EMPACTS
Introduction to Physical Science – PHSC 2004 – Fall 2012
INSTRUCTOR:
OFFICE:
C. Dianne Phillips, Associate Professor of Science and Mathematics, EMPACTS Program Facilitator
Burns Hall, 2456
If I am not in my office, then check the EAST/EMPACTS Lab BH2455
479-313-7737, no calls after 10:00 p.m. please
[email protected], [email protected] – this one goes to my cell.
Physical Science, Krauskopf and Beiser, ISBN#9780077270704 – the text is used as a reference for
this course. Students will be allowed to share texts if desired. Older editions are just fine 
PHONE:
e-mail:
Text:
COURSE OVERVIEW:
Physical Science is a course that introduces physics, chemistry, astronomy, and earth science concepts. This course will also
focus on the relevance of understanding the natural laws and processes of the world and cosmos around us.
The lecture and laboratory are integrated in this course. Attendance is not only necessary for learning, it is also necessary to
achieve optimum positive results academically. Textbooks are used as a reference, with some specific assigned reading on each
main topic. All materials for exams are developed in the class.
COURSE LEARNING OBJECTIVES:
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Demonstrate the scientific method and principles by conducting an experiment, collecting and analyzing data, and
interpreting results.
Recognize the implications of science in making choices on personal, community and global issues.
Utilize mathematics as a language for analyzing physical science phenomena and as a tool for solving problems in
physical science.
Identify unifying principles and repeatable patterns in the physical world and apply them to problems or issues of a
scientific nature.
Explain the relevance of understanding the natural laws and processes of the world and cosmos around us.
GENERAL EDUCATION OUTCOMES:
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1. Students develop higher order thinking skills.
2. Students gain greater awareness of cultural perspectives.
3. Students can write clear, coherent, well-organized documents, which are substantially free
of errors.
4. Students can read selections at the appropriate level of education and describe the main ideas
and supporting details. Students can evaluate written material objectively.
5. Students develop effective oral communication skills.
6. Students achieve mathematical literacy.
7. Students can use computers proficiently.
8. Students can employ a variety of sources to locate, evaluate, and use information.
COURSE BREAKDOWN:
Final Grade is based on the following:
Physical Science
EXAM Grades
PHSC 2004 02M
Summative Assessments
Summer 2012
40 percent
50 % of grade is based on
summative assessment for
lecture + lab
Total
Daily Activities
and Formative
Assessments
Laboratory
plus lab
assessments
EAST/EMPACTS Project
20 percent
25 percent
15 percent
35% of grade is based on formative
assessment for lecture + lab
Final
15% Final EAST Project
(final)
Final
Attendance Grade
Average of all
assessments
Letter
Percent
Grade
EXAMS:
Exams are used as a tool for assessment of learning and they are also used as an instrument for deeper learning of course
material. Exams may be corrected and returned for additional points, not to exceed 10% of original exam grade.
EXAM SCHEDULE:
We will work at a pace in this class that accommodates the needs of the students. We will have weekly lab quizzes (as
needed), in class activities, and practice quizzes. When the class is ready, we will agree on an exam day. Exams are usually given
once a week in summer session.
Lecture exams: one for each of the primary science areas – as needed for learning cycle
Lab:
Integrated with lecture – each lab assignment is due the following lab period and
must be placed in the portfolio.
The bulk of your grade is based on active class participation.
You get out of this course, what you put into it. 
GRADING:
A
B
C
D
F
90-100
80-89
70-79
55-69
< 55
LABORATORY:
The laboratory is integrated into the lecture. The following items are recommended for lab activities:
● 5 function calculator
● Colored pencils
● Highlighters
● Graph paper
● Pencil and good eraser
TEACHING METHODS USED:
A combination of punctuated lecture and peer instruction is used in the teaching of this course. Active engagement of students
in the learning process is accomplished using group activities, discussions and presentations. CLASS ATTENDANCE is essential to
the success of the learner with this learning model. Active engagement models lead to enhanced learning and retention of course
content. You will not gain the knowledge, if you are not present to have the learning experience.
