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To All My Classes:
******** BELIEVE *********
If you want something to happen:
Imagine yourself doing it,
Make it a goal,
Make time for it,
Make room for it,
Make plans for it,
Build support for it,
Above all, ACT on it.
Unknown source
******* TUTORIALS ********
Tutorials will begin in a few weeks. There are typically am & pm tutorials
each week. Check Sunday evenings for the week's schedule. (I base tutorials
on test days & on what students need.) Students may stay as long as they
wish during the tutorial times. Both physics & biology students are
welcome.
**** Grade PERCENTAGES for Classes *****
Tests & Projects 30%
Class work, Labs & Activities 25 %
Quizzes 20 %
Homework 10 %
Biology State End of Course Test 15 % OR Physics Final 15%
NOTE:
As of this year CCSD policy states that if students fail either Math,
English, or Science, they will NOT be promoted to the the next grade grade.
It will not matter how many credits they have. This is a new county policy
affecting the entering freshman of 2009.
+++ ACCEPTABLE FONTS FOR WRITTEN PAPERS/ASSIGNMENTS/FORMAL LAB ++++
REPORTS/PROJECTS:
(excludes Happy Meal projects):
Times New Roman
Tahoma
Arial
Century Gothic
Comic Sans
Georgia
Arial black is not acceptable.
********* LAB REPORT GRADING & MY RUBRIC SCALES **********
If a student completes the basics of what they were expacted to accomplish,
that will be a 2(79) to 2.5(84) or average. A person who has earned a 2/2.5
on a lab has put forth very little additional thought into the lab & just
basically accomplished the task. In middle school this may have earned you
an A, but in a Magnet program of excellence, this will not be enough to earn
the A.
The person who has earned a 3.5(95) has gone above just completing the lab &
analyzed what occured. They have correctly tied their data to their
conclusions, their data is correct based on the experiment, the lab is
neat, their error analysis shows that they genuinely thought about what went
right/wrong in the experiment & they explain why is happened. They THINK
about the lab vs just COMPLETING it.
A person who earns a 4 has done an exceptional lab, well above the others in
the group, demonstrating the things above.
*****TEST TAKING WITH MRS. EBENER (Particularly in MAGNET BIOLOGY)*****
The tests will be difficult. I believe it is part of my job to make
students better thinkers & not just "memorizers of facts". Tests/quizzes
will include questions where students must apply the biology they have
learned to different situation & use their critical thinking skills to solve
problems.
The multiple-choice questions will be of 3 types. Here are some examples.
a) Factual Recall involves the least advanced mental ability. The
emphasis is on the process of remembering, recognizing & recalling
information learned.
b) Conceptual Understanding requires that the individual understand the
concept & relate it to one or more of the answer choices.
c) Application requires the highest level of thinking. It requires the
student to analyze concepts they have learned & apply them to the answer
choices.
I believe that our are capable of more than factual recall & that they will
be the leaders of tomorrow who need to be able to apply their knowledge.
Current research supports this as well.
“No One Rises To Low Expectations.” Stephen Peter
======== PARENTS ========
WE GO OVER ALL TESTS & I ASK STUDENTS TO MAKE NOTES OF WHAT THEY HAVE
MISSED. I PERSONALLY ANSWER THEIR QUESTIONS REGARDING QUESITONS THEY HAVE
CONCERNS ABOUT "if" THEY ASK ME. ASK TO SEE THIS INFORMATION. I INVITE ANY
STUDENT WHO FEELS HE/SHE HAS NOT HAD ADEQUATE TIME TO REVIEW TESTS IN CLASS
TO COME & SEE ME AGAIN BEFORE OR AFTER SCHOOL. THIS HAS BEEN THE CASE SINCE
THE SEMESTER BEGAN.
******* WHAT PARENTS CAN EXPECT *******
a) This website designed to help students and parents stay informed
about the Biology class and to find internet information I use frequently.
Please bookmark the site: http://teacherweb.com/GA/KennesawMtnHS/MrsEbener
b) Students should have a well-maintained notebook divided by the
different units we cover. This course will include more new vocabulary than
the first year of a foreigh language & keeping the inforamtion organized is
critical.
c) The syllabus reviews the grading rules and percentage breakdown,
required materials, class expectations, information on tutoring, and
information on how to contact me.
d) Parents should check Pinnacle regularly. I will post/update grades
often. Access codes can be obtained through the KMHS Guidance
Department. I highly encourage parents to check the site often to monitor
your student’s progress in class.
e) Homework is due at the beginning of class. They will have quizzes
(including pop quizzes) often to assess their understanding material we
have studied. Students will also perform many labs this semester. Students
need to make sure labs are formatted correctly and turned in on time.
f) Students will have tests every 1½-2 weeks. They will also have
projects to complete this semester.
g) Magnet Only: Mrs. Dyer has stated that if a magnet student falls
below a B average, he/she must attend tutoring in that class until the grade
improves. As of this year, any student who fails a magnet class will be
dismissed from the magnet program.
Please do not hesitate to contact me if you have any questions or concerns
regarding your child’s progress in Biology.
My e-mail address is Katherine.Ebener@cobbk12.org.
