Introductory Physics is excellent preparation for future studies in Chemistry and Biology. This is more than a physical science course because of its math component. Students use algebra concepts to solve problems; this allows for real-world application of the algebra skills they have been learning and a rewarding understanding of the importance of mathematics. Students will master unit conversions and metric system prefixes as well as foundational topics in physics. (Note: this is not a vector-based physics class. This higher-level skill is saved for upper-level physics). The text also brings in historical figures and important events that have shaped the field of physics. Topics covered in Introductory Physics include: the nature of scientific knowledge, velocity, acceleration, Newton’s Laws of motion, energy, momentum, atoms, matter and substances, heat and temperature, pressure and buoyancy, waves, sound and light, introduction to electricity, DC circuits, fields and magnetism, and geometric optics.
Introductory Physics will be taught in a mastery fashion, following John Mays Learn-Master-Retain model. The goal of this approach is to end the course with student mastery of a list of standard problems essential for success in higher-level courses. This method of instruction and study brings an end to the Cram-Pass-Forget cycle, typical in most courses taught today. More information about this approach can be found in the course syllabus.
There will be at 5 experiments to accompany this course and full lab reports will be written. Students are expected to read the text before coming to class. Class time will consist of discussion of readings, answering questions, solving problems together, and conducting experiments. Assessments will consist of weekly quizzes made of essay questions and computations. These will always be cumulative in content.
Prerequisites: Concurrent Enrollment in Algebra 1 or completion of Algebra 1.
Placement: Please read about our new process above.
Concurrent Enrollment in Algebra 1 or completion of Algebra
For each skill instructors have determined whether it is a prerequisite skill or a skill to be developed throughout the course. For lower school, instructors indicate where parent support is expected.
- With Parent Support: Skills that most lower school students will need help with.
- Developing: Skills that the instructor will help develop and emphasize throughout the year.
- Mastered: Prerequisite skills that the instructor is expecting students to possess.
- Be able to manage Canvas assignments and submissions (view assignments, check for teacher messages, submit homework as pdf file, submit revisions if necessary, set Canvas notifications for the class, view class notifications when posted, etc.).
- Be able to set notifications settings to alert the student of class announcements, homework assignments, due dates, instructor comments made on assignments, instructor comments made on individual student submissions, instructor comments made on graded items, etc.
- Be able to review notifications ongoing throughout the year; notifications which include: class announcements, homework assignments, due dates, instructor comments made on assignments, instructor comments made on individual student submissions, instructor comments made on graded items, etc.
- Be able to respectfully and wisely engage with other students and the instructor on Canvas discussion boards.
- Be able to respectfully, wisely and formally engage with instructor through private Canvas messaging.
- Be responsible for reviewing teacher feedback, suggestions and comments about student work and employing that feedback as necessary.
- Be able to hand-write answers in complete sentences.
- Be able to write sentences with basic sentence syntax (i.e. capitalization of first word in a sentence, punctuation at the end of each sentence, space between sentences, capitalization of proper nouns, each sentence having a subject and predicate, etc.).
- Be able to spell at grade level and employ course vocabulary cumulatively throughout the course.
- Be able to build well organized paragraphs which employ (among other skills) topic sentences, transition sentences, clear linear thinking throughout the essay.
- Be able to build a logical, well-reasoned argument through a written essay providing sound reasoning (i.e. true premises, valid arguments, sound conclusions).
- Be able to request a family or peer to edit submissions, but understands these requests should be for the purposes of raising important questions for the student to consider and suggesting minor edits. The student understands that family or peer editors should not be reworking of sentences, redefining terms, building new concepts, building arguments or writing passages for the student.
- Be able to build and use alphanumeric outlines as part of the writing process.
- Be able to employ the feedback of the instructor into future edits and submissions of the assignment.
- Be able to self-edit written submissions for grammar and spelling mistakes.
- Be able to read material independently and identify the information which might be relevant to course discussions and objectives (even if the student doesn’t fully understand all of what’s being read).
- Be able to mark, underline or highlight important words, definitions or concepts within a text being read both while reading independently and reading corporately as a class.
- Be able to identify key terms in a passage, and follow the author’s argument.
- Be able to read material independently and identify questions which require clarification or further explanation from the instructor.
- Be able to listen to the author’s argument and understand it even if the student disagrees with the conclusion reached or reasons given.
- Be able to type short answers in complete sentences.
- Be able to type paragraph essays (short essays, and 5 or more page essays).
- Be able to employ basic MLA formatting skills (i.e. 1-inch margins, double spacing, heading on paper).
- Be able to employ MLA citations for (for quoted material and referenced material) through the use of footnotes or endnotes, bibliography, work-cited page. Student should have a concept of what plagiarism is and know how to avoid it.
- Follow along with instructor-led note-taking and record notes during class.
- Follow along with instructor-led workbook completion and record answers during class.