ASSESSMENT OF LEARNING:
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Formative – lecture and lab
o Including EAST project
Summative
50 %
50 %
Formative: “Formation of Knowledge” Formative assessment is an instructional tool that allows for active engagement of the
student in the learning process. In this form of assessment, students “practice” the material in meaningful and creative ways to form
and retain knowledge. Both the student and the instructor 1) assess learning, as students practice using content material and 2) create
new learning experiences that reinforce learning of content through safe “practice” application of content. Teacher and student driven
active learning activities, which include group and individual activities, projects, practice problems and quizzes make up this type of
assessment.
Summative: “Testing of Knowledge gained” Summative assessments are used to determine if the student has mastered the content
objectives for the course. There will be four separate exam experiences to assess achievement of learning goals and objectives.
This class will assessment all of these at some point in the semester.
EVIDENCE OF ACHIEMENT- Learning Portfolio:
As evidence of achieving our learning objectives, each student will keep a learning portfolio of notes, assignments, quizzes,
laboratory exercises and summary reflections. Keeping a portfolio of your learning experiences will allow you to evaluate and
summarize your own learning experience. When students are engaged in a “safe learning environment,” they do not always feel they
have learned if they do not have tangible results from their learning successes.
GROUP ACTIVITIES AND PRESENTATIONS:
Peer Instruction is a fundamental part of the teaching method for this course. Each group of two –three students is expected
to develop power point presentations on specific course content each week.
Final Project: EMPACTS Project, see attached handout
ATTENDANCE: Students, who miss class, miss the opportunity to receive credit for group activities, laboratory exercises, and
quizzes. These participation grades are based on effort and active participation in the learning process (formative assessment).
There will be no excused absences or makeups. We are all entitled to a bad day and there are enough points possible in the course that
one day will not hurt anyone. Students who miss half the class will not receive full credit for the activities of the day.
MAKE UP POLICY:
There are NO make-ups for daily work and labs. If you miss class, you will
not be able to make up the points. If you miss a major exam, you will have to wait until the end of the semester and take a
comprehensive exam. This exam will take the place of the exam you missed. There are NO exceptions to this policy. If you don’t
come to class, you will lose valuable points and information.
ATTENDANCE POLICY:
Students cannot pass unless they attend class. Students may miss three “free” days of class (absences
that do not detract from the final grade). After a student has missed three “free” days of class, EACH
unexcused day missed afterward will result in a one-point deduction from the student’s final grade.
Please do not place either of us in this position.
Tardiness: Arriving at class once the instructor has taken roll constitutes a tardy. Two tardies constitute an
absence. If you are tardy and roll has been taken, please make sure the instructor is aware of your arrival so you
are not counted absent. Arriving more than 30 minutes late constitutes an absence. Leaving early constitutes a
tardy. If you must leave class early or arrive late and you know this ahead of time, please discuss it with the
instructor. It is imperative that you NOT have tardiness become a chronic behavior.
ACADEMIC DISHONESTY: Group work is encouraged in this class, especially in group activities and on certain quiz and
exam questions, but an individual effort is expected from each student in the class. On the parts of each exam that involve individual
assessment, there is to be NO cooperation between individuals. There will be zero tolerance of academic dishonesty in this course.
INCLEMENT WEATHER POLICY:
If travel safety is an issue, we must all use our own judgment when deciding to come to class. If area public schools are
closed and you feel a significant threat exists for you and you r family, then I will not penalize you for choosing to put your safety and
the safety of your family’s first. Please call me or email me if you need to know about class. 479-313-7737 or
[email protected], gets you to my cell phone. 
CONTINGENCY PLANS FOR IF NWACC CLASSES ARE CANCELLED:
At times, excessive snow days or other unexpected events may result in class cancellations. Be advised that these missed classes
are not “vacation days”; all students will be expected to continue with the assignments. You will be contacted via your
established class communication channels with instructions. Online classes will continue to operate according to schedule.
Exceptions and allowances may be made for exceptional circumstances.
STUDENTS WITH DISABILITIES:
Any student who feels s/he may need an accommodation based on the impact of a disability, please contact the Disability
Resource Center at [email protected] or by phone at 479-986-4076. The DRC coordinates reasonable accommodations for
students who have documented disabilities. Once your registration with that office is complete, you should contact me privately to
discuss your specific needs as indicated on your DRC Accommodation Letter. The DRC is located in Room 114 on the first floor of
the Student Center.
