Unit 4 - Solutions, Acids and Bases

In this short unit we are going to take a closer look at the properties of the homogeneous mixture we call a solution. Later we will focus one particular class of solutions we call "acids and bases."

SPS6: Students will investigate the properties of solutions.
a. Describe solutions in terms of

• solute/solvent
• conductivity
• concentration

b. Observe factors affecting the rate a solute dissolves in a specific solvent.
c. Demonstrate that solubility is related to temperature by constructing a solubility curve.
d. Compare and contrast the components and properties of acids and bases.
e. Determine whether common household substances are acidic, basic, or neutral.

Instruction will be a mix of direct instruction, class discussion, worksheets, and instructional videos. Expect a quiz on Solutions, Acids at the end of the unit.

Specific Assignments

Assignment 1: What is a Solution? - mini-lecture. Take notes. Fill in the appropriate sections of the Solutions, Acids, and Bases worksheet. (click here to see worksheet). Suggestion: Make flash cards for each new vocabulary word. Use your flash cards to learn the definitions of each term (homework).
Click here to see a power point version of this lecture.

Assignment 2: Properties of Solutions -- mini lecture. Take notes. Afterwords, continue to complete the appropriate sections of the Solutions, Acids, and Bases worksheet.

Click here to view a power point version of this lesson.

The following videos summarize much of what we have learned about solutions so far.







Check out this demonstration of a "Supersaturated Solution."





Assignment 3: Acids and Bases - mini-lecture. Take notes and answer the remaining questions on the Solutions, Acid, and Bases worksheet as we go.

Click here to view a power point version of the Acid-Base lecture.

The following short videos provide a good summary of what we have learned about acids and bases .







Quiz: Solutions, Acids, and Bases. The quiz will include the basic characteristics and properties of solutions as well as the basic characteristics and properties of acids and bases. Be able to recognize everyday items that are acids and bases and relate them to the pH scale.

Unit 5 - Atomic Structure and the Periodic Table

Now that we have learned about the basic composition and properties of matter, we are going to take a closer look at the fundamental particles that make up all matter -- atoms. We will first examine the subatomic particles that make up atoms and briefly review the history of the model of the atom. Next, we will compare and contrast the structure of neutral atoms, ions, and isotopes. Throughout the unit we will utilize and learn the usefulness of a fundamental tool of chemistry -- the periodic table -- and how it can be used to predict the structure as well as the physical and chemical properties of elements.

Instruction will be a mix of direct instruction supplemented by short video lessons, power point presentations, worksheets and a class activity. A GOOD COPY OF A PERIODIC TABLE IS REQUIRED. Click here to see a good periodic table. It is in color. Print a copy and keep it handy.

SPS2: Students will investigate the current understanding of the atom.

SPS4: Students will investigate the arrangement of the Periodic Table to
a. Determine the trends of the following:

• number of valence electrons
• types of ions formed by representative elements
• location of metals, nonmetals, and metalloids

SPS4b. Use the Periodic Table to predict the above properties for representative elements.

Assignment 1: Mini-lecture. The Periodic Table and the Structure of Atoms. Take notes, then complete the exercises on the Atoms and the Periodic Table worksheet. (Click here to see worksheet).

Click here for the power point version of the mini-lecture.

The following videos will help you review what you learned.





Assignment 2: Project -- Periodic Table Basics. This is a class activity. You will work together in small groups of 3-4 students to make a poster and then answer questions about the Periodic Table. Follow the instructions on the handout (provided).

Assignment 4: Mini-lecture -- Metals, Non-metals, Metelloids and Noble Gases. Take notes and participate in class discussion.


Assignment 5: Mini-lecture -- Neutral Atoms, Ions, and Isotopes. Take notes. Participate in class discussion.

Assignment 6: Ionic vs. Covalent Bonds and the Periodic Table. -- mini-lecture. Take notes. Participate in class discussion.

Review what you learned about chemical bonds by watching these short videos:






Practice quiz: (handout)

Quiz: Atoms and the Periodic Table. Quiz requires being able to use the Periodic Table to answer questions about the structure of the atom, valence electrons, and the formation of neutral atoms, ions, and isotopes. It will also include predicting the chemical properties an atom, including what type of bonds it can form, based on its position in the Periodic Table.

