FAYETTEVILLE STATE UNIVERSITY

College of Arts and Sciences

Department of Natural Sciences

 SYLLABUS 

I.            LOCATOR INFORMATION: 

Semester: Spring   Year: 2003

 Instructor:  Dr. G. S. Rahi

Office Location:  Lyons Science Room 209 

Office Telephone: (910) 672-1653    E-mail: grahi@uncfsu.edu

Office Hours:  T Th 09:30-11:00 & 01:00-02:00,  W 10:00-02:00, F 01:00-02:00

                                                                Also Available at other times by appointment

Departmental Office Location: LS 130 

Departmental Office Telephone: 672-1691 

II.            COURSE DESCRIPTION: 

NSCI 110 (Comprehensive Physical Science) will explore the principle concepts of the physical sciences which include physics, chemistry, astronomy, geology, meteorology, and oceanography. When taken in sequence with NSCI 120 (Modern Biology) the student will receive a comprehensive view of the major science disciplines. This course will consist of lecture, demonstration, discussion, and laboratory sessions. Every opportunity will be provided for the student to make observations, develop problem-solving skills, and use inductive and deductive reasoning. The overall objective for this course is to assist the student in becoming knowledgeable of the viewpoint of science, its study and limitations, and the application of the "scientific method." 

III.            TEXTBOOK: 

Tillery, Bill W. PHYSICAL SCIENCE, 5th ed. Boston, MA: WCB McGraw-Hill, 2002. 

IV.            SPECIFIC COURSE OBJECTIVES : 

In accordance with the Conceptual Framework of the School of Education which is aligned with NCATE (National Council for Accreditation of Teacher Education) standards, upon completion of this course the pre-service facilitator of learning will:

 Knowledge

·        Demonstrate an understanding of the content knowledge, how it relates to other disciplines, and to everyday living.

·        Demonstrate in-depth knowledge of the content that they plan to teach.

Technology

• Apply new technologies to teaching, learning, and research.

Reflection

• Reflect upon his/her science knowledge, and make improvements as needed.
• Demonstrate a commitment to ongoing professional development in all areas of science learning and instruction.

The following program standards from the National Science Teachers Association that are directly related to the Content Knowledge standard for NCATE will serve as guides for structuring the objectives and competencies of this course.

 1.      Content: The program prepares candidates to structure and interpret the concepts, ideas and relationships in science that are needed to advance student learning in the area of licensure as defined by state and national standards developed by the science education community. Content refers to:

·        Concepts and principles understood through science.

·        Concepts and relationships unifying science domains.

·        Processes of investigation in a science discipline.

·        Applications of mathematics in science research. 

2.      Nature of Science: The program prepares teachers to engage students in activities to define the values, beliefs and assumptions inherent to the creation of scientific knowledge within the scientific community, and contrast science to other ways of knowing. Nature of Science refers to:

·        Characteristics distinguishing science from other ways of knowing.

·        Characteristics distinguishing basic science, applied science, and technology.

·        Processes and conventions of science as a professional activity.

·        Standards defining acceptable evidence and scientific explanation. 

3.      Inquiry: The program prepares candidates to engage students regularly and effectively in science inquiry and facilitate understanding of the role inquiry plays in the development of scientific knowledge. Inquiry refers to:

·        Questioning and formulating solvable problems.

·        Reflecting on, and constructing, knowledge from data.

·        Collaborating and exchanging information while seeking solutions.

·        Developing concepts and relationships from empirical experience. 

4.      Context of Science: the program prepares candidates to relate science to the daily lives and interests and to a larger framework of human endeavor and understanding. The context of science refers to:

·        Relationships among systems of human endeavor including science and technology.

·        Relationships among scientific, technological, personal, social, and cultural values.

·        Relevance and importance of science to the personal lives of students. 

Additionally, upon completion of this course all students will be able to: 

Students shall: 

A.   Understand the relationships between matter, energy, and motion.

1.   List the International System units of measure for length, mass, volume, time, and force; and apply the basic metric system prefixes to these measurements.

2.   Define mechanics, vector and scalar quantities, speed, velocity, acceleration, work, potential energy, kinetic energy, power, and momentum; and calculate any of these when given sufficient data.

