Physics A (1st Semester)

Course Description:

This is a one-semester course of physics concentrating on Linear & Projectile Motion, Newton’s Laws of Motion, Conservaiton of Momentum & Energy, Circular Motion, and Universal Gravitational. This is a conceptual (Algebra I Math) approach to understanding physics principles through experiments and observing phenomena in everyday life.

Course Details:

Course Title (District): Physics A (1st Semester)
Course Title (NCES SCED) : Physics
Course Provider : Davison Community Schools
Content Provided By : Davison Community Schools
Online Instructor Provided By : Davison Community Schools
Standards Addressed : CCSS
Academic Terms : Semester
NCES SCED Code :
Subject Area : Life and Physical Sciences
Course Identifier : Physics
Course Level : (G) General or Regular
Available Credit : 0.5
Sequence : 1 of 1

How To Enroll:

Email : [email protected]
Phone : 810-591-0672

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.

Start Registration Request

Additional Course Information:

Upon completion of this course, a student will be able to:
• Calculate the average speed of an object using the change in position and elapsed time.
• Represent the velocities for linear motion using motion diagrams (arrows on strobe pictures).
• Create line graphs using measured values of position and elapsed time.
• Describe and analyze the motion that a position-time graph represents, given the graph.
• Solve problems involving average speed and constant acceleration in one dimension.
• Distinguish between the variables of distance, displacement, speed, velocity, and acceleration.
• Use the change of speed and elapsed time to calculate the average acceleration for linear motion.
• Describe and analyze the motion that a velocity-time graph represents, given the graph.
• Use the area under a velocity-time graph to calculate the distance traveled and the slope to calculate the acceleration.
• Describe and compare the motion of an object using different reference frames
• Describe and classify various motions in a plane as one dimensional, two dimensional.
• Identify the changes in speed and direction in everyday examples of projectile motions.
• Apply the independence of the vertical and horizontal initial velocities to solve projectile motion problems.
• Solve problems involving force, mass, and acceleration in two-dimensional projectile motion restricted to an initial horizontal velocity with no initial vertical velocity (e.g., ball rolling off a table).
• Identify the force(s) acting between objects.
• Identify the basic forces in everyday interactions.
• Identify the magnitude and direction of everyday forces (e.g., wind, tension in ropes, pushes and pulls, weight).
• Calculate the net force acting on an object.
• Calculate all the forces on an object on an inclined plane and describe the object’s motion based on the forces using free-body diagrams.
• Identify the action and reaction force from examples of forces in everyday situations (e.g., book on a table, walking across the floor, pushing open a door).
• Predict how the change in velocity of a small mass compares to the change in velocity of a large mass when the same force is applied.
• Explain the recoil of a projectile launcher in terms of forces and masses.
• Analyze why seat belts may be more important in autos than in buses.
• Predict the change in motion of an object acted on by several forces.
• Identify forces acting on objects moving with constant velocity (e.g., cars on a highway).
• Solve problems involving force, mass, and acceleration in linear motion (Newton’s second law).
• Calculate the changes in velocity of a thrown or hit object during and after the time it is acted on by the force.
• Explain how the time of impact can affect the net force (e.g., air bags in cars, catching a ball).
• Apply conservation of momentum to solve simple collision problems.
• Account for and represent energy into and out of systems using energy transfer diagrams.
• Explain instances of energy transfer by waves and objects in everyday activities (e.g., why the ground gets warm during the day, how you hear a distant sound, why it hurts when you are hit by a baseball).
• Explain why work has a more precise scientific meaning than the meaning of work in everyday language.
• Calculate the amount of work done on an object that is moved from one position to another.
• Using the formula for work, derive a formula for change in potential energy of an object lifted a distance h.
• Account for and represent energy transfer and transformation in complex processes (interactions).
• Name devices that transform specific types of energy into other types (e.g., a device that transforms electricity into motion).
• Explain how energy is conserved in common systems (e.g., light incident on a transparent material, light incident on a leaf, mechanical energy in a collision).
• Explain why all the stored energy in gasoline does not transform to mechanical energy of a vehicle.
• Explain the energy transformation as an object (e.g., skydiver) falls at a steady velocity.
• Identify and label the energy inputs, transformations, and outputs using qualitative or quantitative representations in simple technological systems (e.g., toaster, motor, hair dryer) to show energy conservation.
• Identify the form of energy in given situations (e.g., moving objects, stretched springs, rocks on cliffs, energy in food).
• Describe the transformation between potential and kinetic energy in simple mechanical systems (e.g., pendulums, roller coasters, ski lifts).
• Explain why all mechanical systems require an external energy source to maintain their motion.
• Rank the amount of kinetic energy from highest to lowest of everyday examples of moving objects.
• Calculate the changes in kinetic and potential energy in simple mechanical systems (e.g., pendulums, roller coasters, ski lifts) using the formulas for kinetic energy and potential energy.
• Calculate the impact speed (ignoring air resistance) of an object dropped from a specific height or the maximum height reached by an object (ignoring air resistance), given the initial vertical velocity.
• Explain the energy transformation as an object (e.g., skydiver) falls at a steady velocity.
• Identify and label the energy inputs, transformations, and outputs using qualitative or quantitative representations in simple technological systems (e.g., toaster, motor, hair dryer) to show energy conservation.
• Identify the force(s) acting on objects moving with uniform circular motion (e.g., a car on a circular track, satellites in orbit).
• Represent the velocities for linear and circular motion using motion diagrams (arrows on strobe pictures).
• Distinguish between rotation and revolution and describe and contrast the two speeds of an object like the Earth.
• Identify the changes in speed and direction in everyday examples of circular (rotation and revolution), periodic, and projectile motions.
• State that uniform circular motion involves acceleration without a change in speed.
• Explain earth-moon interactions (orbital motion) in terms of forces.
• Predict how the gravitational force between objects changes when the distance between them changes.
• Explain how your weight on Earth could be different from your weight on another planet.
• Calculate force, masses, or distance, given any three of these quantities, by applying the Law of Universal Gravitation, given the value of G.
• Draw arrows (vectors) to represent how the direction and magnitude of a force changes on an object in an elliptical orbit.