Unit 3 - More about Matter

We were introduced to matter in Unit 2 where we learned of the various states of matter and some the physical changes that they undergo. In this unit we continue our study by focusing on additional physical properties of matter as well as some chemical properties of matter. We will learn to classify matter as either a pure substance or a mixture and be able to distinguish a physical change in matter from a chemical change. Finally, we will study the physical and chemical properties of a form of matter called a solution, concentrating and two solutions in particular-- acids and bases.

Lessons will be a combination of power point presentations, video lessons, and mini-lectures, accompanied by appropriate worksheets. After you complete each assignments, take some time to review what you have learned, especially the information on the worksheets.

SPS2: Students will explore the nature of matter, its classifications, and its systems for naming types of matter.

Assignment 1: Power Point -- What is Matter. Take notes. (click here to access power point)

Assignment 2: Now with help of your notes and your textbook (glossary), complete the definitions of the terms in Part 1 of the Properties of Matter worksheet. (click here to see worksheet)

Assignment 3: Video: Watch the following short video below summarizing "Physical vs. Chemical Properties of Matter." Complete Part 2 of the Properties of Matter worksheet as you go.



Assignment 4: Video: watch the video below on the "Physical vs. Chemical Changes in Matter." Complete part 3 of the Properties of Matter worksheet as you watch the video.



Lab: Physical vs. Chemical Change. We will do this demonstration as a class. Be prepared to discuss what you observed during the lab.

Unit Quiz: (paper) Properties of Matter, covers all that we have learned in this unit including how to recognized both physical and chemical properties of matter, the difference between physical and chemical change. Be able to calculate density.

End-of-Course Extra Credit

Now that we are at the end of the course, we just finished our unit on electricity. If, for some reason, you are not satisfied with your class grade, here is an extra credit project that can add points to you final class grade. Build a lemon battery. It will take a little time and money (you have to buy the lemons etc.), but it will be worth it. Follow the instructions in the video below.
Build your battery, show that it works, add 5 points to your final class grade.



To buy a low-voltage LED, try Farm Electric Inc. at 1045 Baxter Street. phone # 706-543-5280.

Week 8 - Electricity and Magnetism

Earlier we studied the structure of the atom and discovered that all atoms are made of protons, neutrons, and electrons. In this unit we will study an interesting property of electrons -- they can flow from one atom to another. We call this flow electricity. We will explore the of electricity and its inseparable connection with another property of matter - magnetism.

Instruction will be a mix of mini-lectures with "show and tells," and video lessons coupled with class discussion and two lab activities.

Specific lessons:

Assignment 1: To introduce the topic of electricity, we will view the short video below entitled "Electricity." Use the information from the video to help define any applicable vocabulary terms you see listed in the Electricity and Magnetism - vocabulary worksheet. (Click here to see worksheet)



Assignment 2: Ohm's Law - mini lecture. Take notes. Continue to complete appropriate definitions to your vocabulary worksheet. Be prepared to discuss what you have learned.

If you miss the mini-lecture, watch the following video version of the lecture entitled "Ohm's Law."



Assignment 3: Series vs. Parallel Circuits -- mini lecture. Take notes and draw any diagrams. Continue to add appropriate definitions to your vocabulary worksheet.

Review what you learned by watching the video version of the lecture on series and parallel circuits.



Lab Activity: Circuits. Materials to build circuits will be provided.

Assignment 4: Direct Current vs. Alternating Current - mini lecture. Take notes. Be prepared to discuss what you have learned. Continue to add the appropriate definitions to your vocabulary worksheet.

Lab Activity: Build a Battery. Battery kits and instructions will be provided.

Quiz: This will be an "open book" quiz. You may use any notes you have taken as well as anything written on your Electricity and Magnetism - vocabulary worksheet. Click here to view a copy of the quiz.

Assignment 5: Magnetism -- min lecture. Take notes. Be prepared to discuss what you have learned.

Watch the following short video on electro-magnetism.



Assignment 6: Electromagnetic Induction - mini lecture. Take notes.

Watch the following video on electromagnetic induction.



Assignment 7: Motors and Generators -- mini lecture. Take notes, then watch video (below) by the same title.

Review by watching the following video on motors and generators.



