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Suffolk Public Schools

King’s Fork High School

Centre for the

International

Baccalaureate

Curriculum Guide

2011-12 Grade 10

1

Table of Contents

Administration/Staff ................................................................................................................................... 2

Message from the IB Coordinator ............................................................................................................. 3

Program Overview ...................................................................................................................................... 4

IBO Mission Statement ............................................................................................................................... 5

IB Learner Profile ....................................................................................................................................... 5

Four-year Academic Plan .......................................................................................................................... 6

GPA Requirements…………………………………………………..……………………………………7

Preparatory Diploma Program………………………...…………………………………………………7

Course Descriptions in brief…………………………………………………………...………………….8

Course Descriptions in detail………………………………………………………………...………. 9-17

Summer Assignments………………………………………………………………………..……….18-29

Improving Study Skills……………………………………………..………………………….…….30-37

Frequently Asked Questions…………………………..……………………………………………...…38

Difference between IB and AP…………………………………………………………………………..40

IB Honor Code……….……………………………………………………………………………….….41

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King’s Fork High School is an

International Baccalaureate Diploma World School

Administration

Dr. Suzanne Moore, Principal

Ms. Elke Boone, Assistant Principal

Mr. Deberry Goodwin, Assistant Principal

Mr. Chris Quattlebaum, Assistant Principal

Director of Guidance

Ms. Charlene Jerlin

IB Guidance Counselor

Ms. Renea Coley [[email protected]]

IB Coordinator

Ms. Carol Kennedy-Dickens [[email protected]]

IB Teachers

Ms. Sylvia Bond, English [[email protected]]

Ms. Chirlene Mitchell, English [[email protected]]

Ms. Anne Branch, Math [[email protected]]

Ms. Stephanie Craig, Math [[email protected]]

Ms. Stefanie Hicks, Spanish [[email protected]]

Mr. Ryan Ellis, Spanish [[email protected]]

Ms. Kimberly Seavey, French [[email protected]]

Ms. Sherri Story, Biology [[email protected]]

Ms. Lawrence, Chemistry [[email protected]]

Mr. Mark Parsons, Environmental Systems [[email protected]]

Mr. Sean White, History [[email protected]]

Ms. Alexis Gibbs, Psychology [[email protected]]

Ms. Sarah Whitlock, Visual Arts [[email protected]]

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Message from the IB Coordinator

The International Baccalaureate Diploma Program (IB) enjoys a worldwide

reputation as the premiere program for high school students seeking the challenge

of a rigorous curriculum in preparation for college. The program is administered

by the International Baccalaureate Organization (IBO) of Geneva, Switzerland.

Currently, 1,438 schools in 128 countries offer the Diploma Program. The U.S.

alone offers the Diploma program in over a thousand schools with forty-five of these

schools located in the Commonwealth of Virginia.

Interested eighth graders in the school division apply for the IB program at King’s Fork High School.

Accepted candidates take Preparatory IB Diploma (PreDip) courses to familiarize them with the IB format, to

improve their study skills, and to assist them in focusing on academic goals as well as specific IB topics

addressed in the eleventh and twelfth grade Diploma Program.

The International Baccalaureate Diploma Program has many benefits. It offers a comprehensive and

integrated approach that incorporates an interdisciplinary approach to learning. The program fosters a global

perspective, assists students in understanding the advanced technological world, and fosters appreciation of

the varied intellectual, social and critical perspectives necessary for functioning successfully as an adult. A

key element of the program is its emphasis on the development of the ―whole person‖ so that students develop

their talents, strengthen their weaknesses, and gain a compassionate outlook to assist in dealing with the

realities of the twenty-first century. Students learn how to become lifelong learners through knowing how to

learn, how to analyze, and how to reach considered conclusions. Colleges and universities worldwide provide

preferential treatment to students who have earned the International Baccalaureate Diploma in their

admissions and advanced credit policies.

Highly-motivated students who desire academic challenge are strongly urged to consider taking advantage of

this program. Suffolk Public Schools provides transportation to the school from all attendance zones for

accepted candidates. Students accepted for the IB program become full-time King’s Fork High School

students beginning with the ninth grade and earn their high school diploma from King’s Fork High School.

By participating in the International Baccalaureate Program, students become part of an organization that has

as its mission the goal of producing well-rounded and well-educated citizens who have learned to be effective

participants in our global world.

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International Baccalaureate Program

Overview

The International Baccalaureate Diploma Program (IB) is a rigorous, pre-university course of studies that

meets the needs of highly motivated, academically talented secondary students in the eleventh and

twelfth grades. The program requires that students take a challenging course of studies leading to external

examinations in six required subject areas at a participating IB World School. Students must also take the

Theory of Knowledge seminar class, write a 4000-word Extended Essay, and exhibit a commitment to

Creativity, Action, and Service activities. Those students who score satisfactorily on the IB internal and

external assessments and complete all other requirements of the program earn the prestigious

International Baccalaureate Diploma. The program is intentionally designed as a comprehensive

curriculum that allows its graduates to fulfill requirements of the various national systems of education

and is based on the pattern of no single country.

The IB philosophy is one of promoting an international perspective. This focus is especially significant in

the twenty-first century when knowledge continues to expand dramatically; when advanced technologies

and global economics have tied together vastly different cultures; when the world is bound too closely for

provincial ideologies to guide political thought; when to exist in a world community requires appreciation

and understanding of cultural diversity; and when cooperation alone will solve global problems. The IBO

believes that academic training should provide students with the values and opportunities that will enable

them to succeed in the competitive, modern world.

Students study six subjects selected from the subject groups. Normally three subjects are studied at higher

level (courses representing 240 teaching hours), and the remaining three subjects are studied at standard

level (courses representing 150 teaching hours).

All three parts of the core—extended essay, theory of knowledge and creativity, action, service—are

compulsory and are central to the philosophy of the Diploma Program.

All Diploma Program students must engage in these three activities.

Extended essay

The extended essay has a prescribed limit of 4,000 words. It offers the opportunity to investigate a topic

of individual interest, and acquaints students with the independent research and writing skills expected at

university.

Theory of knowledge (TOK)

The interdisciplinary TOK course is designed to provide coherence by exploring the nature of knowledge

across disciplines, encouraging an appreciation of other cultural perspectives.

Creativity, action, service (CAS)

Participation in the school’s CAS program encourages students to be involved in artistic pursuits, sports

and community service work, thus fostering students’ awareness and appreciation of life outside the

academic arena.

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IBO Mission Statement International Baccalaureate Organization 2006

The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who

help to create a better and more peaceful world through intercultural understanding and respect.

To this end the organization works with schools, governments and international organizations to develop

challenging programs of international education and rigorous assessment.

These programs encourage students across the world to become active, compassionate and lifelong

learners who understand that other people, with their differences, can also be right.

The IB Learner Profile

The aim of all IB Programs is to develop internationally minded people who, recognizing their common

humanity and shared guardianship of the planet help to create a better and more peaceful world.

IB learners strive to be:

Inquirers They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research

and show independence in learning. They actively enjoy learning and this love of learning will be sustained

throughout their lives.

Knowledgeable They explore concepts, ideas and issues that have local and global significance. In so doing, they

acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines.

Thinkers They exercise initiative in applying thinking skills critically and creatively to recognize and approach

complex problems, and make reasoned, ethical decisions.

Communicators They understand and express ideas and information confidently and creatively in more than one

language and in a variety of modes of communication. They work effectively and willingly in collaboration with

others.

Principled They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of

the individual, groups and communities. They take responsibility for their own actions and the consequences that

accompany them.

Open-minded They understand and appreciate their own cultures and personal histories, and are open to the

perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and

evaluating a range of points of view, and are willing to grow from the experience.

Caring They show empathy, compassion and respect towards the needs and feelings of others. They have a personal

commitment to service, and act to make a positive difference to the lives of others and to the environment.

Risk-takers They approach unfamiliar situations and uncertainty with courage and forethought, and have the

independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their

beliefs.

Balanced They understand the importance of intellectual, physical and emotional balance to achieve personal well-

being for themselves and others.

Reflective They give thoughtful consideration to their own learning and experience. They are able to assess and

understand their strengths and limitations in order to support their learning and personal development©

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Four-year Academic Plan

Grade 9 Grade 10 Grade 11 Grade 12

PreDiploma English PreDiploma English IB English (HL) IB English (HL)

PreDiploma Wld History PreDiploma/AP Government IB His of the Americas (HL) IB World History (HL)

PreDiploma Geometry PreDiploma Alg2/Trig IB Math (SL)(PreCal) IB Math (SL)(Calculus)

or

IB Math Studies (SL) IB Math Studies (SL)

PreDiploma Biology PreDiploma Chemistry IB Chemistry (SL) Science Elective

or

IB Biology (HL) IB Biology (HL)

or

IB Environ Systems (SL) Science Elective

PreDiploma For Lang 2 PreDiploma For Lang 3 IB Foreign Language (SL) IB Foreign Language (SL)

PE/ Health PE/Health- Driver's Ed IB Sem/Theory of Knowledge ToK/Seminar

Fine Arts or

Practical Arts Elective Choose IB Elective (2-years):

IB Psychology (HL/SL)

IB Art/Design (HL/SL)

IB Music (HL/SL)

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Minimum GPA Requirement As a reminder, every student in the IB Program is expected to maintain a cumulative GPA of 3.0, in other words, an overall

average of B.