INACOL Online Course Quality Standards

Academic Content Standards and Assessments Rating Comments
The goals and objectives clearly state what the participants will know or be able to do at the end of the course. The goals and objectives are measurable in multiple ways. Fully Met
The course content and assignments are aligned with the state’s content standards, Common Core curriculum, or other accepted content standards set for Advanced Placement® courses, technology, computer science, or other courses whose content is not included in the state standards. Fully Met
The course content and assignments are of sufficient rigor, depth and breadth to teach the standards being addressed. Fully Met
Information literacy and communication skills are incorporated and taught as an integral part of the curriculum. Fully Met
Multiple learning resources and materials to increase student success are available to students before the course begins. Fully Met
Course Overview and Introduction Rating Comments
Clear, complete course overview and syllabus are included in the course. Fully Met
Course requirements are consistent with course goals, are representative of the scope of the course and are clearly stated. Fully Met
Information is provided to students, parents and mentors on how to communicate with the online instructor and course provider. Fully Met
Legal and Acceptable Use Policies Rating Comments
The course reflects multi-cultural education, and the content is accurate, current and free of bias or advertising. Fully Met
Expectations for academic integrity, use of copyrighted materials, plagiarism and netiquette (Internet etiquette) regarding lesson activities, discussions, and e-mail communications are clearly stated. Fully Met
Privacy policies are clearly stated. Partially Met Additional Details needed
Instructor Resources Rating Comments
Online instructor resources and notes are included. Fully Met Resources are avaliable outside the online course.
Assessment and assignment answers and explanations are included. Fully Met Feedback to students on all assignments are given. Hard copies avaliable outside the online course.
Instructional and Audience Analysis Rating Comments
Course design reflects a clear understanding of all students’ needs and incorporates varied ways to learn and master the curriculum. Fully Met
Course, Unit and Lesson Design Rating Comments
The course is organized by units and lessons that fall into a logical sequence. Each unit and lesson includes an overview describing objectives, activities, assignments, assessments, and resources to provide multiple learning opportunities for students to master the content. Fully Met
Instructional Strategies and Activities Rating Comments
The course instruction includes activities that engage students in active learning. Fully Met
The course and course instructor provide students with multiple learning paths, based on student needs that engage students in a variety of ways. Fully Met
The course provides opportunities for students to engage in higher-order thinking, critical reasoning activities and thinking in increasingly complex ways. Fully Met
The course provides options for the instructor to adapt learning activities to accommodate students’ needs. Fully Met
Readability levels, written language assignments and mathematical requirements are appropriate for the course content and grade-level expectations. Fully Met
Communication and Interaction Rating Comments
The course design provides opportunities for appropriate instructor-student interaction, including opportunities for timely and frequent feedback about student progress. Fully Met
The course design includes explicit communication/activities (both before and during the first week of the course) that confirms whether students are engaged and are progressing through the course. The instructor will follow program guidelines to address non-responsive students. Fully Met
The course provides opportunities for appropriate instructor-student and student-student interaction to foster mastery and application of the material. Fully Met
Resources and Materials Rating Comments
Students have access to resources that enrich the course content. Fully Met
Evaluation Strategies Rating Comments
Student evaluation strategies are consistent with course goals and objectives, are representative of the scope of the course and are clearly stated. Fully Met
The course structure includes adequate and appropriate methods and procedures to assess students’ mastery of content. Fully Met
Feedback Rating Comments
Ongoing, varied, and frequent assessments are conducted throughout the course to inform instruction. Fully Met
Assessment strategies and tools make the student continuously aware of his/her progress in class and mastery of the content. Fully Met
Assessment Resources and Materials Rating Comments
Assessment materials provide the instructor with the flexibility to assess students in a variety of ways. Fully Met
Grading rubrics are provided to the instructor and may be shared with students. Fully Met
The grading policy and practices are easy to understand. Fully Met
Course Architecture Rating Comments
The course architecture permits the online instructor to add content, activities and assessments to extend learning opportunities. Fully Met
The course accommodates multiple school calendars; e.g., block, 4X4 and traditional schedules. Fully Met
User Interface Rating Comments
Clear and consistent navigation is present throughout the course. Fully Met
Rich media are provided in multiple formats for ease of use and access in order to address diverse student needs. Fully Met
Technology Requirements and Interoperability Rating Comments
All technology requirements (including hardware, browser, software, etc...) are specified. Fully Met
Prerequisite skills in the use of technology are identified. Partially Met How to teach students the skills necessary for success in an online class are be planned.
The course uses content-specific tools and software appropriately. Fully Met
The course is designed to meet internationally recognized interoperability standards. Partially Met Not sure of all the internationally standards that are needed to be met.
Copyright and licensing status, including permission to share where applicable, is clearly stated and easily found. Fully Met To the best of my knowledge.
Accessibility Rating Comments
Course materials and activities are designed to provide appropriate access to all students. The course, developed with universal design principles in mind, conforms to the U.S. Section 504 and Section 508 provisions for electronic and information technology as well as the W3C’s Web Content Accessibility guidelines (WCAg 2.0). Fully Met
Data Security Rating Comments
Student information remains confidential, as required by the Family Educational Rights and Privacy Act (FERPA). Fully Met
Accessing Course Effectiveness Rating Comments
The course provider uses multiple ways of assessing course effectiveness. Fully Met
The course is evaluated using a continuous improvement cycle for effectiveness and the findings used as a basis for improvement. Fully Met
Course Updates Rating Comments
The course is updated periodically to ensure that the content is current. Fully Met
Certification Rating Comments
Course instructors, whether faceto-face or virtual, are certificated and “highly qualified.” The online course teacher possesses a teaching credential from a state-licensing agency and is “highly qualified” as defined under ESEA. Fully Met
Instructor and Student Support Rating Comments
Professional development about the online course delivery system is offered by the provider to assure effective use of the courseware and various instructional media available. Fully Met
The course provider offers technical support and course management assistance to students, the course instructor, and the school coordinator. Fully Met
Course instructors, whether face-to-face or virtual, have been provided professional development in the behavioral, social, and when necessary, emotional, aspects of the learning environment. Fully Met
Course instructors, whether face-to-face or virtual, receive instructor professional development, which includes the support and use of a variety of communication modes to stimulate student engagement online. Fully Met
The provider assures that course instructors, whether face-to-face or virtual, are provided support, as needed, to ensure their effectiveness and success in meeting the needs of online students. Fully Met
Students are offered an orientation for taking an online course before starting the coursework. Fully Met