Quiz: Unit quiz on everything you learned about electricity and magnetism. Review by studying you vocabulary and watching the short video that accompanies each lesson. Quiz will cover static electricity vs. current, direct current vs. alternating current, Ohm's Law including problems, Magnets, Electromagnetic Induction and how electromagnetic induction is used to create motors and generators.

Unit 10 - Work, Power, and Simple Machines

In this unit we are going to continue our study of the motion of objects by learning how machines help us move objects. In the process we will learn what is meant by "work" and how machines make doing work easier.

Most of our instruction will be video lessons and worksheets, supplemented by direct instruction and class discussion.

SPS8e: Calculate amounts of work and mechanical advantage using simple machines.

Specific assignments:

Assignment 1: (Class Activity) Watch two short videos on "Simple Machines". Take notes, and answer the questions on the Simple Machines worksheet which includes copies of the questions to the Video Quiz given at the end of each of the videos. (Click here to see worksheet)





Assignment 2: Mechanical Advantage -- mini lecture. Take notes and then complete the appropriate problems on the Work, Power, and Simple Machines worksheet. (Click here to see worksheet)

Watch this video on how to see how to calculate the Mechanical Advantage of a pulley.



Click here to view power point presentation that summarizes how to calculate the Mechanical Advantage (MA) of simple machines.

Assignment 3: Work, Power, and Efficiency - mini lecture. Take notes and complete appropriate problems in the Work, Power, and Simple Machines worksheet.

Here is a good description of what we mean by "WORK." Watch this video. Write down the formula for work.



Click here to view power point version of the mini-lecture explaining how to calculate Work, Power and the Efficiency of a machine. Take notes and complete the problems in the worksheet that apply.

Quiz: Work. Power, and Simple Machines. Quiz will include some calculations. Formulas will be provided.

Unit 11 -- Energy Transformations and Heat

Energy can neither be created nor destroyed, but it can be transferred and transformed from one form to another. In this unit we will take a close look at those energy transformations and transfers. To begin we will identify the various kinds of energy transformations that can occur in the real world. Next we will focus specifically on one form of energy -- thermal energy and how it relates to temperature and heat. In the process we will be given a brief explanation of how thermal energy and temperature relate to molecular motion. Then we will examine how thermal energy can be transferred as heat from one place to another through processes we call conduction, convection, and radiation. finally, we will learn about heat capacity and how to calculate the "heat capacity" of a substance using its mass, temperature and a property called "specific heat."

Instruction will primarily be on this blog. The Blog lessons will be supplemented with some direct instruction and reinforced by worksheets, class discussion, and, where ever appropriate, some practice problems.

SPS7: Students will relate transformations and flow of energy within a system.
a. Identify energy transformations within a system
b. Investigate molecular motion as it relates to thermal energy changes in terms of conduction, convection, and radiation.
c. determine the heat capacity of a substance using mass, specific heat, and temperature.
d. explain the flow of energy in phase changes through the use of a phase diagram.

Assignment 1: Energy and Energy Transformation - mini lecture. Click here to view the power point version of the lecture. Afterwords, complete the practice problems on the Energy Transformation worksheet. (Click here to see worksheet)

Click here to recap the Law of Conservation of Energy and Energy Transformations.

Assignment 2: Energy Transformation Project. Click here to for directions.

Assignment 3: Thermal Energy, Temperature, and Heat - mini lecture. Take notes and complete appropriate sections of the Thermal Energy worksheet as you go. (Click here to see worksheet) Click here to view the power point version of the lecture.

Click here to review the definition of TEMPERATURE.
Click here to review the definition of HEAT.

Assignment 4: Heat Transfer -- mini lecture. Take notes and answer appropriate problems in the Thermal Energy worksheet.

Click here for a video version of the lecture on Heat Transfer.

Then watch and take notes on the following video entitled "Heat Transfer."



Assignment 5: Conductors vs. Insulators -- mini lecture. Take notes and answer appropriate problems on the Thermal Energy worksheet.

Click here for a power point version of the lecture.
Click here to see a demonstration of conductors vs. insulators.

Assignment 6: Specific Heat Capacity-- mini-lecture. Take notes. Participate in class discussion. Complete applicable problems on the Thermal Energy worksheet.

