David Davison         Todd VanGorden        Denise Vinton 

 

 Description of Courses

 

Life Science (Davison) (1 unit, grade 7) -- Life Science is designed to help students succeed in science so that they will want to continue learning about science through high school and into adulthood. It is a valuable course for students who are interested in living things and the environment. It will help students to think critically about concepts and relate them to the world in which we live. A variety of learning methods will be used including cooperative groups, computers, oral presentations, laboratory work, and scientific inquiry. Students will also have the opportunity to participate in one or more contest during the course of the year.


Earth Science (Davison) (1 unit, grade 8) -- This course is designed to help students increase their understanding of how the earth works. Earth Science is a survey at the introductory level of geology, oceanography, meteorology, and astronomy. A basic understanding of the earth will greatly enhance the student's appreciation of our planet, encourage some to participate in the preservation of the environment, and motivate others to pursue a career in the earth sciences. A variety of learning methods will be used including cooperative groups, computers, oral presentations, laboratory work, and scientific inquiry. Students will also have the opportunity to participate in one or more contest during the course of the year.

 

Physical Science (Vinton) (1 unit, grade 9) -- This course is designed to introduce students to the fundamental principles of physics and chemistry. The student will be expected to develop an understanding of basic concepts and terminology, as well as skills in scientific inquiry and the practical application of knowledge, A variety of learning methods will be used, including cooperative groups, independent study, oral presentations, laboratory work, and scientific inquiry.  Students will also have the opportunity to participate in one or more contest during the course of the year. Please visit our web page at http://www.courses.missouristate.edu/dvinton/

 

Biology I (Davison) (1 unit, grades 9 & 10) -- This course is designed to provide background skills necessary for further development in the field of biology. It is a valuable course for students who are interested in living things and the environment, especially those interested in careers in medicine, nursing, physical education, forestry, and ecology. It will help students to think critically about concepts and relate them to the world in which we live. A variety of learning methods will be used including cooperative groups, computers, oral presentations, laboratory work, and scientific inquiry. Students will also have the opportunity to participate in one or more contests during the course of the year.  (Click here to view class pictures)

Biology II (Davison) (1 unit, grades 11 & 12) -- This course is designed as an advanced course in life science which seeks to prepare students who are planning careers in medicine, biological research and related areas. It is offered for college-bound students that need a more in-depth study of the subject than received in Biology I. Biology I and Chemistry I are prerequisites. It is an academically rigorous course involving the acquisition of facts, principles, and processes of biology, and also understanding the means by which biological information is collected, interpreted, and how one formulates a hypothesis from available data to make further predictions. It also emphasizes that science is a human endeavor with social consequences.

 

Chemistry I (VanGorden) (1 unit, grades 10-12) -- General Chemistry I is for students, who are planning professional careers in medicine, chemistry, engineering, or other fields which depend on knowledge of chemistry and are planning to take college chemistry. Laboratory will be an integral part of the course and basic mathematics will be the language to express many of our ideas. This course deals with the fundamental laws governing the behavior of matter and the relationships between matter and energy. Key topics will include classification of matter, heat and energy, atomic models, quantum numbers and orbital theory, chemical bonding (ionic, covalent, and metallic), chemical names and formulas, chemical reactions, stoichiometry, the behavior of gases, and time permitting acids and bases. Each unit/chapter will develop concept mastery, critical thinking and application, and problem solving. From the conceptual framework, the student will develop an appreciation for the early concepts and theories--the individuals and the times. These will be advanced until the current principles are expressed. With these basic concepts developed and utilized by critical thinking, application, and problem solving, the student should be able to move forward into higher levels of chemistry without hesitation. The student should be able to demonstrate a working knowledge of basic chemistry by applying critical thinking and problem solving skills. Many of these skills will be enhanced with the laboratory experience. Safety in the laboratory will be a top priority as concepts are tested and skills demonstrated.