3.   State Newton's three laws of motion and use each to analyze the implications for objects at rest or in motion. (Physics 31)

4.   Discuss the differences between nuclear fusion and nuclear fission reactions, and characterize each as to changes in mass, atomic structure, and radiation. (Physics 29)

5.   List and describe the properties of waves and waveforms and compare and contrast electromagnetic radiation with sound. (Physics 33)

6.   Explain and interpret heat, temperature, specific heat, heat capacity, entropy, plasma, latent heat of fusion, latent heat of vaporization, and the laws of thermodynamics. (Physics 29)

7.   Differentiate between conductors and insulators, super conductor and semiconductor, AC and DC current, series and parallel circuits, a motor and a generator, and other technological devices. (Physics 30, 32, 34) 

B. Understand the macro- and microscopic composition of matter. 

1.   Describe the general structure of an atom and distinguish between the electromagnetic, gravitational, and nuclear forces that bind the atom together. (Chemistry 13, 14)

2.   Identify the relationships between atomic structure, atomic mass, atomic number, periodic ordering, and chemical bonding. (Chemistry 15)

3.    Define compounds, mixtures, molecules, ions, solutions, colloids, and exothermic, endothermic, activation energy, equilibrium, and electrochemistry. (Chemistry 17, 18)

4.   Define organic chemistry and relate its nomenclature and structure to the various classes of organic compounds such as aliphatic, aromatic, and the major biochemical compounds.

5.    Utilize chemical symbols to construct, balance, and read chemical equations. 

C. Understand the Earth's structure and the processes which operate to change its surface features.

1.   Define mineral; describe how atomic arrangements affect physical properties; and use physical properties to identify the most common minerals. (Earth Science 20)

2.   List the three types of rocks, describe how each are formed, and place each within the rock cycle. (Earth Science 20)

3.   Explain the weathering and erosion processes that are a result of water, ice, wind, and gravity. (Earth Science 24, 27)

4.    Describe how earthquakes are used to determine the earth's internal structure. (Earth Science 21, 22)

5.       Discuss how volcanoes and earthquakes are related to plate tectonics, and describe the geologic processes that occur at divergent, convergent, and transform plate boundaries. (Earth Science 21)

D. Understand the processes which operate in the earth's atmosphere.

1.   Characterize each of the layers of the earth's atmosphere as to composition, temperature, pressure, and other special features.

2.    Name the atmospheric properties that are commonly measured, and describe the instruments and techniques used to make these measurements. (Earth Science 23)

3.   Discuss how the earth's rotation and geographic characteristics affect atmospheric circulation, temperature, and moisture content. (Earth Science 23)

4.   Explain evaporation, condensation, precipitation, and apply these to cloud formation under local conditions, and advancing frontal systems. (Earth Science 26)

5.    Analyze the importance of natural and manmade factors in determining the climate of geographic regions. (Earth Science 26, 27)

E. Recognize the distinguishing characteristics of the universe.

1.   Characterize the components of the Solar System with respect to their similarities and differences in composition, structure, mass, orbital parameters, and special features such as atmospheres, rings, moons, etc., when applicable. (Earth Science 25)

2.   Explain the bases for our time-keeping system and the reason we have seasons and eclipses. (Earth Science 25)

3.   Relate what information may be gained from an analysis of light, and explain how this is used to establish the physical properties of stellar objects. (Earth Science 25)

4.    Compare and contrast the life histories of stars with masses less than the Sun, five times greater than the Sun, and ten times more than the Sun. (Earth Science 25)

5.    Draw polar and equatorial diagrams of the Milky Way galaxy, and label each with size information, Sun's distance from center, and location of nucleus, halo, spiral arms, and globular clusters. (Earth Science 25)

6.       Discuss Hubble's law and relate it to the origin and features of the universe. (Earth Science 25)

V.  Competencies Needed by Teachers to Achieve Program Objectives 

General Competencies Required of all Science Teachers (Grades 6-12) 

1.0      Demonstrate an understanding of the nature of science: processes and content. 

  1.1 Demonstrate a general knowledge of the basic principles and concepts of the life, physical, and earth/environmental sciences and their interrelations.

1.2  Demonstrate ability to identify and integrate science process skills into all       science activities.

1.3  Demonstrate an understanding of the interrelationships between science and other academic disciplines.

1.4   Demonstrate the ability to make science personally relevant to student experiences.

1.5   Demonstrate a knowledge of the historical development of scientific concepts and principles and how diverse groups have contributed to their development.