The following rules apply:

1. Any student who is currently below a 3.0 should seek extra help from teachers, schedule parent/teacher conferences

to identify strategies for improvement, and, if necessary, seek tutoring to assist in improving his/her grades.

2. At the end of the first semester, any student with a GPA below 3.0 will be notified that he/she has until the end of

the next semester to meet the minimum requirement.

3. Students with a GPA below a 3.0 will be placed on Academic Probation.

4. Any student who has not met the minimum GPA requirement of 3.0 after one semester of Academic Probation will

be scheduled for Academic Review. Unless there are highly valid extenuating circumstances, the Academic Review

Committee will recommend transfer from the program.

The Preparatory IB Diploma Program (PreDip) (Grades 9 and 10)

The purpose of the Preparatory Program is to develop strong academic skills which can facilitate the IB instruction in grades

11 and 12. The PreDiploma instructors have been trained in the IB curriculum and have a clear focus of the skills necessary

as well as the topics/themes which should be reinforced at an early stage. Students who select to be in PreDip must take the

core courses of English and history, math, science and foreign language. The skills which are emphasized are:

Reading-Comprehension and Critical Thinking Skills Analytical Skills

Note Taking Skills Time Management

Essay Writing Skills Organizational Skills

Research Skills Test-taking Skills

Oral Presentation Skills Laboratory Skills

Cognitive Skills

IMPORTANT KFHS POLICIES:

Make-Up Work Students’ make-up work should be provided by the teacher and returned to the teacher within five school days (regardless of

odd/even schedule) of the student’s return to school.

Tardy To Class**(KFHS Policy--change from last year) Any student who is not in the classroom at the tardy bell will be considered tardy and locked out of the room. All tardy

students will report to the appropriate office pod to receive a pass to class.

At the beginning of the second semester the tardy count will begin again for each student.

Cell Phones, Communication Devices and other Electronic Devices Cell phones and other electronic devices must be off, out of sight, and may not be used between the hours of 7:15 am and

2:15 pm. If they are seen or heard during this time, they will be confiscated by staff members and will be returned only to the

parent or guardian. Cell phones and other devices may only be picked up from 2:45p.m. – 4:00p.m.

Radios, CD Players, DVD Players, IPODs, MP3s and Tape Players Unless they are part of class assignments or projects, and the administration has given permission, these devices should not

be brought to school. No headsets or earbuds may be visible during school hours.

Card Playing

Students may not, at any time, possess or use any type of playing cards, trading cards, or game cards on school property

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Course Descriptions for Grade 10

Pre-Diploma English 10 IB1195 Prerequisite(s): Successful completion of Pre-Diploma English 9 Credit: One (weighted +.5)

In this course, students prepare to meet the requirements of IB 11 and 12 English. As they study classics of world

literature, they acquire experiential knowledge of literary genres and terms. Both written and oral literary

analyses, including a fully documented research report, are regularly required. This course focuses on improving

oral skills in preparation for the oral commentaries. There is also an emphasis on formal, expository writing. The

volume, difficulty, and pacing of assignments are challenging. A summer assignment is required.

Pre-Diploma French III IB5132

Pre-Diploma Spanish III IB5532

Prerequisite(s): Successful completion of French II, or Spanish II Credit: One (weighted +.5)

In Pre-IB French III and Spanish III, students continue to develop competency skills in listening, reading, writing

and speaking the language. Areas of emphasis in the course are reading for comprehension, writing for expression

and reinforcement, and gaining insights into the culture of the countries where the language is spoken. A summer

assignment is required.

Pre-Diploma Algebra2/Trigonometry IB3137 Prerequisite(s): Successful completion of Pre-Diploma Geometry Credit: One (weighted + .5)

The course combines all of the traditional Algebra2/Trigonometry objectives with additional topics including

probability and statistics. Emphasis is placed on matrices, functions, graphing, conic sections, trigonometry, and

real-world application of mathematics principles. Topics are studied in the context of local, national and

international perspectives. Students demonstrate proficiency in solving problems using algebraic and graphic

methods and graphing calculator. A summer assignment is required.

Pre-Diploma Chemistry IB4410 Prerequisite(s): Successful completion of Pre-Diploma Biology Credit: One (weighted + .5)

Students will develop a foundation of chemical concepts and principles for understanding the structure and

properties of matter. Emphasis is placed on utilizing investigative skills to solve problems and to understand the

interrelationships among the basic concepts of modern chemistry. Topics are studied in the context of local,

national and international perspectives. Specific topics include chemical reactions, bonding, acids, gases and salts,

atomic structure, kinetic theory and gasses, electron arrangement, oxidation and reduction, and organic chemistry.

Students develop an understanding of the moral, ethical, social, economic, and environmental implications of

using science and technology in a global context. Students have experience working with open-ended labs, data-

based questions, and IB assessment formats. A summer assignment is required.

Pre-Diploma/AP US Government & Politics IB2445 Prerequisite(s): Successful completion of Geography 8 Credit: One (weighted + .5)

Students will complete studies in high school equivalent to a one-semester college introductory course in United

State Government and Politics. Students are required to take the AP exam. A summer assignment is required.

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GROUP 1 Studies in Language and Literature PreDiploma English 10 The following novels/units will be covered this year:

Summer Reading Project- Anthem

Short Story Unit

The Joy Luck Club by Amy Tan

Bless Me, Ultima by Rudolfo Anaya

The Pearl by John Steinbeck

Romeo & Juliet and

A Midsummer Night’s Dream by Shakespeare

The Odyssey by Homer

When the Legends Die by Hal Borland

To Kill a Mockingbird by Harper Lee

Poetry Unit

Nonfiction Readings

Independent Reading Project

Also included in this class are:

Weekly Vocabulary Assignments Daily Warm-ups Grammar Review Essay Writing

Literary Analyses Written and Oral Commentaries Research Paper

CLASSROOM POLICIES

MATERIALS

You must bring the following to class EACH DAY:

pencils/pens

notebook/paper

Reader’s Response Journal (composition book)

Assigned text

SUPPLY LIST

Composition Notebook

Blue or Black Ink Pens

Pencils

Loose-leaf Paper

Three-Ring Binder (1 ½ -2 in.)

Five Notebook Dividers

Highlighters (3 or more colors)

Sticky Notes

USB Flash drive

Pack of 3x5 lined index cards

CLASS RULES

1. Arrive to class on time and be prepared to ―live, laugh, read, and write‖.

2. Respect yourself, respect others, LISTEN and contribute. Class discussion must be conducted in a mature manner. Do

not speak when another is talking; do not interrupt, distract, or make personal attacks.

3. Raise your hand to be recognized.

4. Be prepared to remain in class the entire block unless called out by an administrator.

5. Do not attempt to complete other course work during English class.

6. Please adhere to all other rules and regulations as outlined in your Student Handbook.

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GRADES

Your overall nine weeks grade will reflect a variety of learning outcomes. You will have the opportunity to apply various

strategies and learning styles. Please make every effort to complete all assignments so that your cumulative grade will be

reflective of your true ability.

Daily 20% Quizzes 30%

Homework 10% Tests 40%

HOMEWORK

Homework will be announced and placed on the board each day. You are to copy your homework into your KFHS agenda.

Please be sure to get clarification of assignment before leaving the room.

Some homework will be checked for completeness only, and other homework will be evaluated in the form of a reading quiz.

Whenever you are assigned reading passages, expect some form of evaluation.

LATE HOMEWORK WILL NOT BE ACCEPTED!

VOCABULARY

Vocabulary lists can be found on my blog. You should print and review the words weekly. A vocabulary quiz and

assignment will be given at the end of each week.

Vocabulary Assignment

Each week you must turn in sentences for the vocabulary words assigned that week. When you write the sentence for each

vocabulary word, remember to do the following:

Underline each vocabulary word

Number each sentence

Each word is spelled correctly

The correct part of speech is used for each word

The sentences clearly illustrate the word's meaning

Periodically, you will be asked to use some of the words in various writings.

Vocabulary Quiz

You are expected to know the correct definition, part of speech, spelling and possible synonyms or antonyms of each

vocabulary word assigned for that week. Vocabulary quizzes include application in sentences, matching, or multiple choice.

WRITING ASSIGNMENTS

WRITING IS A PROCESS! You will be graded on this process. Drafts will be checked for completion and evidence of

editing/revising. Papers must be stapled and organized in proper MLA format:

Paper must be typed, double spaced, 12 point Times New Roman font with 1 inch margins

Paper must have correct heading, header, and include an appropriate title

Papers must be stapled neatly in the following order:

Top page: Rubric

Final Draft

Rough/Revised Drafts

Pre-writing

Bottom page: Assignment Sheet

PROJECTS/PRESENTATIONS

Throughout the year you will be assigned various projects or presentations to complete. These may or may not include group

activities. All projects and/or presentations are expected to be completed on time.

QUIZZES/TESTS/STUDY GUIDES

Quizzes, tests, and/or study guides may be assigned to ensure that you are keeping up with your course work. You will be

given at least one week notice before a test. Quizzes may or may not be announced. All tests/quizzes must be signed by a

parent/guardian once it is graded and returned.

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LATE ASSIGNMENTS

All assignments (homework, papers, projects, etc.) are expected to be turned in by the due date.

Homework

Homework will not be accepted late.

Writing assignments Writing assignments must be handed to me in person. If a paper is not turned in on time, you may turn it in up to three days

later for 10 points deduction in credit. Papers will not be accepted after those three days and you will receive a "0" for that

assignment. If you are absent on the day that a paper is due, but were present when it was assigned, you must turn the paper

in to me THE DAY YOU RETURN TO SCHOOL.

