Physics B (2nd Semester)
This is a one-semester course of physics concentrating on Heat & Change of Phase, Waves, Reflection & Refraction, Electricity, and Nuclear Reactions. This is a conceptual (Algebra I Math) approach to understanding physics principles through experiments and observing phenomena in everyday life.
|Course Title (District):||Physics B (2nd 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 :||
How To Enroll:
|Email :||[email protected]|
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: 810-591-0672
Upon completion of this course, a student will be able to:
• Calculate the energy lost to surroundings when water in a home water heater is heated from room temperature to the temperature necessary to use in a dishwasher, given the efficiency of the home hot water heater.
• Calculate the final temperature of two liquids (same or different materials) at the same or different temperatures and masses that are combined
• Identify the method of heat transfer for a given situation
• Describe specific mechanical waves (e.g., on a demonstration spring, on the ocean) in terms of wavelength, amplitude, frequency, and speed.
• Identify everyday examples of transverse and compression (longitudinal) waves.
• Compare and contrast transverse and compression (longitudinal) waves in terms of wavelength, amplitude, and frequency.
• Demonstrate that frequency and wavelength of a wave are inversely proportional in a given medium.
• Calculate the amount of energy transferred by transverse or compression waves of different amplitudes and frequencies (e.g., seismic waves).
• Identify everyday examples of energy transfer by waves and their sources.
• Explain why an object (e.g., fishing bobber) does not move forward as a wave passes under it.
• Provide evidence to support the claim that sound is energy transferred by a wave, not energy transferred by particles.
• Explain how waves propagate from vibrating sources and why the intensity decreases with the square of the distance from a point source.
• Explain why everyone in a classroom can hear one person speaking, but why an amplification system is often used in the rear of a large concert auditorium.
• Identify the different regions on the electromagnetic spectrum and compare them in terms of wavelength, frequency, and energy.
• Explain why radio waves can travel through space, but sound waves cannot.
• Explain why there is a delay between the time we send a radio message to astronauts on the moon and when they receive it.
• Explain why we see a distant event before we hear it (e.g., lightning before thunder, exploding fireworks before the boom).
• Explain why antennas are needed for radio, television, and cell phone transmission and reception.
• Explain how radio waves are modified to send information in radio and television programs, radio-control cars, cell phone conversations, and GPS systems.
• Explain how different electromagnetic signals (e.g., radio station broadcasts or cell phone conversations) can take place without interfering with each other.
• Explain the relationship between the frequency of an electromagnetic wave and its technological uses.
• List and analyze everyday examples that demonstrate the interference characteristics of waves (e.g., dead spots in an auditorium, whispering galleries, colors in a CD, beetle wings).
• Draw ray diagrams to indicate how light reflects off objects or refracts into transparent media.
• Predict the path of reflected light from flat, curved, or rough surfaces (e.g., flat and curved mirrors, painted walls, paper).
• Describe how two wave pulses propagated from opposite ends of a demonstration spring interact as they meet.
• Given an angle of incidence and indices of refraction of two materials, calculate the path of a light ray incident on the boundary (Snell’s Law).
• Explain how Snell’s Law is used to design lenses (e.g., eye glasses, microscopes, telescopes, binoculars).
• Identify the principle involved when you see a transparent object (e.g., straw, piece of glass) in a clear liquid.
• Explain how various materials reflect, absorb, or transmit light in different ways.
• Explain why the image of the Sun appears reddish at sunrise and sunset.
• Describe the energy transformations when electrical energy is produced and transferred to homes and businesses.
• Identify common household devices that transform electrical energy to other forms of energy, and describe the type of energy transformation.
• Given diagrams of many different possible connections of electric circuit elements, identify complete circuits, open circuits, and short circuits and explain the reasons for the classification.
• Discriminate between voltage, resistance, and current as they apply to an electric circuit.
• Explain energy transfer in a circuit, using an electrical charge model.
• Calculate the amount of work done when a charge moves through a potential difference, V.
• Compare the currents, voltages, and power in parallel and series circuits.
• Explain how circuit breakers and fuses protect household appliances.
• Compare the energy used in one day by common household appliances (e.g., refrigerator, lamps, hair dryer, toaster, televisions, music players).
• Explain the difference between electric power and electric energy as used in bills from an electric company.
• Describe peaceful technological applications of nuclear fission and radioactive decay.
• Describe possible problems caused by exposure to prolonged radioactive decay.
• Explain how stars, including our Sun, produce huge amounts of energy (e.g., visible, infrared, ultraviolet light).
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|
|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|
|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|
|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|
|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|
|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.|
|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|
|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|
|The course is updated periodically to ensure that the content is current.||Fully Met|
|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
c. Thermal Expansion
d. Heat Transfer
e. Change of Phase
i. Reflection & Refraction
j. Optics & Lenses
k. Electric Current
l. Electric Circuits
m. Radioactivity, Fission & Fusion
|Term Type||Enrollment Opens||Enrollment Ends||Random Draw Date||Enrollment Drop Date||Course Starts||Course Ends||# of Seats||Course Fee||Potential Additional Costs|
|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||09/01/2020||10/01/2020|
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|
Working computer/tablet and reliable internet connection