1.6   Recognize and understand that technology is the application of science. 

2.0    Demonstrate an understanding of the nature of learning. 

2.1  Recognize and respond to student diversity and encourage all students to participate fully in science learning. Explain how student learning is influenced by individual experiences, talents, and prior learning, as well as language, culture, family, and community values.

2.2  Demonstrate an ability to adapt instruction to the social, cognitive, and        developmental characteristics of all students, including students with special needs.

2.3  Apply instructional models of inquiry which reflect current learning theory to the learning of science. 

3.0    Demonstrate appropriate use of the methods of teaching science and for establishing a favorable learning environment. 

3.1  Establish a safe learning environment that is flexible and supportive of scientific inquiry.

3.2   Translate science content into meaningful instruction using science equipment, materials, print and media resources, and technology.

3.3  Encourage student inquiry through laboratory and field experiences.

3.4  Apply and model the processes and the mature of science.

3.5  Design and conduct lessons that involve extended scientific investigations. 

4.0    Demonstrate an understanding of the science program-planning process. 

4.1  Demonstrate familiarity with and skill in the use of the North Carolina Standard Course of Study and the Teachers Handbook for the Competency-Based Curriculum in planning for science instruction.

4.2  Select science content and adapt/design instruction to meet the particular interests, knowledge, skills, needs, and the diverse approaches to learning.

4.3  Plan, organize, and sequence science instruction to facilitate student construction of scientific knowledge.

5.0    Demonstrate an understanding of the assessment process. 

5.1  Apply a variety of strategies to assess process skills, manipulative skills, scientific concepts, and student understanding of the nature of science.

5.2  Modify instruction based on an ongoing assessment of student learning.

5.3  Interpret the results of assessment and make appropriate decisions regarding curriculum and instruction. 

6.0    Understand the effective use of technology in the science classroom and laboratory. 

6.1  Infuse current and emerging technologies into instruction for the collection, exploration, and analysis of data; information acquisition and management; communication, presentations, and scientific modeling; and decision-making.

6.2  Evaluate the accuracy, quality, and source of information gathered, as well as the appropriateness of technologies used.

6.3  Demonstrate knowledge of ethical and legal issues of technology as they relate to society and model appropriate behaviors.

6.4  Design and implement student learning activities that integrate technology for a variety of student groupings and for diverse student populations.

6.5  Apply current instructional principles, research, and appropriate practices to the use of instructional strategies.

6.6  Use telecommunications and multimedia resources to support student instruction and teacher professional growth. 

 Standard 1: Content Knowledge 

The teacher understands the central concepts, tools of inquiry, and the structures of the discipline he or she teaches and can create learning experiences that make these aspects of the subject matter meaningful for students. 

            Knowledge

1. Understands major concepts, assumptions, debates, processes of inquiry, and ways of knowing that are central to the discipline(s) taught.

2. Understands how students= conceptual frameworks and their misconceptions for an area of knowledge can influence their learning.

3. Relates his/her disciplinary knowledge to other subject areas. 

Dispositions

           1. Realizes that subject matter knowledge is not a fixed body of facts     but is complex and ever-evolving.  (She/he seeks to keep abreast of the new ideas and understandings in the field.)

            2. Appreciates multiple perspectives and conveys to learners how knowledge is developed from the vantage point of the knower.

            3. Has enthusiasm for the discipline(s) he/she teaches and sees connections to everyday life.

      4. Is committed to continuous learning and engages in professional discourse about subject matter knowledge and children=s learning of the discipline.

Standard 4: Critical Thinking 

The teacher understands and uses a variety of instructional strategies to encourage students= development of critical thinking, problem solving, and performance skills. 

Knowledge

            1. Understands the cognitive processes associated with various kinds of learning (e.g., critical and creative thinking, problem structuring and problem solving invention, memorization and how these processes can be stimulated.

            2. Understands principles, techniques, advantages and limitations associated with various instructional strategies (e.g., cooperative learning, direct instruction, discovery learning, whole group discussion, independent study, and interdisciplinary instruction).

            3. Enhances learning through use of a wide variety of materials as well as human and technological resources (e.g., computers, A/V technology, videotapes, discs, local experts, primary documents, artifacts, texts, references, literature, and other print resources).

Dispositions

      1. Values the development of students= critical thinking, independent problem solving, and performance capabilities.

      2. Values flexibility and reciprocity in the teaching process as necessary for adapting instruction to student responses, ideas, and needs.  