ALL STUDENTS:
Learning is the primary objective in this course. I will make reasonable accommodations for any student, regardless of
identified disabilities. Simply speak to me privately about your issues and appropriate accommodations will be discussed and agreed
upon. If you are not able to attend class, then this class will not be able to accommodate your need. An online course will serve you
better.
As your instructor, I am committed to facilitating in your learning physical science concepts. I have designed a course that introduces
all of the Physical Sciences in a safe learning, inquiry-based environment. You will get out of this course what you put into it. It is my
job to share my knowledge and expertise in the areas of Physics, Chemistry, Earth Science, Astronomy and Education. It is your job
to attend class regularly, have a cooperative attitude, to engage fully while in class and to leave this class having gained knowledge
that will help you to be a well-rounded, capable, scientifically literate member of society.
C. Dianne Phillips, Science and Math Faculty
NorthWest Arkansas Community College
Please fill out the following form, sign it and return to the instructor:
My instructor has gone over this syllabus with me and explained how my work will be graded.
_____
My instructor has explained the attendance policy for this class.
_____
My instructor has explained the outcomes and learning objectives for this course.
_____
My instructor has explained the teaching/learning methods for this course.
_____
I accept the learning model that will be used by this instructor for this course.
_____
Any concerns I have about the structure and grading of the class have been
addressed.
_____
I have read the syllabus.
_____
I have read and understand the policy regarding class expectations if the school is closed.
_____
Name: _______________________________________________________________________________
CLASS CONDUCT: Expectations for the student
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No cell phone or computer use without the expressed permission or request of the instructor. If you need to keep
your phone on, then put it on vibrate and excuse yourself from the class to take important calls.
No sidebar discussions during lecture. It is rude and disruptive to the learner and the instructor.
Attendance: If you must be late for a class, please try to make it to the class in the first half hour of class. Chronic
tardiness will hurt your overall grade because you will miss important information. If you need to leave class early,
please make sure there is no more than a half hour left in the class. Please do not schedule doctor’s appts during
class meeting time. Some appts cannot be helped, but as a rule, do not expect this to be an excuse for missing class.
Please sign the “Classroom Behavior” agreement!
Physical Science - Classroom Behavior Policy:
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Cell phone use: Will NOT BE TOLERATED
o No texting, facebook, myspace or any other social networking during lecture/lab or lecture/lab activities.
This activity is limited to breaks only and at the discretion of the instructor.
o Phone calls may be answered in the hallway outside of our classroom.
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Computer use: Will NOT BE TOLERATED
o Except at the discretion of the instructor.
o Keep screens off unless you are given specific instructions to use the computer for an assignment.
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Rude language or behavior (Team interactions): WILL NOT BE TOLERATED
BE POLITE
o Refrain from the use of profanity or any language that is meant to hurt the feelings or dignity of another
person.
o Listen to the ideas of others and be open to working with as a member of a team.
o Be respectful to your instructor and peers during class lectures and information sharing sessions.
o Do not have sidebar conversations during class presentations.
o Listen attentively when your instructor or peers are presenting information to the class.
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Absences: THERE ARE NO MAKEUPS!
o Please make doctor’s appts outside of our class time period. Emergencies do occur, but as a rule, there is
no excuse for scheduling appts during class time.
o If you must be gone for legitimate reasons, please consult the instructor to see what information will be
covered during your absence.
o Chronic tardiness and absences will create a negative learning environment for you and for your peers.
Habitual violation of these behavior restrictions will result in expulsion from class and loss of credit.
I understand the policies for this class and agree to abide by these behavioral guidelines.