MAKE-UP WORK

If you are absent from class, it is your responsibility to get the work you missed (Please note that if you are dismissed early

from school because of a sport or other reason, you are still expected to hand in assignments due that day and get the work

you will miss). Get notes from a classmate and check your class folder for any handouts/assignments that you missed.

Absences are not excuses for late writing assignments, projects or presentations that were previously assigned. You have five

(5) days to make up quizzes, tests, and special projects. Please plan to remain after school to complete make-up work when

necessary.

Plagiarism and cheating is a serious breach of the student honor code. Any

student caught cheating or plagiarizing will receive a ―0‖ for that

test/assignment.

―Education is the most powerful weapon which you can use to change the world.‖ ~Nelson Mandela

GROUP 2 LANGUAGE ACQUISITION PreDiploma Spanish III

In Spanish III, students continue to develop their proficiency in the three modes of communicative competence:

interacting with other speakers of Spanish, understanding oral and written messages in Spanish, and making oral and written

presentations in Spanish. They begin to show a greater level of accuracy when using basic language structures and are

exposed to more complex features of the Spanish language. They continue to focus on communicating about their immediate

world and daily life activities. They read material on familiar topics and write short, directed compositions. Emphasis

continues to be placed on the use of Spanish in the classroom as well as on the use of authentic materials to learn about the

culture. In this course, students will complete at least one written and oral presentation each nine weeks.

IB students will be held to a higher standard and expected to achieve and perform higher than regular Spanish II

Students. They will have more projects, Speaking requirements, and also challenged more than the others. It shall prepare

them to be able to transfer into the IB program when the time comes.

COURSE EXPECTATIONS After completion of this course students will be able to engage in original and spontaneous communications and initiate,

sustain and close exchanges in Spanish. Students will be able to apply familiar vocabulary and structure to new situations and

contexts presented through a variety of media. Students will demonstrate an increasing understanding of the cultural

similarities and differences between the francophone world and the United States as well as develop a better understanding of

the English language through the study of Spanish.

Grading Rationale: According to Suffolk School Board Policy grades will be calculated according to the following categories and weights:

Category Minimum Number Percent of 9-week grade

Homework 7 10%

Daily Grades 8 20%

Quizzes/Short Term Projects 5 30%

Tests/Major Projects 3 40%

CHEATING/PLAGIARISM POLICY

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Supply List

3-ring binder

6 dividers labeled: Apuntes, Pruebas, Examenes, Leer/Escribir, Tarea, Trabajo de Clase

English/Spanish Dictionary

PreDiploma French III Course Requirements: After completion of this course students will be able to recognize and provide basic French

vocabulary, sentence structure, distinguish items of grammar, translate from French to English and vice versa at an

appropriate degree of mastery for this level. Students will also be able to provide and obtain information, express emotions

and exchange opinions. Students will demonstrate an increasing understanding of the relationships among the products,

practices and perspectives of the target cultures and further their knowledge of other disciplines. Students will also continue

to compare the English and French languages and their respective cultures, enabling them to meaningfully use French in and

beyond the school setting.

Grading

Category Minimum Number Percent of 9-week grade

Homework 7 10%

Daily Grades 8 20%

Quizzes/Short Term Projects 5 30%

Tests/Major Projects 3 40%

Supply List for PRE-IB French 3

Two: CD-RW with protective covering for speaking, listening comprehension,

class activities, etc. (labeled with student’s name and class)

One: 3‖ 3-ring binder with pockets and 4 section dividers

ready to be labeled

Two: packages loose-leaf college-ruled filler paper

Two: pencils

Three: pens (blue or black ink only)

One: glue stick

Time Frame Topics

Supply List

Two: CD-RW with protective covering for speaking, listening comprehension, class activities, etc. (labeled with

student’s name and class)

One: 3‖ 3-ring binder with pockets and 4 section dividers ready to be labeled

Two: packages loose-leaf college-ruled filler paper

Two: pencils

Three: pens (blue or black ink only)

One: glue stick

GROUP 3 INDIVIDUALS AND SOCIETIES PreDiploma/AP US Government TOPICS OF STUDY

Constitutional Underpinnings (U.S. Constitution, Federalism)

Institutions of Government (Congress, President, Judiciary, Bureaucracy)

Political Beliefs and Behavior (Socialization, Ideology, Polling)

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Linkage Institutions (Political Parties, Interest Groups, Elections, Mass Media)

Public Policy (Economic and Foreign)

Civil Liberties and Civil Rights

CLASSROOM RULES AND PROCEDURES

No disruptive behavior during class. You get one warning per class. After that you get a phone call, conduct notice

and/or referral.

Come prepared for class everyday. Bring your textbook, # 2 pencils, pens, and paper everyday.

Stay seated until the bells rings. No one should be standing next to the door before the bell rings.

No bathroom passes for the first and last 10 minutes of class.

No passes to the guidance office unless they call you down to see them.

Any pass to the office, nurse, or another teacher must be signed by the appropriate person or you get a referral for

skipping class.

Cell phones should be out of sight and turned off during class.

HOMEWORK (10%)

Most homework assignments will be Vocabulary and Guided Readings.

Vocabulary and Guided Readings must be hand-written.

Homework assignments must be turned in the day it is due. -20 points for 2 days late. Homework assignments will

NOT be accepted if they are more than 2 days late.

CLASSWORK (20%)

Most classwork assignments will be Guided Readings and classroom activities.

Classwork assignments must be turned in the day it is due. -20 points for 2 days late. Classwork assignments will

NOT be accepted if they are more than 2 days late.

QUIZZES (30%) Most quizzes will be Vocabulary Quizzes or Section Quizzes.

Most Vocabulary Quizzes will be 20 minutes long. I will usually give you 10 – 20 words per quiz. You will write a

complete definition for each word or write the vocabulary word for each definition.

TESTS (40%)

A test will be given at the end of every chapter. Tests will be timed.

The typical test consists of matching/multiple choice questions and short answer/free response questions.

MAKE-UP WORK Make-up classwork will be given to the student when he/she comes back to school.

All make-up classwork and homework assignments should be turned in as soon as possible. You have 5 school days

(NOT 5 BLOCKS) to make-up the assignment without losing points.

A list of students who need to make-up tests and quizzes will be announced at the beginning of each class. Please

make-up these assessments as soon as possible.

Make-up tests and quizzes will NEVER be administered during class or during lunch.

Make-up test and quiz times are Monday (2:30pm – 4:00 pm) and by appointment.

All tests and quizzes must be completed by a certain date at the end of each marking period. Nothing will be

accepted after that date.

EXTRA-CREDIT

There will be no extra-credit assignments or projects during the school year.

ATTENDANCE

Any student who has more than two unexcused absences in a marking period will automatically fail the class for that

marking period.

Ms. Dickens is in charge of attendance. She is located in the guidance office.

TARDIES AND SKIPPING CLASS

Any student who is not in class when the tardy bell rings shall be considered tardy.

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o 1st tardy = Verbal Warning

o 2nd

tardy = Written Warning (Tardy Warning Slip)/Phone Call Home

o 3rd

tardy = Conduct Notice

Tardies start over for the 2nd

semester.

Any student 10+ minutes tardy to class without a note will be given a referral for skipping class.

I will check your attendance schedule for the day if you are absent. If you leave school early, make sure you sign

out in the front office.

MATERIALS

#2 Pencils

Pens

Loose Leaf Notebook Paper

3-Ring Binder (preferably 1.5‖)

7 Dividers for 3-Ring Binder

o Guided Readings, Notes, Vocabulary, Tests, Quizzes, Classroom Activities, Homework Assignments

GROUP 4 EXPERIMENTAL SCIENCE PreDiploma Chemistry Course Overview I have the highest expectations for my students. You will work very hard in this class and learn a TREMENDOUS amount,

but at the same time, you will have FUN. I am excited to have the opportunity to teach you a very demanding subject. I

hope to challenge your mind and spark interest about science and the world around you. For the greatest success in this class,

please follow procedures and sign the back. Keep this in your notebooks for future reference.

Your success will depend greatly on the time put into the course OUTSIDE THE CLASSROOM as well as participation in

class. Students are expected to prepare for each day’s work by reading the materials assigned from the basic text for that day,

reviewing notes, and completing all assignments. Each student is expected to participate in classroom activities and

discussion. Students are encouraged to ask questions during class time.

TOPICS COVERED

FIRST SEMESTER

Lab Safety and Equipment

Scientific Method

Reporting Scientific Data

Matter and Energy

Matter and Energy

Atomic Structure

Periodic Table

Electron Configuration

Ionic Compounds

Molecular Compounds

Molecular Compounds

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Introduction to the Mole

Chemical Reactions

Exam Review Midterm Exam

SECOND SEMESTER

Chemical Reactions

Stoichiometry

Thermochemistry

Chemical Kinetics

Gas Laws

Solutions

Acids and Bases

SOL REVIEW

Exam Review Final Exam

CLASSROOM PROCEDURES

Students will pick up their class folders as well as any handouts before sitting down. ―Bell ringer‖ assignments will be

started most days. Desks and lab areas should be neat and clean before leaving. Lab equipment should be clean and put in

proper location before leaving. Lab safety should be practiced at all times.

STUDENT CONDUCT

Be seated before the bell rings. No food or drink will be allowed in the classroom. Ask any questions, by raising your hand.

