to the specific content being delivered.* | Pilot: Review Pending | |
| B6. The online course content and supporting materials reflect a culturally diverse perspective that is free of bias.* | Pilot: Review Pending | |
| B7. The online course materials (e.g., textbooks, primary source documents, OER) that support course content standards are accurate and current. | Pilot: Review Pending | |
| B8. The online course is free of adult content and avoids unnecessary advertisements.* | Pilot: Review Pending | |
| B9. Copyright and licensing status for any third-party content is appropriately cited and easily found. | Pilot: Review Pending | |
| B10. Documentation and other support materials are available to support effective online course facilitation.* | Pilot: Review Pending |
| Rating | Comments | |
|---|---|---|
| C1. The online course design includes activities that guide learners toward promoting ownership of their learning and self-monitoring. | Pilot: Review Pending | |
| C2. The online course’s content and learning activities promote the achievement of the stated learning objectives or competencies. | Pilot: Review Pending | |
| C3. The online course is organized by units and lessons that fall into a logical sequence. | Pilot: Review Pending | |
| C4. The online course content is appropriate to the reading level of the intended learners.* | Pilot: Review Pending | |
| C5. The online course design includes introductory assignments or activities to engage learners within the first week of the course. | Pilot: Review Pending | |
| C6. The online course provides learners with multiple learning paths as appropriate, based on learner needs, that engage learners in a variety of ways. | Pilot: Review Pending | |
| C7. The online course provides regular opportunities for learner-learner interaction. | Pilot: Review Pending | |
| C8. The online course design provides opportunities for learner-instructor interaction, including opportunities for regular feedback about learner progress.* | Pilot: Review Pending | |
| C9. Online course instructional materials and resources present content in an effective, engaging, and appropriate manner.* | Pilot: Review Pending |
| Rating | Comments | |
|---|---|---|
| D1. Learner assessments are linked to stated course, unit, or lesson-level objectives or competencies. | Pilot: Review Pending | |
| D2. Valid course assessments measure learner progress toward mastery of content. | Pilot: Review Pending | |
| D3. Assessment practices provide routine and varied opportunities for self-monitoring and reflection of learning.* | Pilot: Review Pending | |
| D4. Assessment materials provide the learner with the flexibility to demonstrate mastery in a variety of ways.* | Pilot: Review Pending | |
| D5. Rubrics that clearly define expectations for varied levels of proficiency are created and shared with learners.* | Pilot: Review Pending |
| Rating | Comments | |
|---|---|---|
| E1. Online course navigation is logical, consistent, and efficient from the learner’s point of view.* | Pilot: Review Pending | |
| E2. The online course design facilitates readability.* | Pilot: Review Pending | |
| E3. The online course provides accessible course materials and activities to meet the needs of diverse learners.* | Pilot: Review Pending | |
| E4. Course multimedia facilitate ease of use.* | Pilot: Review Pending | |
| E5. Vendor accessibility statements are provided for all technologies required in the course.* | Pilot: Review Pending |
| Rating | Comments | |
|---|---|---|
| F1. Educational tools ensure learner privacy and maintain confidentiality of learner information in accordance with local, state, and national laws for learner data. | Pilot: Review Pending | |
| F2. The online course tools support the learning objectives or competencies.* | Pilot: Review Pending | |
| F3. The online course provides options for the instructor to adapt learning activities to accommodate learners’ needs and preferences.* | Pilot: Review Pending | |
| F4. The course allows instructors to control the release of content.* | Pilot: Review Pending | |
| F5. The course provides the necessary technical functionality to score and record assessments and calculate earned course points or grades.* | Pilot: Review Pending |
| Rating | Comments | |
|---|---|---|
| G1. The online course uses multiple methods and sources of input for assessing course effectiveness. | Pilot: Review Pending | |
| G2. The online course is reviewed to ensure that the course is current. | Pilot: Review Pending | |
| G3. The online course is updated on a continuous improvement cycle for effectiveness based on the findings from ongoing reviews. | Pilot: Review Pending |
Review Conducted By: Quality Matters
Date of Review:
10/01/2021
Semester 1
Unit 1: Introduction to Physics and the Mathematics of Physics
Unit 2: Vectors
Unit 3: Linear Motion
Unit 4: Newton’s Laws of Motion and Projectiles
Unit 5: Forces
Unit 6: Momentum
Unit 7: Work and Energy
Unit 8: Rotational Motion
Semester 2:
Unit 1: Electrostatics
Unit 2: Electric Currents and Circuits
Unit 3: Magnetism and Electromagnetism
Unit 4: Waves
Unit 5: Sound
Unit 6: Electromagnetic Waves
Unit 7: Optics
Unit 8: Nuclear Physics
| Term Type | Enrollment Opens | Enrollment Ends | Random Draw Date | Enrollment Drop Date | Course Starts | Course Ends | # of Seats | Course Fee | Potential Additional Costs |
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| Drop Policy | Completion Policy | Term Type | Enrollment Opens | Enrollment Ends |
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Students will require a computer device with headphones, a microphone, webcam, up-to-date Chrome Web Browser, and access to YouTube. Unit 1 contains information about free graphing software to download to your computer; graphing calculators can be found online.
Please review the Michigan Virtual Technology Requirements: https://michiganvirtual.org/about/support/knowledge-base/technical-requirements/