 

Chemistry II (VanGorden) (1 unit, grade 12) -- General Chemistry II is for students who are planning professional careers in medicine, chemistry, engineering, or other fields, which depend on knowledge of chemistry, and are planning to take college chemistry. Laboratory will be an integral part of the course and basic mathematics will be the language to express many of our ideas. This course begins with a review of key concepts studied in Chemistry I and continues with topics not normally covered in detail there, such as thermodynamics, reaction rates, equilibrium, acid-base reactions, electrochemistry, organic chemistry, nuclear chemistry, biochemistry, and environmental chemistry. Emphasis will be placed on analytical problem solving and laboratory experiences. An integral part of the course will be the development of a project which will be entered in various contests, particularly the Ozarks Science and Engineering Fair. Each unit/chapter will develop concept mastery, critical thinking and application, and problem solving. From the conceptual framework, the student will develop an appreciation for the early concepts and theories--the individuals and the times. These will be advanced until the current principles are expressed. With these basic concepts developed and utilized by critical thinking, application, and problem solving, the student should be able to move forward into higher levels of chemistry without hesitation. The student should be able to demonstrate a working knowledge of basic chemistry by applying critical thinking and problem solving skills. Many of these skills will be enhanced with the laboratory experience.  Safety in the laboratory will be a top priority as concepts are tested and skills demonstrated.   The project developed will demonstrate many of the concepts and skills learned from Chemistry I and II and will also incorporate knowledge from the other sciences. A project calendar will be developed for the evaluation of the project, since it will span more than one quarter of school time. Various points will be assigned for completion of components to the project and will span the entire time form idea formation to presentation in the science fair.

 

Physics I (VanGorden) (1unit, grades 10-12) -- Physics I is a course that employs the highly effective problem solving method of teaching physics concepts along with an investigative approach to clarify complex concepts. This course stresses the conceptual understanding and appreciation of the fundamental concepts and theories of physics through concept mastery, critical thinking and application, along with problem solving. The content will expose students to the following areas of physics: basic mechanics, matter, heat, waves with sound and light, and with time permitting electricity and magnetism, and atomic and nuclear physics. Due to their nature some areas are covered in greater detail to allow for the building blocks of physics to develop. By their nature some areas are limited in the method of laboratory investigations that can be completed. Students will describe, analyze, explain and conceptualize by doing activities, solving problems, and performing experiments in order to generally appreciate physics as a worthwhile human activity.  Each unit/chapter will develop concept mastery, critical thinking and application, and problem solving. From the conceptual framework, the student will develop an appreciation for the early concepts and theories--the individuals and the times. These will be advanced until the current principles are expressed. With these basic concepts developed and utilized by critical thinking and application, and problem solving, the student should be able to move forward into higher levels of physics without hesitation.

 

Physics II (VanGorden) (1unit, grades 11 & 12) -- This course begins with a review of key concepts studied in Physics I and continues with topics not normally covered in detail in Physics I. Emphasis is placed on analyzing and solving problems, describing natural phenomena mathematically, performing controlled experiments, and appreciating physics as a human activity. An integral part of the course will be the development of a project which will be entered in various contest, particularly the Ozarks Science and Engineering Fair. Some of the areas for more detailed review and new topics include: mechanics, waves with sound and light, optics, heat, electricity/electronics, and nuclear/atomic with the use of computer hardware and software for analysis in many of these fields. By their nature some areas are limited in the method of laboratory investigations that can be completed.  Each unit/chapter will develop concept mastery, critical thinking and application, and problem solving. From the conceptual framework, the student will develop an appreciation for the early concepts and theories--the individuals and the times. These will be advanced until the current principles are expressed. With these basic concepts developed and utilized by critical thinking and application, and problem solving, the student should be able to move forward into higher levels of physics without hesitation. The student should be able to demonstrate a working knowledge of basic physics by applying critical thinking and problem solving skills. Many of these skills will be enhanced with the laboratory experience. Safety in the laboratory will be a top priority as concepts are tested and skills demonstrated. The project developed will demonstrate many of the concepts and skills learned from Physics I and II and will also incorporate knowledge from the other sciences. A project calendar will be developed for the evaluation of the project, since it will span more than one quarter of school time. Various points will be assigned for completion of components to the project and will span the entire time form idea formation to presentation in the science fair.