Treat others as you wish to be treated. Do not talk while the teacher is talking. Remember the teacher dismisses you, not the

bell.

MATERIALS/EQUIPMENT REQUIRED

Textbook, a 2inch, 3 ring binder with five sections for bell ringers, notes, homework, labs, and quizzes, a bound composition

book for labs, pencil/pen, paper, scientific calculator (capable of scientific notation and logarithms),note cards and 1‖ ring for

flash cards, pencil pouch for note book.

EVALUATION/GRADING

Your grade will be computed as outlined in the student handbook.

TESTING

All tests, exams are the property of Suffolk High School and the teacher. These may not be returned, but may be viewed by

the parents by calling me at the school. Tests will be announced in advance and will be a combination of fill in the blank,

matching, multiple choice and problems.

HOMEWORK

Effort spent on homework is reflected in quiz and test scores. Doing homework provides students with practice problems and

helps them to learn the material. Students are graded by completion, and are expected make an effort at all the problems even

if you can not finish them. Working together on homework is permitted, but simply copying answers is of no help and is not

acceptable. Students suspected of this will receive one grade to be split by all of the parties in question. For projects it is

unacceptable to download, cut or pasted from a web site. This is plagiarism!

ABSENCES

In the event of an absence, assignments due on the day absent will be due immediately upon the student’s return. All missed

assignments will be in your folder, and are due within five school days for each one-day absent. If a student is present the

day before a scheduled test, but absent on the test day, the student will make up the test as soon as possible after their return

either before or after school or during lunch.

16

LAB REPORTS

Lab reports will follow the required format detailed in a handout. Students must follow procedures and safety rules and have

completed a prelab assignment before class. Late lab reports will be accepted ONE CLASS late for minus 10%. Lab groups

will be both teacher and student selected.

EXTRA CREDIT

Every student will receive two homework passes per quarter worth five points. If all homework has been completed, a

student may turn the passes in for ten extra credit points. ―Mole Bucks‖ will also be given out. (more later)

EXTRA HELP

Chemistry topics can be overwhelming, and each student learns new material in different ways and at different rates. If you

feel you need more help at any time, please come to me and request some tutoring. Times can be arranged before and after

school and during my lunch. Do not hesitate to come in for extra help. Many topics build on one another, and you can easily

fall behind. So come and see me for a little extra practice and reinforcement!

CONTACT ME

I Prefer to communicate by e-mail. Any questions may be sent to [email protected] To check grades use the parent

connect system

Supply List

2 inch 3 ring binder

Zippered pencil pouch

Bound composition lab notebook

Tabbed section dividers

Pencils, pens, erasers

Notebook paper

Scientific calculator

Perforated study index cards and ring

GROUP 5 MATHEMATICS PreDiploma Algebra2/Trigonometry

COURSE DESCRIPTION:

The Honors Algebra II/Trig curriculum consists of a review and extension of skills learned in

Algebra I and, during the fourth nine weeks, an introduction to right triangle and circular

trigonometry. Students will explore the characteristics of linear, quadratic, polynomial, absolute

value, exponential , and logarithmic functions both algebraically and graphically. Students will

factor polynomials and use that skill to perform operations with rational expressions. They will

solve a variety of equations, including quadratic, absolute value, radical, rational, exponential,

and logarithmic equations. The curriculum also includes the study of complex numbers and

linear programming. The new standards include topics in probability and statistics.

The fast pace of Honors Algebra II/Trig requires the student to master the information on a daily basis. Many topics are

covered in just one block. Many students find it necessary to study math for the first time when they are taking Honors

Algebra II. Two websites have been included which provide the students with additional examples and practice problems.

TI-84 Plus calculators will be available for use in the classroom. At home, students will need access to a calculator with basic

arithmetic and trigonometric functions this year, but next year a graphing calculator will be necessary.

Students will complete one project each nine weeks.

mailto:[email protected]

17

MATERIALS NEEDED:

Textbook Colored pencils or pens

Three-ring binder with pockets Graph paper

Loose-leaf paper Highlighters (optional)

Pencil 3‖ x 5‖ index cards (optional)

Scientific or graphing calculator, such as TI-84 Plus (Can be kept at home)

GRADING SCALE GRADING RATIONALE

94-100 A Tests 40%

86-93 B Quizzes & projects 30%

85-78 C Classwork 20%

70-77 D Homework 10%

Below 70 F

HOMEWORK:

The purpose of homework will be for students to practice and reinforce the skills presented in class. Homework should not be

copied and should be completed before class to ensure that the student has assessed his knowledge of the topic, determined

questions which need to be answered, and prepared himself to move forward with new skills.

EXTRA HELP:

Try these websites: www.regentsprep.org www.glencoe.com

CLASS EXPECTATIONS:

1. Students are expected to bring textbooks, binders, paper, and pencils to class every day. Sharing of textbooks is

prohibited. Students who do not have textbooks to complete graded assignments may do so before or after school.

2. Notes, handouts, and homework assignments should be organized in a binder. 3. Homework should be visible on the desk at the beginning of class unless a quiz or test is scheduled.

4. Pencils should be sharpened before the tardy bell rings. Pencils may be sharpened at any time when students are

completing assignments, but not during instruction by the teacher or

class discussion.

5. The first class activity is generally a warm-up to review/reinforce skills. Students should begin this activity

immediately after the tardy bell rings.

6. There should be NO food or drink (except water) in the classroom. Students will be required to place open drinks or

food in the trash.

7. Students will be allowed four passes to the restroom during the semester. These passes may not be

used during the first or last thirty minutes of class.

http://www.regentsprep.org/

http://www.glencoe.com/

18

GROUP 1 Studies in Language and Literature Pre-Diploma English 10 Ms. Chirlene Mitchell, [email protected]

1. Read one of the following text:

Fahrenheit 451 Ray Bradbury

The Narrative of Frederick Douglass Frederick Douglass

2. Assignment:

For your selected text, complete a Reader’s Log as described below, and be prepared to turn your log in by the end of the

first week of school.

• Take notes – briefly list characters, describe setting (s) and context (historical, political), determine conflict(s),

analyze the theme – state it. Include anything else about the work that you find interesting.

• Reflect on the work’s narrative elements: What are the 5 W’s and the 1 H?

o What happens?

o Who takes part?

o When?

o Where?

o Why? (did the event happen)

o How? (did the event take place)

• Discuss literary aspects the author employs – language, tone, allusions, point of view, characterization (direct or

indirect), imagery, dialect, etc. Use examples and reference your notes back to the text.

• Choose five relevant quotations as evidence of the work’s theme and explain how the quote constitutes evidence.

Cite each quote MLA style. Think of the word relevant in the literal sense. Choose quotations that give you ―aha‖

moments – that engage or captivate you as a reader and/or impact your life. What can you take with you from your

reading? In these sections of your journals, using the first person is fine.

Please type your Reader's Logs, double-spaced in an easily read 12 point font (use Times New Roman or Arial). Refer to the

checklist below when writing. Proofread your work carefully to correct the following errors:

• Use of first person (I, me, my, we, our) and second person (you, your)

• Vague terms such as ―thing‖ or ―something‖– use specific words instead

• Use of passive voice such as ―Bob Ewell is killed by Boo Radley. (Instead, use active voice – ―Boo Radley kills

Bob Ewell.‖ Use present tense when relating events that occur in the work.)

• Use of clichés, colloquialisms, slang or contemporary ―facebook‖ expressions

• Unnecessary wordiness – empty phrases – summary statements (Instead, use words that say something!)

• Sentence fragments and run-on sentences

• Subject – verb agreement errors or pronoun antecedent agreement errors

• Overuse of simple sentences that begin with the subject

Summer assignments for Pre-Diploma International Baccalaureate students are designed to encourage

critical thinking. The following mandatory assignments are designed to promote a serious academic attitude

that demonstrates a high degree of self-discipline and self-motivation. Students also have an opportunity to

express their individual talents and personalities. Students will complete the assignment below:


19

• Use of ―is able to‖ or ―There is‖

• Use of ―gets,‖ ―a lot,‖ or ―many‖

• Use of ―is when‖

• Use of the indefinite ―It,‖ ―This,‖ ―That,‖ ―These‖ or ―Those‖ to begin a sentence and overuse anywhere

• Use of trite words like ―very‖ or ―obviously‖

3. Assignment:

A multiple choice text will be administered based on your selected reading/text.

GROUP 2 Second Language B Pre-Diploma Spanish Ms. Stefanie Hicks, [email protected]

Summer assignments for Pre-International Baccalaureate students are designed to encourage critical thinking. The following

mandatory assignments are designed to promote a serious academic attitude that demonstrates a high degree of self-discipline and

self-motivation. Students also have an opportunity to express their individual talents and personalities.

Students will have already chosen either a Spanish-speaking country or a providence of Spain to research. Note: there will be no

allowable duplications of countries or providences. All effort will have been made to give the student his/her first choice. This

country will be used for future projects and work over the next three years. By the end of the student’s high school career, he/she

should have acquired extensive knowledge about various aspects of that country or providence and should feel as though he/she is

somewhat of an expert on it. Students will be expected to give an oral presentation of their project in Spanish at a pre-determined

date soon after returning to school. This information, both orally and written, will demonstrate the students ability to use the varying

tenses and sentence structures learned, such as preterit, imperfect, present, stem-changers, etc.

Part 1: Research your chosen/given country. The following information must be presented both written and orally in Spanish.