Review what you learned about specific heat capacity by watching the following video entitled "Specific Heat Capacity."



Test: Energy transformations, heat and temperature. (covers what we learned about heat, temperature, energy transformations, heat transfer, specific heat, and phase diagrams. Some calculation will be required. Formulas will be provided.)

Unit 9 - Motion of Objects

All matter is acted upon by a variety of forces. Motion results when the forces acting upon an object are unbalanced. In this unit we will examine how all objects in the universe move and obey Newton's Laws of Motion and respond to the universal forces of friction and gravity.

Instruction will be a combination of direct instruction and video lessons supplemented with appropriate worksheets.

SPS8: Students will determine relationships among, force, mass, and motion.
a. Calculate velocity and acceleration.
b. Apply Newton's three laws to everyday situations by explaining the following:

• Inertia
• Relationships between force, mass, and acceleration
• Equal and opposite forces

c. Relate falling objects to gravitational force.
d. Explain the difference between mass and weight.

Specific Assignments:

Assignment 1: Watch the video below entitled "Newton's Laws of Motion" which explains the difference between speed, velocity, acceleration and momentum and how they relate to Newton's Laws of Motion. Complete the worksheet entitled "The Motion of Objects" as you go. Pay particular attention to formulas. (Click here to see worksheet)



Assignment 2: Apply what you have learned about the motion of objects so far to complete the following worksheets. The first is entitled Speed, Velocity, Acceleration and Momentum and the second is What Law is it? (Click here to see worksheet on Speed... and click here to see worksheet on Newton's Laws.)

Assignment 3: All about Gravity -- mini-lecture. Take notes and participate in class discussion.

Click here to view video version of the mini-lecture

Assignment 4: PE (potential energy) v.s. KE (kinetic energy) -- mini - lecture. Take notes and participate in class discussion. Then complete worksheet on PE, KE, and Gravity.

Click here to recap what we learned about PE (Potential Energy)
Click here to review what we learned about KE (Kinetic Energy).

Quiz: Motion of Objects. Will include pertinent vocabulary, knowledge of Newton's Laws of Motion, gravity, and how motion and gravity help define PE (potential energy) and KE (kinetic energy). Formulas will be provided. Simple calculations will be required.

Unit 7 - Nuclear Reactions

In previous unit we learned that during a chemical reaction, mass (matter) must be conserved. This week we will study a different type of reaction-- the nuclear reaction -- in which a some of the mass is not conserved but converted into massive amounts of energy. As we study nuclear reactions, we will examine the concept of radioactivity, develop an understanding of radioactive "half-life," and discuss the role of nuclear energy with its practical application and potential problems.

SPS3: Students will distinguish the characteristics and components of radioactivity.
a. Differentiate among alpha and beta particles and gamma radiation.
b. Differentiate between fission and fusion.
c. Explain the process of half-life as related to radioactive decay.
d. Describe nuclear energy, its practical application as an alternative energy source, and its potential problems.

Instruction will be a mix of direct instruction, class discussion, worksheets, and supporting videos.

Assignment 1: Nuclear Reactions vs. Chemical Reactions - mini-lecture. Take notes and fill-in the table at the top of the Nuclear Reactions worksheet as you. (Click here to see worksheet).

To view power point version of mini-lecture, click here.

Assignment 2: 3 Kinds of Nuclear Reactions - mini-lecture: Radioactive Decay, Fission, and Fusion. Take notes. Fill-in appropriate parts in the Nuclear Reactions worksheet.

To view power point version of mini-lecture, click here.

Watch the following short videos entitled the "3 Kinds of Nuclear Reactions," "Types of Radioactive Decay," Fission and the Chain Reaction" and "Nuclear Fusion" to help summarize what you have learned about nuclear reactions so far.









Assignment 3: Radioactive Half-life -- mini-lecture. Take notes.

Click here for power point version of the lecture.

Watch the following short video that explains how the radioactive half-life of carbon is used to date very old objects.



Assignment 4: Complete practice problems on radioactivity and radioactive half-life. (Click here to see worksheet) Use your notes if necessary. Afterwards, sit down with your instructor and go over the results together.

Quiz: Nuclear Reactions. It will include questions about the three basic types of nuclear reactions, the three kinds of radioactive decay, and radioactive half-life.