 VI.              EVALUATION CRITERIA: 

The progress of each student will be evaluated by means of FIVE one-hour exams to be given during the semester, reports related to the laboratory exercises to be performed, and a comprehensive final examination. The lowest exam may be dropped at the discretion of the instructor. 

A.  Grade Distribution:

      Final grades will be determined by weighting the averages and scores from the above-mentioned evaluative activities.

      Hour Exams & Quizzes              50%

      Laboratory Exercises                 25%

      Final Examination                      25%

 B.   Grading Scale:

The final letter grade assigned to the student will be based upon the following numerical equivalencies as stated in the University Catalog.

      A =            93            -            100

      B =            83            -            92

      C =            73            -            82

      D =            64            -            72

      F =                   Below            64

 VII.            COURSE OUTLINE WITH ASSIGNMENT SCHEDULE: 

Lectures and laboratory exercises will be undertaken in accordance with the following assignment schedule. The laboratory work may take the form of discussions, demonstrations, paperwork exercises, further excursions into the depths of the principles of theory with explanations by the instructor, as well as hands-on investigations involving the submission of a lab report by the student. It is also assumed that in addition to the topics listed below, the student is assigned both the textual material as well as the exercise problems at the end of the chapters. Any item listed below may be arbitrarily changed by the instructor for his/her convenience, or as the constraints imposed by equipment and space limitations may compel.

 VIII.            COURSE REOUIREMENTS: 

Students are required to: 

1.   Attend all lecture and laboratory sessions, except in cases of illness and other unforeseen emergencies. It is the student’s responsibility to contact the instructor about the steps that must be taken for making up any and all missed work. It is recommended that contact with the instructor take place within twenty-four (24) hours of having missed class. The University policy concerning absences from class will be strictly enforced. The instructor will request administrative withdrawal for students who either incur TWO CONSECUTIVE ABSENCES, or whose absences exceed 10% of the total contact hours the course meets during the semester. For this course, that would amount to approximately seven (7) total hours of unexcused absences after which the instructor will also submit an administrative withdrawal for the student. See the university catalog for the details.

2.   Be punctual. Attendance will be taken promptly at the beginning of each session. Any student coming in after the roll has been called will have been marked absent. It is the student's responsibility to see that all tardies have been duly noted. Students will also be charged with a tardy for departure from the class before the specified end of class. The accumulation of three (3) tardies will result in the student being charged with one (1) absence.

3.    Participate actively in classroom discussions and activities. Two key ingredients of every student's learning are sharing opinions and experiences with others, and interacting with others in the teaching-learning situation.

4.   Read over and take notes on the indicated chapters BEFORE they are presented in class. This activity mentally prepares one for the learning experience. It also is important because it raises questions that one needs to have answered in order to fully understand concepts presented.

5.   Take notes in class. Recopy these notes at the first opportunity after class and certainly the same day as the class in which the notes were taken. Reconcile any discrepancies in the notes taken in class as well as with notes taken in initial reading. Add explanations or drawings or other examples for clarity.

6.   Study about two hours for each hour of lecture. This is an absolute minimum for maximum success in a class.

7.   Avail themselves of all pertinent audiovisual and computer-assisted instructional materials.

8.   Take examinations ON THE SCHEDULED DATES. No make-up examinations will undertake. An automatic grade of ZERO is recorded for any exam missed for any reason.

9.   Be in compliance with the university policy on drugs which prohibits the possession or use of alcoholic beverages or illegal drugs on any part of the campus.

10.  SEE THE INSTRUCTOR IMMEDIATELY WHEN SPECIFIC DIFFICULTIES ARE ENCOUNTERED. 

IX.            TEACHING STRATEGIES: 

The primary teaching strategy for this course will take the form of lectures and demonstrations of the specific processes and effects related to the topics of interest. Particular sections of the course will be taught in accordance to the instructional styles of the individual faculty member. 

BIBLIOGRAPHY 

The textbook will be considered the primary resource in this class. However, textbooks often do not contain enough information or information in the manner that will be most advantageous for student learning. In light of these shortcomings, it is recommended that each student perform additional reading on each topic covered in class. This may be accomplished by seeking other physical science texts in the library or the instructor's office.

During the time frame in which this course is taught far more exciting discoveries and interpretations will undoubtedly occur which will not be in texts. It is therefore recommended that the student routinely examine periodical literature such as Astronomy, National Geographic. Sky and Telescope, Science News, Science, and many others.