Whereas you are to keep to grammar that you have already been taught, I do expect that you will need to include some new

vocabulary terms specific to your topic/country as you come across them. REMEMBER: DO NOT USE ONLINE

TRANSLATORS!! You may use a hard-copy dictionary. Remember the bullets are only starting points.

The following information must be included:

o School dynamics

School week

School hours

Class schedule

etc

o Pastimes

Nationally

typical and popular

non-typical but available

Teenager specific

o Food

Nationally

typical and popular

specialities

Teenager specific

o Money

Currency

Comparison to the United States

Teenager specific

minimum wage

etc

o Celebrations

Special ones

Typical ones

Any specific to teenagers

o Housing

Typical house

Types of housing

Typical house set

Part 2: National/Providence Crest:

History of crest

o What do the colors mean?

o What do the symbols mean?

o Is there any special about how it’s set up?

o When was it implemented?

o Who created it?

o Has it changed at all?


King’s Fork High School 1

20

Create the crest to hang from the ceiling tiles in the classroom – think of a large mobile

o The library would be willing to give you a piece of colored paper if desired, but you can’t wait until

last minute. They are not always open during the summer.

o You may wish to use cardboard to give your project some stability

I have some available in my classroom for your use but you must get it before the end of

your freshman year (I’m in A106)

o Neatly and with attention to detail create a replica of the crest.

If it has 2 sides that are different, please replicate both sides. (In other words it may be 2-

sided)

o In mobile fashion, have the information about your crest coming out from the crest itself.

For example: if there is a section that is red, coming off from the red section without

writing on the crest itself, explain in simple Spanish words or pictures why that section is

red.

This information can be hand written/painted, computer generated or a visual

depiction.

Does not need to be written in complete sentences but NO ENGLISH is to be used.

It should be large enough for students to read/see from their seats.

Write a short essay in complete Spanish sentences and in a well written paragraph format explaining all of the

above information.

Part 3: Compile your data. Here is where you have options – how your final work looks. Rubrics will be created

and posted on my blog (see bottom for address link).

You may choose any of the following:

PowerPoint

o Colorful with written Spanish

o Do NOT write everything out here – only bullets to make it interesting and to REMIND you of

the information.

o National anthem midi file included is suggested but not required.

Brochure

o You are tasked with/or desire to influence people to live in your country. Include all of the

researched information in a colorful, well-planned Spanish brochure with illustrations included.

Book

o Write a story with a teenager as your main character. In your story be sure to include all of the

researched information. Your story may be in the form of a journal, adventure, comedy, etc.

Please be sure to include some illustrations.

Essay

Student choice but teacher approved first. Email me with your proposal.

Rubrics:

For PowerPoint and Brochure: http://www.rcampus.com/rubricshowc.cfm?code=D53534&sp=yes

For rest of items: http://blogs.spsk12.net/5401/

Pre-Diploma French 3 Ms. K. Seavey, [email protected]

Vous ferez un livre à 20 pages avec images (dessinées à la main, prises des magazines ou de l’internet, de vraies

photos, etc.) à propos de votre première et deuxième années en français pré Baccalauréat International. Dans ce livre

vous présenterez au moins * 20 images et 40 phrases complètes en français. Vous emploierez le passé composé, le

http://www.rcampus.com/rubricshowc.cfm?code=D53534&sp=yes

http://blogs.spsk12.net/5401



21

présent, l’imparfait, le futur, le conditionnel, et le subjonctif au moins 3 fois chacun*. Vous y raconterez vos

aventures, vos succès, et vos soucis* en suivant* le programme du Pré Baccalauréat International. Vous pourrez faire

un livre à la main.

Ce projet comptera une interrogation !

(Si vous avez des questions, vous pourrez me contacter au : [email protected])

J’accepte plus que 40 phrases mais PAS moins que 40 phrases !

pour TOUS les temps des verbes

les problèmes

travaillant

Group 3 Individuals and Society PRE-Diploma/AP US Government Mr. S. White, [email protected]

Students must complete all parts of this assignment

Name _______________________________________ Class Period _______________

THE US CONSTITUTION STUDY GUIDE

Available at: http://www.archives.gov/exhibits/charters/constitution.html The Constitution and the Bill of Rights

links are located at the top of the page. Click on ―read transcript‖ after choosing.

Directions: Read the US Constitution and complete the following questions directly on this handout.

PART I: THE OVERALL STRUCTURE OF THE CONSTITUTION

1. Read each article of the Constitution. Summarize the general purpose or subject of each article in one sentence in

the chart below.

Article I

Article II

Article III

Article IV

Article V

Article VI

Article VII



http://www.archives.gov/exhibits/charters/constitution.html


22

2. Compare Article I with Article II. Which article is longer and more detailed?

___________________________________________________________________________________________

3. List the three qualifications for a member of the House of Representatives. (Article I, Section 2)

___________________________________________________________________________________________

4. List the three qualifications for a member of the Senate (Article I, Section 3)

___________________________________________________________________________________________

5. List two powers denied to Congress in the Constitution. (Article I, Section 9)

___________________________________________________________________________________________

6. List two powers denied to the states in the Constitution. (Article I, Section 10)

___________________________________________________________________________________________

7. List the three qualifications for the president of the United States. (Article II, Section 1)

___________________________________________________________________________________________

8. The powers of the Constitution that are specifically granted to the branches of government or to office holders are

called expressed powers.

a. List four expressed powers granted to Congress. (Article I, Section)

_______________________________________________________________________________________

b. List two expressed powers granted to the president. (Article II, Section 2)

________________________________________________________________________________

c. List one expressed power granted to the vice-president. (Article I, Section 3)

________________________________________________________________________________

9. According to the principle of checks and balances, each branch of the government must have some control over

the other branches. Look at the first three articles of the Constitution and identify one of each type of checks and

balances. Indicate where each power is listed in the Constitution.

a. A power that the executive branch has over the legislative branch:

_________________________________________________________________________________

This power can be found in what article and section of the Constitution?

________________________________________________________________________________________

b. A power that the executive branch holds over the judicial branch:

_________________________________________________________________________________


________________________________________________________________________________________

c. A power that the legislative branch holds over the executive branch:

_________________________________________________________________________________


________________________________________________________________________________________

d. A power that the legislative branch holds over the judicial branch:

_________________________________________________________________________________


23


________________________________________________________________________________________

e. A power that the judicial branch holds over the executive branch:

_________________________________________________________________________________

This power can be found in what article/section of the Constitution?

________________________________________________________________________________________

f. A power that the judicial branch holds over the legislative branch:

_________________________________________________________________________________

This power can be found in what article/section of the Constitution?

________________________________________________________________________________________

10. The court of original jurisdiction is the first court that hears a case. Appellate courts hear cases on appeal from

lower courts. Although the Supreme Court functions primarily as an appellate court, it is the court of original

jurisdiction in certain kinds of cases. In what three cases does the Supreme Court have original jurisdiction?

(Article III, Section 2)

________________________________________________________________________________________

11. According to Article I, Section 8 of the Constitution, who has the power to declare war?

________________________________________________________________________________________

12. According to Article II, Section 2 of the Constitution, who is Commander in Chief of the Army and Navy of the

United States?

________________________________________________________________________________________

PART II: IMPORTANT CLAUSES

1. Describe the ―commerce‖ clause. (Article I, Section 8, Clause 3)

________________________________________________________________________________________

________________________________________________________________________________________

2. Describe the ―necessary and proper‖ clause. (Article I, Section 8, Clause 18)

________________________________________________________________________________________

________________________________________________________________________________________

3. Describe the ―supremacy‖ clause. (Article V, Clause 2)

________________________________________________________________________________________

________________________________________________________________________________________

4. Do the commerce, necessary and proper, and supremacy clauses EXPAND or RESTRICT the federal

government’s power? ______________________________________________________________________

5. Article I, Section 9 prohibits Congress from suspending the privilege of the Writ of Habeas Corpus, unless

when in cases of rebellion or invasion the public safety may require. What is a writ of habeas corpus?

________________________________________________________________________________________

________________________________________________________________________________________

6. Article I, Section 9 prohibits Congress from passing bills of attainder and ex post facto laws. What is a bill of

attainder? _______________________________________________________________________________

________________________________________________________________________________________


24

7. What is an ex post facto law?

________________________________________________________________________________________

________________________________________________________________________________________

8. Describe the ―full, faith, and credit‖ clause. (Article IV, Section 1)

________________________________________________________________________________________

________________________________________________________________________________________

9. There are two ―due process‖ clauses located in two separate amendments. List the two amendments with ―due

process‖ clauses. __________________________________________________________________________

10. The ―equal protection‖ is located in what amendment? ____________________________________________

PART III: MAJORITY AND SUPERMAJORITY

The Constitution requires a simple majority for some actions and a supermajority for others. A simple

majority means more than half (over 50%), while supermajority requirements can involve a 2/3 majority or a

3/4 majority. Most elections in the United States require a plurality, or the most votes, but not necessarily a

majority.

1. Overriding a Presidential Veto (Article I, Section 7)

a. What two bodies have the power to override a presidential veto?

_________________________________________________________________________________

b. What margin is required to override a presidential veto? ___________________________________

2. Ratifying Treaties (Article II, Section 2)

a. What body has the power to ratify (formally approve) treaties?

________________________________________________________________________________

b. What margin is required to ratify treaties? ______________________________________________

3. Impeachment (Article I, Sections 2 and 3)

a. What body has the sole power of impeachment?