Unit 10 - Compounds and Chemical Reactions

In an earlier unit we were introduced to the concept of physical change in which substances change form but retain all their physical properties. In contrast, a chemical is a change in matter that produces new substances with different sets of physical properties. On the atomic level, a chemical change is the result of making and breaking of bonds between atoms. In this unit we will take a closer look at chemical changes, which we also refer to as chemical reactions, and see how such reactions obey one of the fundamental laws of the universe - The Law of Conservation of Matter.

SPS2b: Predict formulas for stable binary ionic compounds based on balance of charges.

SPS2c: Use IUPAC nomenclature for transition between chemical names and formulas of
binary ionic compounds and binary covalent compounds.

SPS2d: Demonstrate the Law of conservation of Mass in chemical reactions.

SPS2e: Apply the Law of Conservation of Mass by balancing the following types of chemical equations:

• synthesis
• decomposition
• single replacement
• double replacement

Specific Assignments

Assignment 1: Mini-lecture: Compounds, Chemical Reactions, and the Law of Conservation of Matter. The lecture will review chemical bonding between atoms, introduce the anatomy of a chemical reaction, and show how we can use the Law of Conservation of Matter to balance chemical reactions. Take notes and fill-in the definitions of the vocabulary works on the Chemical Reactions worksheet as you go. Afterwards, use what you learned to complete worksheet on Balancing Chemical Equations (handout).

(Note): If, you missed the above lecture, or you just want to review what you learned about the chemical reactions and the Law of Conservation of Matter, complete the following lesson in NovaNet listed under:
Intoduction to Chemistry
Atoms and their Properties Pg. 1
Lesson ): Conservation of Atoms

Assignment 2: Mini-lecture: How to predict and name compounds. Take notes. Afterwards, use what you learned to complete worksheet on Predicting and Naming Compounds (handout).

(optional assignment). Get a list of the names polyatomic ions from your instructor (handout). Fill in the worksheet. Next, work in groups of 3-4 to make a set of flash cards, placing the name of each polyatomic ion on one side and its chemical formula on the other side. Use the flashcards to help you study for the unit quiz.

(Note): If you missed the above mini-lecture and activity, or you would just like to review what you learned about naming ionic compounds, complete the following lesson in NovaNet:
Go to: Introduction to Chemistry
04 Properties of Atoms pg. 3

• Naming Ions and Salts

Assignment 3: Mini-lecture: The Rate of Chemical Reactions. Take notes. Observe demonstration of the effect of temperature on the rate of a chemical reaction.

Assignment 4: Mini-lecture: Four kinds of Chemical Reactions. Take notes. Participate in class discussion. Then, as a class, review what you have learned about chemical reactions by watching a short video on chemical reactions. Continue to complete the vocabulary worksheet on Chemical Reactions as you go.

Assignment 5: Mini-lecture: Energy of Activation, Catalysts, and Exothermic vs. Endothermic Reactions. Take notes, especially copy diagrams written on the board.

Unit test (paper): Compounds and Chemical Reactions (includes applying what you learned about predicting and naming compounds, types of chemical reactions, balancing chemical reactions, the effects of catalysts and inhibitors, and being able to recognize an exothermic reaction from an endothermic reaction).

Unit 1- Fundamentals of Physical Science

In this unit we begin our study of Physical Science by taking a look at the various branches or scientific disciplines that make up the field of Physical Science. As we learn about different aspects of physical science, we may be required to make observations, take measurements, make calculations, and even conduct experiments. Therefore, we need to become familiar with the metric system, measuring instruments, lab safety procedures, and the basic steps of the scientific method. We will use this knowledge to conduct a scientific inquiry (experiment), analyze the results, and learn to write a lab report.

SCSh8f. Science disciplines and traditions differ from one another in what is studied, techniques used, and outcomes sought.

Assignment 1: Examine the table describing areas of study within the field of Physical Science (click here to see table). Make flash cards for each discipline by placing the name of the discipline on one side of an index card and the description of the discipline on the reverse side. With a partner (of your choosing), use the flash cards to study for a quiz in which you must match each discipline with its proper description. Study your flashcards tonight. The quiz will be given tomorrow.