I appreciate all of your support and look forward to working with your child
this semester.
*******MY POLICY ON CHEATING**********
ACADENIC DISHONESTY or cheating is not tolerated!!!
Students will be disciplined as stated in the Handbook plus this keeps them
from exempting the final test of the year. This is the only discipline
problem I ever have.
Please know that academic dishonesty includes:
-copying another student's homework or lab assigment
-taking credit for internet material the student did not write & not
crediting the source
-copying another student's test or quiz
-talking during a test or quiz 9even if that student is finished)
-using another student's work as their own..like a page from their
cell
catalog
-getting answers form the Internet & claiming them as student work
I do not consider it cheating if students:
-have the same data/observations as their partner(s) as long as the overall
write-up is their own
-document internet sources used & then use that information
-discuss assignments with fellow students and then put them in their own
words
-ask another student how he/she did his/her cell catalog & some of the
graphics are the same
******* BIOLOGY TIMELINE (TENTATIVE)********
Biology is a required course in which students will learn and understand
biological functions and systems on the molecular, systemic and
environmental levels. Students will also be able to relate biological
processes to everyday situations.
Course Topics & approximate dates of study
1)Inquiry, Scientific Processing and Problem Solving
Week 1
2)Biochemistry and Characteristics of Life
Week 2
3)The Cell and Microscope:Cell Transport & Cellular processes
Week 3,4,
4)Cellular Reproduction: Nucleic Acids, Protein Synthesis, Mitosis and
Meiosis Week 5,6,7
5)Photosynthesis & Cellular Respiration
Week 8
6)Genetics: Genetic Principles and Current Applications,
Mutations and Disease, Genetic Variations
Week 9,10,11,12
7)Classification of Organisms & Evolution
Week 13,14
8)Ecology and Environmental Interactions
Week 15,16,17
9)Review for EOCT, EOCT and Final:
Week 18
------ Our EOCT dates this semester are in early May!
***** Overview of PHYSICS ******
First Half : PHYSICS
Units/Topics with Standard/Elements:
Unit - Linear Motion - Introduction to Kinematics & Dynamics:
Rectilinear Motion (SP1.a,SP1.b, SP1.c)
• What is physics?
• Vectors
• Velocity & Displacement
• Acceleration
• Gravity
Projectile Motion (SP1.c)
• Vectors and Motion in 2d
• Projectile Motion
• Monkey falling from tree problem
Collisions (SP3.d)
• One Dimensional
• Elastic and Inelastic
Unit - Forces - Newton’s Laws, Rotation, & the Work-Energy Theorem:
Newton's Laws (SP1.d,SP1.e)
• Laws of Motion
• Friction
• Universal Gravitation
Equilibrium (SP1.f, SP1.g, SP1.h)
• Centripetal Force
• Rotational Equilibrium
• Torque
• Static Equilibrium
Momentum (SP3.c, SP3.d, SP3.e)
• Conservation of Momentum
• Change in Momentum
Work-Energy Theorem (SP3.a)
• Transformations between Potential and
Kinetic Energy
• Conservation of Energy
• Heat Loss
Unit - Thermal Energy - Heat & Energy Transformations:
Matter and Energy (SP3.a,SP3.b)
• What is Physics?
• Potential and Kinetic Energy
• Energy Transformations
• Relation between Matter and Energy
Heat and Internal Energy (SP3.f)
• Nature of Heat
• Temperature and Energy
• Work and Power
Second Half : PHYSICS
Units/Topics with Standard/Elements:
Unit - Waves: Mechanical and Electromagnetic:
The Structure of Waves (SP4.a, d, SP6.a)
• Production of Waves
• Transformation of Wave Energy
• Mechanical Waves
• Electromagnetic Waves
• Electromagnetic Spectrum
• Dual nature of electromagnetic
Reflection and Refraction (SP4.b, e)
• Mirrors
• Lenses
• Speed of Waves
Diffraction and Interference (SP4.b, c)
• Superposition of Waves
• Constructive & Destructive Interference
• Diffraction
Unit - Electricity & Magnetism: Energy Transformations, Circuits, &
Electrical & Magnetic Fields:
Static Electricity (SP5)
• Electric Charge
• Conservation of Charge
• Mechanical and Electrical Energy
• Transmission of Electrical Energy
Current Electricity (SP5.a-c)
• Current & Resistance
• Series & Parallel Resistors
• Source of Electric Potential
• Ohm's Law
• Simple Circuits
• Conservations of Energy & Charge
Magnetism (SP5.d)
• Magnets
• Magnetic Fields
• Electrical Charges
• Motors, Generators, & Transformers
Unit - Nuclear and Modern Physics: Relativity, Quantum Mechanics, &
Nucleogenesis
General Relativity (SP6.c)
• Speed of Light
• Frames of Reference
• Relation between Gravity and Light
Quantum Theory & Newtonian Mechanics (SP6.c)
• Principal of Duality (e.g., electrons)
• Uncertainty Principle C
Nuclear Energy (SP2.a, b)
• Instability of Radioactive Elements
• Fission and Fusion
• Formation of the Elements
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