________________________________________________________________________________

b. What margin is required to impeach? __________________________________________________

c. What body has the power to try all impeachments? _______________________________________

d. What is margin is required to convict? _________________________________________________

4. Judicial Nominations (Article II, Section 2)

a. What body has the power to accept or reject a president’s nominations to the Supreme Court?

________________________________________________________________________________

b. What margin is required to accept a president’s nominee to the Supreme Court?

________________________________________________________________________________

5. Amending the Constitution (Article V)

a. How can Congress propose an amendment to the Constitution?

_________________________________________________________________________________

b. How is an amendment ratified? _______________________________________________________

_________________________________________________________________________________

Part IV: THE AMENDMENTS TO THE CONSTITUTION

Some parts of the Constitution require a simple majority, others a supermajority, while still others protect

citizens from the will of the majority. The first ten amendments to the Constitution, the Bill of Rights protect

citizens from the will of the majority. In other words, no majority could vote to take these rights away. Read

each amendment to the Constitution and answer the questions below.


25

1. Outline the general purpose of all 27 Amendments.

Amendment

1

Amendment

2

Amendment

3

Amendment

4

Amendment

5

Amendment

6

Amendment

7

Amendment

8

Amendment

9

Amendment

10

Amendment

11

Amendment

12

Amendment

13

Amendment

14

Amendment

15

Amendment

16

Amendment

17

Amendment

18

Amendment

19

Amendment

20

Amendment

21

Amendment

22


26

Amendment

23

Amendment

24

Amendment

25

Amendment

26

Amendment

27

1. How many times is the word privacy mentioned in the United States Constitution, including the 27 amendments?

_______________________________________________________________________________________________

Group 4 Experimental Sciences PreDiploma Chemistry Ms. Marianne Lawrence, [email protected]

Chemistry, most simply defined as the study of matter, is often described as the ―central‖ science because the nature of

matter relates directly to the understanding of the other disciplines of science. As an important pursuit in chemistry

over the past 250 years, the characterization of matter has led to the development of modern atomic theory. Listed

below are a number of scientists from various points in time that significantly contributed to the development of how

we view matter today.

For your summer assignment, please select three scientists—one from each of the lists below—and write a one- to

two-page essay on each scientist describing the contribution that the scientist made to the development of atomic

theory and our understanding of matter. Include in your essay how the scientific method was used to refine the

―thinking‖ of the day.

Your essay should address the following questions:

Prior to each scientist’s contribution, how did the scientific community characterize matter?

What was the significance of the discovery and how did it change the way we characterize matter?

Does the modern view of matter still incorporate all or a portion of the scientist’s contribution?

Contributions Based on Macroscopic Observations

Robert Boyle (1627-1691)

Joseph Priestly (1733-1804)

Antoine Lavoisier (1743-1794)

Jacques Alexander Cesar Charles (1746-1823)

John Dalton (1766-1844)

Amedeo Avogadro (1776-1856)

Joseph Gay-Lussac (1778-1850)

Johann Dobereiner (1780-1849)

John Newlands (1837-1898)

Dmitri Mendeleev (1834-1907)

Contributions Based on Microscopic Observations

Henri Becquerel (1852-1908)

Joseph John Thomson (1856-1940)

Robert Millikan (1868-1953)

Ernest Rutherford (1871-1937)

Contributions Based on More Indirect Evidence

Albert Einstein (1879-1955)

Niels Bohr (1885-1962)

James Chadwick (1891-1974)

Erwin Schrödinger (1997-1961)

Louis de Broglie (1892-1987)

Werner Heisenberg (1901-1976)



27

Scientist #1 Possible Points

Essay is 1-2 pages, typed and double spaced 3 Discuss the contribution scientist made to the atomic theory 3 Discuss how the scientist defined matter 3 Discuss how scientist used the scientific method in his work 3 How did the scientific community characterize matter? 3 What was the significance of the discovery? 5 How did the work change the way we characterize matter? 3 Does the modern view of matter incorporate the contribution? 4 List at least two sources for your information in APA or MLA format.

6

Scientist #2


6

Scientist #3


6

Name is on paper 1

Total Points 100


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Group 5 Mathematics PRE-Diploma Algegra2/Trigonometry Ms. A. Branch, [email protected]

Assignment 1: To confirm that your Algebra 1 skills are solid, please complete the Algebra I Review on the

following page. Then, check your answers by the answer key at the end of the manual on page 42. Be prepared to

turn in your paper in September. Use the following website or one of your choice to practice Algebra 1 skills:

http://www.mathbits.com/MathBits/PPT/AlgebraAntics.htm

Assignment 2

Students will choose one of the two listed options below, and they will also complete the mandatory factoring

review.

Option 1: Each student choosing to complete this assignment for Pre-IB Algebra II/Trig will research the

Fibonacci sequence and produce a photo album of examples of Fibonacci numbers in real life. The student will type

a brief introduction describing the sequence and how and by whom it was discovered. The booklet should contain 8

photos, each on a separate page. At the bottom of each page, the student should write a paragraph explaining how

the Fibonacci sequence appears in the photo—be specific! Indicate on the photo itself where the Fibonacci

number(s) occur. Be creative in your method of pointing out the relevant parts. A title page, the introduction, and the

8 photos pages should be bound securely and presented in booklet form.

Option 2: Each student choosing to complete this assignment for Pre-IB Algebra II/Trig will be required to

visit the National Center for Educational Statistics Web site (http://nces.ed.gov/ ). The student should find some data

which shows how one aspect of education has changed over the years. Using that data, complete the requirements

below.

Display your data using a scatterplot. Be sure to label x and y axes and indicate the coordinates of each

point.

Enter your data into a calculator and find the equation of the line of best fit. What are the slope and y-

intercept of the line?

Sketch the line of best fit on your scatterplot.

Does the line have a positive or negative slope?

Select two points which appear to lie on the line of best fit. Using the formula for slope

2 1

2 1

y y

x x,

compute the slope of the line connecting the two points you selected. How does that number compare with the slope

of the line of best fit found in the calculator?

Using the equation of the line of best fit, predict a value of the variable you selected (the ―y‖) for the year

2020.

For the aspect of education you chose, were the statistics what you expected them to be?

Do you think your prediction is accurate for 2020? Why or why not?

Display your scatterplot on an 11x8 ½ piece of graph paper or on a poster board. The computations and other written

work may be displayed on the poster or in booklet form with the graph.

Mandatory Algebra Review: Honors Algebra II/Trig is a very fast-paced course which requires the student to have developed a mastery of basic

Algebra I skills . Since students did not use these skills in Geometry, they will be required to complete the exercises

on the following pages. Resources which will aid in the review of these skills can be found at www.regentsprep.org

under ―Algebra‖ and at www.glencoe.com under Virginia, Algebra I.

All written work must be typed double-spaced, using 12 point Times New Roman font.

Rubrics will be available online at Mrs. Branch’s Blog.

E-mail questions to: [email protected]


http://www.mathbits.com/MathBits/PPT/AlgebraAntics.htm

http://nces.ed.gov/

https://mail.spsk12.net/owa/redir.aspx?C=3d23fdc7cc7249d0964e79b081c581f9&URL=http%3a%2f%2fwww.regentsprep.org

https://mail.spsk12.net/owa/redir.aspx?C=3d23fdc7cc7249d0964e79b081c581f9&URL=http%3a%2f%2fwww.glencoe.com



29


30

How are your study skills?

THE TIME

The time of day can make a world of

difference to your efficiency. Every

person has a body rhythm, ups and downs

during each 24- hour period. Observe

your own rhythm and plan your work

schedule accordingly. If your time is not

always your own to plan out, try doing

the more mechanical chores during

"down" times.

THE

PLACE

Maybe, like many people, you need the discipline of a desk in a

room where interruptions are few. If home is too noisy, the local

library may be a good place. But remember, you are there to

work, not socialize! If a desk is too confining, you may try studying on the floor or

outside under a tree. Sometimes it helps to reserve a place for studying only.

THE EQUIPMENT

Organizing your desk and sharpening pencils is important ground

work. But don't overdo it. Food can be nice to have around. Eating provides a

pleasant break once in a while and can be refreshing to your stomach and mind. Don't

make snacking an excuse to avoid work though!


31

How to Excel in Class

First, know the class and the skills needed:

Style Skill

A. lecture listening, note-taking

B. discussion asking questions. answering questions. analyzing concepts

and ideas, participating in a discussion

C. combination listening, note-taking, asking and answering questions

D. hands-on development and application of technical skills

Next, know when your teacher likes to be asked questions:

A. at the beginning of class

B. at any time during the class

C. after class

D. not at all

Also, be aware of the lesson style:

A. a review of what is in the text

B. a review plus discussion of tougher concepts that may be problematic

C. lectures that don't cover anything in the text

Prepare for ANY class by:

A. completing an assignment including reading

B. reviewing past notes before class

C. having questions ready

D. preparing required materials (notebook, writing utensils. etc.)

E. preparing your attitude

In class you should:

A. sit near the front

B. avoid distracting classmates

C. listen for verbal clues (listen for: repeated statements, pauses, ―first of all‖, ―most

importantly‖, ―to summarize‖ , ―on the other band‖, ―on the contrary‖)

D. watch for nonverbal clues (glazed eyes, dramatic gestures, writing on board,

eye contact) ask questions

F. take the correct amount of notes (don't write down everything or

end up with just a couple words)

G. actively participate (lack of participation comes from lack of

confidence which comes from lack of preparation) After class:

A. review your notes and fill in the blanks

B. write down questions that need asked next time

C. fix any illegible portions of notes before you forget what you wrote


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Mastering the Art of Studying-Am I passing the test? Goals

__ I have devised my long-term goals. Academically. they are:

___________________________________________________ (after high school)

_________________________________________________ (after college)

__ I have devised the following short-term goals in order to reach my long-term goals: ____________________________________________________ ___________________________________________________ _________________________________________________ ___________________________________________________

Qualities (5 strengths/2 weaknesses) I perceive myself as being: Others may perceive me as being:

__________________________ ______________________

_________________________ _________________________

_________________________ _________________________

________________________ _________________________

I have a positive self-image. 1 tell myself "I can" rather than "I can't".