Quiz: A (paper) quiz on scientific disciplines.

SCSh2. Students will use standard safety practices for all classroom laboratory and field investigations.
SCSh4. Students will use tools and instruments for observing, measuring, and manipulating scientific equipment and materials.

SCSh5. Students will demonstrate the computation and estimation skills necessary for analyzing data and developing reasonable scientific explanations.

SCSh2a. Calculate density when given the means to determine a substances mass and volume.

(Obtain help sheet on metrics from your instructor. Click here to see help sheet) Listen to mini-lecture on Measurements and and Metric Conversions. Take notes. Then,complete the Metric Conversions worksheet. (click here to view worksheet) Note: the video above does a good job of summarizing what you have learned about measurement and metrics and can help you complete the worksheet. You may want to view it again

Assignment 3: Density Lab (we will complete this activity together as a class).

Assignment 4: Mini-lecture on Accuracy vs. Precision. Participate in class discussion during the lecture and write down everything that is written on the board.

Assignment 5: Mini-lecture on Significant Figures and Scientific Notation. Listen carefully, take notes, and complete practice problems as we go.

Quiz: Measurements and the Metric System. Quiz on what we learned about metrics and scientific measurements including: measuring devices, how to do metric to metric conversions, temperature conversions, and universal conversions. Also know how to read and write numbers in scientific notation, recognize significant figures and be able to explain the difference between precision and accuracy.

SCSh3a-f. Students will identify and investigate problems scientifically.

SCSh6a. Students will write clear, coherent laboratory reports related to scientific investigations.

Assignment 6: Listen to a mini-lecture on the Scientific Method, take notes, and participate in the class discussion that follows.

Click here to view video version of the lecture.

Assignment 7: Conduct a scientific inquiry (experiment). We will do this together in small groups of 4-5 students.

Assignment 8: Obtain a copy of "How to Write a Lab Report" from your instructor. Use these guidelines to type a lab report based on the experiment conducted above for Assignment 7. Place the finished report in your instructors Drop Box for grading.

Quiz: Paper quiz on the Acquisition of Knowledge and the Scientific Method.

Physical Science Syllabus

Course Overview:

The course will consist of lessons on NovaNet coupled with classroom lectures and supplemented by classroom activities and projects. The course is divided into two parts – chemistry and physics. Class instruction will be guided by Georgia Performance Standards for Physical Chemistry. The topics covered in the course will also prepare you for the mandatory End-of-Course Test (EOCT) which will be administered at the end of the course.

The topics we will study include:

Scientific Inquiry and Measurement

Matter

States of Matter

Atoms and the Structure of Matter

The Periodic Table

Chemical Reactions

Solutions

Acids, Bases, and Salts

Nuclear Chemistry

Motion

Forces

Work and Energy

Simple Machines

Heat and Temperature

Waves

Electricity

Magnetism

In addition, you will be required to keep a scientific journal.

A pacing guide of daily and weekly assignments will be provided through a Blog format. By using this format, you will always be able to access and read your assignments from any computer with an internet connection, in school or out. You will also be able to post (turn in) completed assignments on the blog for your instructor to comment on or grade. This is the first term we are using the blog format in Physical Science, so it might take a little time to get use to it. I’m sure we will find some glitches in the process, but, in the end, it should allow you to complete your work faster.

Grading

Your grade will be based on the following percentages:

65% NovaNet and supporting classroom lectures, tests, and quizzes

20% Projects

15% Journal

15% EOCT

NovaNet: Your NovaNet grade with be determined by averaging the test scores at the end of each module. The test may be either a computer test or a paper test. You must retake any online test for which you receive a score less than 80%. You will not be able to retake paper tests. If a module does not have a test, a score will be derived by averaging the score of all the lessons in the module.

Projects: the project grade will be the average grade for all the projects listed in your weekly pacing guide.

Scientific Journal: A written journal will be kept in a composition notebook. Each day you will make entries into the journal. Details of what goes into the journal will be discussed in class. Your journal will be checked periodically and graded every 3 weeks.

EOCT: This is state exam. It will be given near the end of the course and will also be 15% of your final grade.