Name ___________________________________________________________ Date _____________
EMPACTS
EMPACTS PROJECT HANDOUT
C. Dianne Phillips, EMPACTS Facilitator, Science & Math Faculty
NorthWest Arkansas Community College
Bentonville, AR
EMPACTS Project: EMPACTS is a project based learning model that is designed to enhance learning of course content
through real world application. EMPACTS students are self-directed in their learning and teams of students work together in all
aspects of project development, implementation, and reporting and presenting of final project results. You will develop technology
skills by learning how to 1)design and build webpages, 2) design and publish brochures, flyers, posters, business cards, books, slide
presentations, detailed reports, 3) build maps through the use of GPS and GIS, 4) design and implement research projects and surveys
5) build spreadsheets of data and generate graphs, tables, and charts, and 6) insert images, videos, and other objects into power point
presentations and graphic design frameworks.
At the end of the semester, you as students will have much, much more than a finished product and a grade. You will have
the experience of a process that has allowed you to learn and apply knowledge in a tangible way, to develop skills in the use of
technology, and to realize your potential as individuals, as members of a team, as members of a class, and as members of a
community.
The EMPACTS Model
Project Based Learning
“Students as capable,
self-directed learners”
Curriculum
Goals and Outcomes
“Students as
active, successful
owners of learning”
Service to Community
“Students as contributors
to society”
Teams/Learning
Communities
“Students as caring,
competent
group members”
Technology
“Students as problem solvers
and users of
appropriate
resources/technologies”
http://faculty.nwacc.edu/EAST_original/projects.htm
WHAT IS EXPECTED OF YOU IN YOUR PROJECT? 15% of total grade
I.
II.
III.
IV.
Initial Written Proposal with Power Point Presentation
Weekly Progress reports
Self and Team Assessments
A Final Project
- Final Written Report
- Final Power Point
- Final Webpage Product submission
Each Power Point presentation should be …
- 10 minutes (minimum) to 20-30 minutes (maximum) in length.
- printed with six slides to a page and turned in for final grading
- accompanied by a page of library and internet references (at least 5 total)
There is no specific format for the reference page.
V. Webpage Submissions: Must be given to Dianne Phillips in EAST lab prior to day of
presentation.
Appointments may be made via email [email protected].
EMPACTS Learning Experience
Experience
12 – 15 weeks
Self directed
Collaborative
Constructivist
Knowledge
Product
Application of
Course Content
Finished Project
Real World
Community
Technology is used as
a tool
The EMPACTS Process - Experience
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Introduction to the EAST Process
Brainstorming Activities – Team Building
Team Building and Project Research
Networking in Community
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Application of Course Content - Knowledge
Project Development
Initial Proposal
Project Implementation
Skill Building – training if needed
Team Dynamics and Problem solving
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Finishing Project - Product
Project Presentation – oral
Final Report - written
* Outlines and Rubrics will be provided for each of the above *
Rubrics
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Initial Proposal and Presentation
Self & Team Assessments
Project Updates
Self Evaluation
Team Evaluation
Team Dynamics
Final Report and Presentation
EXPECTED PRODUCTS: non negotiable
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Webpage on the EAST Lab website
Final Presentation – posted on the EAST lab website
Project pictures, flyers, maps, ….any and all materials that the student team wishes to publish, also posted on
the EAST lab website
Final “oral” presentation given on the day of the final – All students are required to attend and will not receive
full credit for the EMPACTS project if the final day is missed.
Physical Science, EMPACTS Project Rubric for Final Presentation
Presentation Component
Complete or
Incomplete?
Comments
Webpage on EMPACTS
website
Title Page
Points
Possible
50
5
Name of project
Course name
Instructor’s name
Team Members – first and last
names
Introduction
Project Overview
Community
5
5
6
How served?
Which community?
Community Contacts?
Curriculum
10
Physical Science learning
objectives and outcomes met
from project
Curriculum
10 if
education
majors
5
K-8 Arkansas Frameworks or CCSS
– If education majors
Technology used
Innovative?
General Technology?
Names of software and
specialized hardware used
Methodology
15
How did they complete their
project?
Process used
Division of Labor
Time line
Project Results
20
Products?
Skills gained from experience?
Acknowledgements
5
All personal and community
communications
Appendices/References
5
Maps, brochures, images,
weblinks, etc.
Presentation Performance
Oral Presentation
Slide Presentations
10
10
Use of color, graphics, print
Content Knowledge
10
Understanding of content
Team Presentation
10
Team interaction was smooth
and professional or NO?
Total Score
Non-education
171
Education
181
Points
Earned