__ I bring a positive attitude with me to school each day.

__ I enjoy high school and participate in several school activities.

Organization __ I keep an organized notebook.

__ I keep a calendar or daily planner which 1 consult each day.

__ I write down my homework assignments.

__ I always have the necessary materials with me for class.

__ I remember to take home everything 1 need to-do my homework.

__ I keep my things in order so that I can find them easily.

__ I do not share my locker.

__ I set daily goals and prioritize my activities.

__ I allot adequate time for each activity


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Study Skills (The more productive your habits are, the more time you will have for other enjoyable activities.)

_I do not consider studying to be a task.

__ I understand that studying must be done at home as well as at school.

__ I know myself and under what conditions 1 can study effectively.

__ I know where and how to seek assistance if 1 don't understand.

__ I know which learning techniques work for me.

__ I exercise my brain continuously.

__ I take good notes from lectures. (I know how to pick out the important points.)

__I take notes when I read.

__I use note cards and outlines to review.

_I study my notes from each class each evening.

__ I quickly make up missed assignments.

__ I have a contact number of someone with whom 1 can compare notes.

__ I have learned to read effectively.

__ I start my studying by setting a schedule of what 1 will study and how long.

__ I have learned how to listen actively.

__ I add variety to my study schedule including breaks.

__ Because 1 am focused on my goals, 1 know there are some sacrifices 1 must make to achieve them.

__ I do not put the tough tasks off until last.

__ I present work that is picture perfect.

__I gather everything that 1 will need before 1 begin to study.

__I do not procrastinate.

__ I know my teachers, their style, their rules, their course syllabus and my responsibilities.

__ I consider extra credit as required work.

__ I regard deadlines as the dates before which 1 will turn in assignments.

__ I know how to use my textbooks effectively.

__ I eliminate distractions.

__I set aside time on the week-ends to work on longer projects.

__ I know how to arrange for a study group.

__ I am experienced in the effective use of the library and resource materials.

__ I have access to a computer.

__ I quiz myself before an exam.

__ I know how to time myself while taking a test.

__I read and follow directions well.

__I have perfected my time management skills.

__ I set my own deadlines.

__ I use my time at school wisely.

__ I have good attendance and am never tardy.

__ I do not succumb to negative peer pressure.

__ I listen to good advice (even if it is from an adult).

__ I volunteer to participate in class.

__ I start each project at full speed.

__ I evaluate my study habits from time to time.

__ I study smart, not bard.

__ I build on my successes and profit from my failures.

Health __ I am mentally and physically fit.

__ I have a daily exercise program.

__ I eat healthy cutting down on excess sodium, sugar and fat.

__ I recognize the stress signs that my body gives me.

__ I get enough sleep.

__ I work out my problems and manage my fears and anger.

__ I make sure that I have fun.

__ I don't manage my stress with drugs.

__ I think positively.

__ I have a strong support system which I don't mind relying on.


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Learning Styles

Everybody has a preferred learning style. Knowing and understanding our learning style helps us to learn

more effectively. Through identifying your learning style, you will be able to capitalize on your strengths

and improve your self-advocacy skills.

Directions:

Place a check in front of all the statements that describe you. The list with the greatest number of checks

is your dominant learning style.

List 1

1. ___ reaches out to touch things

2. ___ collects things

3. ___ talk fast using hands to communicate what you want to say

4. ___ constantly fidgeting (e.g. tapping pen, playing with keys in pocket)

5. ___ good at sports

6. ___ takes things apart, puts things together

7. ___ prefers to stand while working

8. ___ likes to have music in the background while working

9. ___ enjoys working with hands and making things

10. ___ likes to chew gum or eat in class

11. ___ learn through movement and exploring the environment around you

12. ___ may be considered hyperactive

13. ___ good at finding your way around

14. ___ comfortable touching others as a show of friendship (e.g. hugging)

15. ___ prefers to do things rather than watching a demonstration or reading about it in a book.

List 2

1. ___ asks for verbal instructions to be repeated

2. ___ watches speakers’ facial expressions and body language

3. ___ likes to take notes to review later

4. ___ remembers best by writing things down several times or drawing pictures and diagrams

5. ___ good speller

6. ___ turns the radio or T.V. up really loud

7. ___ gets lost with verbal directions

8. ___ prefers information to be presented visually, (e.g. flipcharts or chalk board)

9. ___ skillful at making graphs, charts, and other visual displays

10. ___ can understand and follow directions on maps

11. ___ believes that the best way to remember something is to picture it in your head

12. ___ follows written instructions better than oral ones

13. ___ good at solving jigsaw puzzles

14. ___ gets the words to a song wrong

15. ___ good at the visual arts (art work, such as painting, photography, or sculpture, that appeals

primarily to the visual sense and typically exists in permanent form)


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List 3

1. ___ follows oral directions better than written ones

2. ___ would rather listen to a lecture than read the material in a textbook

3. ___ understands better when reads aloud

4. ___ struggles to keep notebooks neat

5. ___ prefers to listen to the radio rather than to read a newspaper

6. ___ frequently sing, hum or whistle to yourself

7. ___ dislikes reading from a computer screen especially when the backgrounds are fuzzy

8. ___ when presented with two similar sounds, can tell if sounds are the same or different

9. ___ requires explanations of diagrams, graphs, or maps

10. ___ enjoys talking to others

11. ___ talks to self

12. ___ uses musical jingles to learn things

13. ___ would rather listen to music than view a piece of art work

14. ___ uses finger as a pointer when reading

15. ___ likes to tell jokes, stories and makes verbal analogies to demonstrate a point

Total statements checked in each category:

List 1—Tactile/Kinesthetic learning style __________

List 2—Visual learning style __________

List 3—Auditory learning style __________

Time Management Strategies Develop blocks of study time.

About 50 minutes? How long does it take for you to become restless? Some learners need more frequent

breaks for a variety of reasons. More difficult material may also require more frequent breaks.

Schedule weekly reviews and updates.

Prioritize assignments.

When studying, get in the habit of beginning with the most difficult subject or task.

Develop alternative study places free from distractions to maximize concentration.

Review studies and readings just before class.

Review lecture material immediately after class. (Forgetting is greatest within 24 hours without review.)

Schedule time for critical course events such as papers, presentations, tests, etc.

Develop criteria for adjusting your schedule to meet both your academic and non-academic needs.

Create blogs or chat rooms to discuss and review course material.

Effective Time Management Aids

"To Do" list

Write down things you have to do, then decide what to do at the moment, what to schedule for later, what

to get someone else to do, and what to put off for a later time period

Daily / weekly planner

Write down appointments, classes, and meetings on a chronological log book or chart. If you are more

visual, sketch out your schedule. First thing in the morning, check what's ahead for the day. Always go to

sleep knowing you're prepared for tomorrow.

Long term planner

Use a monthly chart so that you can plan ahead. Long term planners will

also serve as a reminder to constructively plan time for yourself.


36

Original URL: http://www.teachervision.fen.com/study-skills/listening/2025.html

Memorizing Important Facts

Memorizing facts such as names, dates, vocabulary words or lists can be difficult. Here are

several suggestions that can make memorizing a bit easier.

1. To remember a list of facts, try turning them into an acronym or mnemonic.

o An acronym is a word formed from the initial letters or groups of letters of words

in a set phrase or series of words. For instance: WAC stands for Women's Army

Corps, OPEC for Organization of Petroleum Exporting Countries, or LORAN for

long-range navigation.

o A mnemonic is something intended to assist the memory, like a verse or formula.

For instance, in order to remember the planets (in order) one mnemonic is the

sentence: Mark's Very Extravagant Mother Just Sent Us Ninety Parakeets. The

first letter in each word stands for a planet: Mercury, Venus, Earth, Mars, Jupiter,

Saturn, Uranus, Neptune, Pluto.

2. Make flashcards to remember math facts, vocabulary words and their definitions, or

events and historical dates.

3. Create a rhyming poem to help remember names and dates.

o An old favorite is: In fourteen hundred and ninety two Columbus sailed the ocean

blue.

4. Draw a dramatic or silly picture of the fact to make it particularly memorable.

5. In order to remember a larger number of facts, play the game of "Memory".

o To play, you need index cards, a pen or pencil, and 2 or more players.

o Make the first card by putting a question on one side of it such as "Who is the

current President of the United States?"

o Make a second card with the answer to the question on it: "President William

Jefferson Clinton".

o Make enough pairs of cards to keep the game interesting.

o Shuffle the cards and place them face down on a table or floor.

o In order to play, each contestant picks up a card and tries to match it with its

correct counterpart. If successful, the contestant keeps the pair of cards and

continues taking turns until he/she can no longer make any matches.

o The player that has the most cards in his/her possession at the end of the game

wins.

o This game works well with cards that match by event and date, facts from the

periodic chart, or vocabulary words and definitions.