- Be prepared to thoughtfully answer questions when called on in a group setting, during class.
- Be prepared to volunteer thoughtful comments, answers and ideas in a group setting, during class.
- Be prepared to generate thoughtful questions to enhance the class discussion, to identify areas needing clarification, and to make valuable connections with other course content.
- Follow class discussions and seminar conversations to record notes without the instructor identifying specifics.
- Be responsible to study at home for quizzes, tests and other assessments.
- Understand the difference between assignments given by an instructor and the necessary and independently initiated need for private study of material.
- Be able to schedule and manage multiple projects from multiple instructors and courses.
- Be able to schedule time outside of class to complete independent review of materials.
- Be able to determine the best places and ways to study at home (i.e. quiet, undistracted, utilizing various methods of review (auditory, written, visual, practice tests, flashcards, etc.).
- After the instructor has provided instructions – the student should be able to use Wacom tablet (or other like iPad) to actively solve math problems during class, viewable to the instructor on Ziteboard.
- Understand that arriving at the correct answer is not the goal of mathematics review and practice, but rather understand that consistent application of the correct processes are the goals of review and practice.
- Be able to deductively apply content and previously learned mathematics skills and processes to the understanding of newly introduced content.
For a list of skills see website: https://scholeacademy.com/introductory-physics/
- Text: Introductory Physics 3rd Ed. By John D. Mays
- Answer Key (Student version; Not the complete teacher version): Solutions Manual to Accompany Introductory Physics. Rebekah L. Mays and John D. Mays
- Lab Reports: The Student Lab Report Handbook-A Guide to Content, Style, and Formatting for Effective Science Lab Reports by John D. Mays
- A list of Lab materials will be provided two to three weeks before each lab
- Bound composition style Lab Journal with grid paper
- Scientific Calculator
- Binder with 2 x 2 graph paper and notebook paper
- Microsoft Word, PowerPoint, and Excel (or equivalent software)
- Ability to create PDF files for submitting coursework is required
- Printer with scanner (ability to print worksheets and scan homework)
- It is strongly recommended that students obtain a tablet and stylus pen to enable them to participate in a neat and quick way when participating in class exercises
Sherry Joslin earned her BS in Electrical Engineering from the University of Arkansas and holds a MA in Science and Religion from Biola University. She and her husband Brian live just south of Forth Worth in Burleson, Tx.
With over 12 years of experience in the classroom and as a homeschool mom, she has taught every grade K through 12th. Her classroom experience includes Logic, AP Physics, Honors Geometry, Algebra, Singapore Math and more. Prior to teaching, Sherry worked in Mission Control as a NASA engineer. When asked why she left, she explains that children are far more complicated than space shuttles, and that her greatest accomplishment has been in the role of mentoring and educating her three children who are living for Christ as young adults.
Sherry is passionate about showing students how the relationship between faith and science is not one of conflict but of qualified agreement; and before attending university, students should be confident that the Christian worldview provides a coherent understanding of both reality and their place in it as children of God. firstname.lastname@example.org
Jamie Terral has been teaching math and science in variety of settings including private Christian education, online tutoring, community college, and homeschool for the past 20 years. She holds a Bachelor of Science in Biomedical Engineering from Texas A&M University and a Masters of Education from Concordia University Texas. She currently lives with her husband and four children in North Texas. Her husband serves as the pastor of Faith Lutheran Church and together they homeschool their children. Her journey in homeschooling has lead to the discovery of Classical Christian education and the nurturing of restful learning.
Jamie strives to engage her students in the learning process by making her classes enjoyable and creative. When not in the classroom or teaching her own children, Jamie enjoys studying nutrition, growing food, paddle boarding and getting her Vitamin D outside in God’s creation. email@example.com
High-Speed Internet Connection: You will also need access to high-speed Internet, preferably accessible via Ethernet cable right into your computer. Using Wi-Fi may work, but will not guarantee you the optimal use of your bandwidth. The faster your Internet, the better. We recommend using a connection with a download/upload speed of 5/1 Mbps or better. You can test your Internet connection here.
Headset: We recommend using a headset rather than a built-in microphone and speakers. Using a headset reduces the level of background noise heard by the entire class. Headset Recommendations: USB | 3.5mm
Zoom: We use a web conferencing software called Zoom for our classes, which enables students and teachers to gather from around the globe face to face in real time. Zoom is free to download and easy to use. To download Zoom:
- Visit zoom.us/download.
- Click to download the first option listed, Zoom Client for Meetings.
- Open and run the installer on your computer.
- In August, students will be provided with instructions and a link for joining their particular class.
Digital Tablet:Using a digital tablet in class allows students to more fully engage the course content by working out math problems on the digital whiteboard. We recommend using a Wacom Intuos tablet like this one, though similar products may be used.
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This registration will be finalized when the student's placement assessment has been returned by the course instructor with placement confirmation.