Essential classroom materials:

pencils

pens

notebook(s) – three ring binder with pockets for notes

and a composition book for journal

User Agreement

Using a weblog for our classwork will require some parameters for your safety and the quality of everyone's work. First, you should recognize that your work, as well as mine will be published for the entire on-line world to see. This will ultimately make us all responsible for better and more original output than ever before. By visiting other students' weblogs, you will be able to view all their work, and it will also make it easy for me to see who is not making an effort to submit work that is original. Once you create your own weblog for this class, I will add it to the class blog roll so everyone's work can be accessed from this page. I encourage you to look at your peers' work for ideas or inspiration, but what you submit must be your own.

I will leave comments about your work. These comments will usually instruct you on how you can improve your work. Please make sure you check your comments and your e-mail regularly, and make sure you are finished with one assignment before moving to the next.

Since this weblog will be part of your education at Classic City High School, any activity on your weblog should be considered school activity, even if it is done outside of school. You should feel free to create posts that are not school related, but you should also be sure to refrain from anything that could be considered inappropriate. This includes, but is not limited to: references to alcohol or drugs, violence, or gang activity, foul language, nudity, threats, etc.

Plagiarism is submitting someone else's work as your own. This can be done in many ways: copying work from Wikipedia, classmates, Sparknotes, etc. If you plagiarize your work, you will receive a zero -- no questions asked.

THE USER AGREEMENT:

1. I agree to submit original work to my weblog. I realize I will have the opportunity to view my peers' work, and I will use this opportunity constructively. I understand that if I choose to plagiarize, I will receive a zero for the work in question.

2. I agree to keep my weblog appropriate for Classic City High School. I understand that if innapropriate material were to appear on my weblog, be it from myself or an outside comment, I will be asked to remove it. Failure to do so will result in my weblog being removed from the class roll. I also understand that refereneces to illegal or dangerous activities will be reported since it is the legal responsibility of my teacher.

To agree, post a comment to this message like this: I agree to Dr. Maudsley's Weblog User Agreement. I will not add your weblog to the class roll until I receive your message.

Rules and Expectations

General Rules and Expectations

The bottom line is -- you're here to learn. I'm here to help you. It's not hard. If you show up for class (on time), pay attention, and do the required work, you will pass this course, and you may even enjoy it (not a requirement). Any behavior that interferes with learning is a NO NO! Some unacceptable behaviors include sleeping in class, loud or excessive talking, use of profanity, or being off-task (3-Minute Rule). Cell phones are marvelous inventions, but definitely a distraction in class. Turn them off and put them away while in class. Respect your fellow classmates time as well as their personal property.

Some specific rules:

Hall Pass: I have a hall pass (a rock)to be used to go to the restroom, drink machine, etc. This hall pass is only good for one student at a time. There is also a Jittery Joe’s pass that is only for students who are making a purchase from Jittery Joe’s during class time. If you need to speak with a faculty member, you will need a written pass form me. Do NOT use the other passes for this reason.

If you leave the classroom without the permission of the teacher, you will receive an automatic absence and be asked to leave.

Food: I prefer that you not eat in class. We have an ant problem. Leaving crumbs aggravates the situation. However, if you ask, I will sometimes allow you to eat a snack. But ask first. Drinks are allowed as long as they are in container with a re-sealable cap or lid.

Breaks (3-Minute Rule): While your are in the classroom, you are expected to be on-task. However, I understand that you can't always work non-stop for the entire class period without a break, especially when working at your computer, . When you have to take a break, limit yourself to 3-minutes, then resume working. If you take a restroom break etc. Be courteous. Other people may be waiting for the pass. Limit your break to 3 minutes. For Jittery-Joe's, order your food or drink, return to the classroom, and then go back later to pick up your order when it's ready.

Two Weeks Behind: Two weeks behind to me means having at least one assignment that is more than two weeks overdue. If you fall two-weeks behind, you are subject to withdrawal from the course. Remember, if this occurs, you will also receive a failing grade for the course.

Consequences for breaking rules:

First occurance: I will probably remind you that "we don't do that here."

Repeated occurance: I ask you to "come walk with me." We'll will talk.

Habitual occurance: When I can't stand any more, you will be dismissed from class and given and automatic absence.

COURSE REQUIREMENTS

Individual course requirements (syllabus) and pacing guide will be provided.