The key to improving memory is to make it fun and to practice, practice, practice.

© 2000-2010 Pearson Education, Inc. All Rights Reserved.

http://www.teachervision.fen.com/study-skills/listening/2025.html

http://www.teachervision.fen.com/


37


38

Frequently Asked Questions

How will the International Baccalaureate Program benefit my student?

The IB program provides a strong writing emphasis, develops critical thinking skills, promotes sound ethical

thought, seeks international understanding, and instills commitment to community service. It also offers a

more integrated curriculum, greater certainty of college admission, higher SAT scores, and a higher GPA in

the freshman year of college than other students, including those enrolled in AP programs.

Can my child earn college credit with IB exams?

Absolutely. Visit www.ibo.org for IB recognition policies at North American colleges and universities.

Do IB students also earn an Advanced Studies Diploma?

Yes. In the Diploma Program, students earn sufficient credits for the Virginia Advanced Studies Diploma

awarded by King’s Fork High School.

How does the IB Diploma differ from the Virginia Advanced Studies Diploma?

The IB Diploma is awarded by an external agency and is more global in scope and signifies a more integrated

curriculum than the traditional diploma.

How does the IB Program differ from Advanced Placement (AP)?

Both offer college-level courses: AP provides students with the opportunity to select individual courses while

the IB provides a comprehensive curriculum of college-level work. AP courses represent a national standard

of excellence; the IB Program represents an international standard of excellence.

Both programs rely on externally generated and assessed exams; however, AP exams measure in-depth

mastery of specific concepts within a given subject area, placing particular emphasis on multiple-choice

questions. By comparison, IB assessments place more emphasis on critical thinking and analysis and consist

of a diverse array of formats: investigations, oral work, projects, and labs. IB exams are based on a broad

understanding of concepts and fundamental themes and place a significant emphasis on student writing. IB

scores reflect combined assessment by the classroom teacher and international examiners.

How much work does a student have to do in the IB Program?

The program is designed to provide a rigorous, broad-based liberal arts curriculum; therefore, the workload

will be significant (approximately three hours of homework per evening). During the junior and senior years,

each IB student must complete hours of community service projects and student activities. Also required in

the IB program is the completion of a 4,000-word extended essay of original thought and research.

Do IB students have summer assignments?

Yes. All preDip and IB courses have required summer assignments.

What type of student should consider the IB Program?

Highly motivated, college bound students who are serious about acquiring the skills for success in higher

education are the best candidates for this rigorous program.

Does my child have to be gifted to succeed in the IB Program?

No, but he or she must be highly motivated and have personal desire to be in the program.

http://www.ibo.org/


39

What assistance is provided for students in the IB Program?

(1) Teachers place a strong emphasis on study skills, time management, note taking, test-taking

strategies, and learning styles.

(2) Teachers are available through e-mail and/or telephone for after-hours and summer assistance.

(3) The teachers maintain a test/project calendar to ensure that students have no more than two major

tests and/or projects scheduled for the same day.

(4) The counseling staff and the IB lead teacher are available for academic counseling.

What if my child finishes the program but fails to score the 24-point minimum for earning the IB

Diploma?

The student will receive an IB certificate for each examination successfully completed, but not the IB

Diploma.

Can IB students participate in clubs, sports and other extra-curricular programs?

Yes. IB students are full-time students in the school and are encouraged to participate in any clubs and extra-

curricular activities offered, including all Virginia High School League (VHSL) sports and activities.

Is IB a four-year program?

No. The PreDip Program is a two-year preparatory program meant to facilitate the transition into the IB, but

it is developed by the school district rather than the IBO. The IB, itself, is a two-year program developed by

the IBO.

Can my child transfer into the IB Program?

Yes, if the student is transferring from another PreDip or IB Diploma Program and on a space-available basis.

How does my child apply for the program?

Students in eighth grade may obtain an application from any Suffolk Public Schools middle school guidance

office, the Suffolk Public Schools web page, or from the IB Coordinator at King’s Fork High School.

Applications will be available by December 1st and the application deadline is January 7th for the ninth grade

PreDip Program. Applicants whose applications are received after the deadline will be placed on the official

waiting list.

What middle school courses provide preparation for the IB Program?

Algebra I, foreign language, language arts, social studies, and science are required.

Is there a minimum grade point average (GPA) required in the IB Program?

Yes. The minimum GPA is 3.0 or a B average. Beginning with the sophomore year, after a student spends

one semester on academic probation, the student will be transferred from the program unless there are highly

valid extenuating circumstances.

Do IB courses carry additional weighting?

Yes. Most preDip courses receive honors weighting (+.5). Most IB courses receive the same weighting as

Advanced Placement (AP) courses (+1), with the exception of Theory of Knowledge (TOK), which is

weighted an additional (+.5 .


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Differences between International Baccalaureate (IB) and Advanced Placement (AP)

Both International Baccalaureate and Advanced Placement are excellent preparation for college; however, the two

programs differ in the type of student served and the means and methods utilized. The following charts highlight

features of each.

Advanced Placement International Baccalaureate Gifted students who have excelled in previous

courses and are recommended for AP by subject-area

teachers.

Academically talented, highly motivated students with

conspicuous analytical & critical thinking skills.

National standards of excellence. International standards of excellence.

College-level courses taken in the student’s area(s)

of strength only.

Comprehensive curriculum of college-level work; all

subjects taken at the IB level, weaknesses as well as

strengths.

Breadth of knowledge. Breadth & depth of knowledge: students study a few

key topic areas in depth in each subject.

Courses taught in isolation from one another. Interdisciplinary approach in course work, the TOK

course & Extended Essay.

Content driven: courses represent freshman level

college courses requiring assimilation of large

quantities of information.

Process driven: students learn ―how to learn‖ & engage

in more independent projects.

More memory work required for success on AP

examinations.

Less memory work required for success on IB

examinations.

Critical thinking is important for success. Critical thinking is essential: students are evaluated on

both the content & process of academic achievement.

Exams are based on broad, general understanding of

concepts and fundamental themes.

Course assessments emphasize multiple-choice (at

least 50% of each exam) and essay-question formats.

Course assessments emphasize essay and oral formats;

multiple-choice format used little.

AP scores are based solely upon external grades

determined by qualified national examiners.

IB scores are based upon a combination of internal

grading of required assessments by classroom teachers

& external grades determined by 3,500 qualified

examiners worldwide.

The entire curriculum as laid out must be covered but

an indication is given of how much of the

examination will be from each topic.

IB curriculum in each subject has a common core that

must be covered and optional subject areas out of which

a teacher selects 1 or 2 or 3 options depending on

subject area and level.

AP suggests that students carry on personal research

but does not require that they do (with the exception

of Art Studio).

Each student has to do personal investigations in each

subject and some of this work done during the course

becomes a part of the final IB mark in the subject area.

Most AP examinations have 2 parts, total 2 or 3

hours in length, and are written on the same morning

or afternoon.

Most IB exams are written in 2 separate sessions on 2

different days.

AP free responses questions are direct; they call for

direct responses. (Student has had to engage in

higher level thinking and integration in order to do

this.)

Most essays are wide ranging in scope and require

integration of material from different topic areas, the

citing of specific research, and evaluation of research

and theories.

Copyright, Mary Enda Tookey, 1999.


41

IB Honor Code

The IB Program offers a quality education that not only insures knowledge, but cultivates the virtues of

honor, courtesy, and perseverance. Of these virtues, honor is of great importance, for it is personal

integrity that will influence and finally determine many of our actions and beliefs. This Honor Code exists

in order to uphold and reinforce values that are central to the IB tradition of excellence and to prevent

violations of that tradition such as cheating or plagiarism. Students should consider this Honor Code to be

enforced in all IB classes and all activities associated with King’s Fork High School.

IB defines malpractice in the following way:

Malpractice: behavior that results in, or may result in, the candidate or any other candidate

gaining an unfair advantage in any assessment component.

It may include:

1. Collusion: when a candidate knowingly allows his or her work to be

submitted for assessment by another candidate.

2. Plagiarism: the submission for assessment of the unacknowledged work,

thoughts or ideas of another person as the candidate's own.

3. Duplication of Work: the presentation of the same work for different

assessment component and/or diploma requirements.

4. Any other behavior which gains an unfair advantage for a candidate or which

affects the results of another candidate.

The King’s Fork IB Honor Code, simply stated, is:

Students shall be honor bound to refrain from cheating of every kind, including plagiarism. Students shall

be honor bound to take actions to stop any and all violations of this Honor Code which they see. Inaction

implies that one condones inappropriate behavior. Living in a manner that is consistent with this code will

produce an atmosphere of trust, freedom, and integrity necessary to the success of each student in this

program. Without maintaining a high standard of honesty and conduct, the reputation of the school and of

IB are compromised and society is poorly served.

Honor Pledge

I hereby pledge to uphold the Honor Code of the International Baccalaureate Program at King’s Fork

High School. I shall refrain from all forms of academic malpractice: cheating; plagiarism; or other

deceitful means of obtaining good grades.

If I have knowledge that a student has violated the honor code, I have an obligation to take action to

prevent damage to the program and its participants. I understand that breaches of the honor code are

punishable according to the King’s Fork handbook for student conduct and may result in my removal

from The International Baccalaureate Program and from King’s Fork High School.


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43

King’s Fork High School

International Baccalaureate

Baccalaureat International

Bachillerato Internacional

Notes/Notes/Notas Action/Action/Acciones


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