Review Conducted By : Davison Community Schools
Date of Review : 10/24/2014

a. Linear Motion
b. Projectile Motion
c. Newton’s 1st Law
d. Newton’s 2nd Law
e. Newton’s 3rd Law
f. Momentum
g. Energy
h. Circular Motion
i. Rotational Motion
j. Universal Gravitation

Term Type Enrollment Opens Enrollment Ends Random Draw Date Enrollment Drop Date Course Starts Course Ends # of Seats Course Fee Potential Additional Costs
Semester 08/19/2019 09/09/2019 08/19/2019 01/17/2020 30 $300.0000 0.0000
Semester 01/21/2020 02/10/2020 01/21/2020 06/18/2020 32 $300.0000 0.0000
Drop Policy Completion Policy Term Type Enrollment Opens Enrollment Ends
Courses must be dropped by the drop date for the course. Students dropping the course after the drop date will be charged the full fee for the course. Course must be completed by the course end date. Semester 08/19/2019 09/09/2019
Courses must be dropped by the drop date for the course. Students dropping the course after the drop date will be charged the full fee for the course. Course must be completed by the course end date. Semester 01/21/2020 02/10/2020

This course is designed as a semester course/18 weeks. Students must be able to spend 1 or more hours per day in the course to be successful. Instructors are expected to contact students and provide feedback multiple times per unit.

School Year Enrollment Count Pass Count Completion Rate Notes
17-18 5 2 40.0% Ignatowski, Mary
18-19 5 4 80.0%

Working computer and reliable internet connection