Course Syllabus

Course Title: Physics 

Teacher:   Tristan Wine

Contact Information: The best way to reach me is to talk to me in class. You can also reach out via the Canvas Inbox. You can also email me at winet@issaquah.wednet.edu.

Course Description: (link to course guide for 25-26) Welcome to Physics, the study of matter and its motion through time and space. Physics is the most fundamental and far-reaching of the sciences. My biggest hope for the year is that you will leave my class having an increased appreciation for science and problem-solving. 

Course Goals: This year we will study how things move, why things move, energy, momentum, and wave behavior. Our goal is to develop strategies for real world problem solving. You will engage in many different learning activities, including but not limited to hands-on labs, thought experiments, readings, lectures, problem-solving sessions, small group, and whole class discussions. You will apply the knowledge and skills gained through these strategies to develop well-reasoned and evidence-supported scientific arguments. We place a large emphasis on learning science through doing science. 

Course Outline by Semester or Trimester:   

  • Semester 1: Basics science skills; Linear Motion; Forces and Newton's Laws 
  • Semester 2: Energy; Momentum; Universal Gravitation & Circular Motion; Wave Behavior 

Required Course Materials and Supplies: 

  • Engineering Paper (provided) 
  • Textbook: Inspire – Physics (Hard copy optional, available online) 
  • Scientific function calculator (graphing recommended)  
  • Ruler 
  • School-issued Laptop & Charger 

Grading Policies 

Grade Percentages:  

Letter Grade    Range 

A                      93-100 

A-                    90-92.99 

B+.                   87-89.99 

B                      83-86.99 

B-                     80-82.99 

C+                    77-79.99 

C                      73-76.99 

C-                     70-72.99 

D+                    67-69.99 

D                      60-66.99 

F                       0 -59.99 

S, U, P - Override Grades 

Assessment Criteria:    

Grading categories and types of work:  

All work is entered into a single category in the gradebook with point values that reflect their weight in the final course grade. This may be different than the weighted categories you have in other classes. We aim for the final grade to be weighted as approximately 

  

Weight 

Examples 

Lab 

~30% 

Group Labs, Individual Lab Activities, Lab Quizzes 

Formative 

~20% 

Guided Notes, WebAssign, Check-ins, Class Work, etc. 

Summative 

~50% 

Quiz, End of Unit Exams, (Final) 

All assignment scores and your current overall grade will be recorded only in Canvas. Skyward will only be used to post your quarter and semester grades. If you ever have a question about how something was graded or notice a discrepancy, please bring it to my attention and ask for clarification. 

Recovery Plans: In this course there are two opportunities for recovery on unit tests. The intention behind these opportunities is to allow you more opportunities to learn the physics content and show your new learning. The first way is through test retakes (which requires additional work to earn) and the second way is through each semester's comprehensive final. 

Students are provided with the opportunity to recover from sub-standard work on unit assessments. Any student earning below 80% can retake a unit exam and earn up to 80%. To be eligible for a retake, students must complete test corrections and an additional review assignment. 

The final in each semester will be cumulative and broken up by unit. If your score on the final for that section is greater than your score for the corresponding unit test, it will replace your previous unit test score. There is no cap for your new score, so you can earn up to 100% on each unit test. 

Homework type/purpose/volume/frequency: This is a 2-semester class that spans the entire school year. If students are fully engaged during class time, they should expect to spend approx. 1-2 hours per week working on physics outside of class. If you are consistently exceeding 2 hours outside of class, please reach out for support. Homework will NOT be assigned daily but broken up into chunks with at least one week to complete. Homework is used to practice skills that will prepare you for opportunities to demonstrate your learning.  

We will use WebAssign in this class. WebAssign is an online program that allows you to work through problem sets. You will complete problems online and receive instantaneous feedback. In addition, to submitting the problems online, you will show your work on Engineering Paper. Engineering paper will be provided. All the engineering paper for each unit will be turned in together at the end. 

We strive to offer adequate class time for students to complete almost all work during class. Efficient and undistracted (phones, other course work, etc) use of class time will minimize classwork that needs to be completed at home.  

Students who are engaged in non-physics work during physics class time will have that work confiscated. 

Grading Adjustments (Rounding, Bumping, etc.): I will not round grades, nor will I provide grade bumps. Please, do not ask. 

Classroom Values and Expectations:   

LATE WORK is broken into three categories: 

WebAssign Late Policy: Each WebAssign assignment will have an extension that you can accept after the assignment is due. The extension will be for 7 days after the original due date. If you click the “view key” (to see the answers) button you will lose the extension opportunity. No late work form is required for homework given through WebAssign. 

Classwork Late Policy: This includes worksheets, guided notes, and anything we do in class that is not a lab. Late work will be accepted for no penalty up to one week after the original due date. 

Labs Late Policy: If it is a group project with one final product made together, no late work will be accepted. Additionally, you must be present for at least 65% of the class time we work on the lab to receive the group score. If you fail to turn in a lab on time, or you are not present for 65% of the class time, you will be given an alternative activity due one week from the original due date. If the product is individual, the classwork policy applies. 

 

Academic Integrity: 

Physics is a collaborative subject, and so working together to learn will be an important part of our class. However, do not copy or take credit for work that is not yours. In addition it being against the rules (see below), it will also hurt your own learning. Completing course material is how you learn the content so that you can be successful on assessments. 

Here is a summary of academic dishonesty: Cheating on tests and quizzes is a clear example of academic dishonesty. However, you should also be aware that copying or falsifying lab data or copying any other assignment (including an assignment for another class) is also a violation. All students involved in academic dishonesty, those cheating and those allowing the cheating will receive the same penalties. 

Please refer to the IHS student handbook for the districtwide academic integrity policy. It can be found HERE 

 

Embedded SEL: 

Self-management 

How it will be taught: 

  • Time management skills: Students will be required to manage their time effectively to use the physics late-work policy. In the late-work form, they must set a new due date and identify the resources they will use to complete the assignment. This practice helps students develop planning and organization skills, which are key aspects of self-management. 
  • Tracking progress: At the start and end of each unit, students will fill out a learning intentions and success criteria document. This document serves as a self-management tool, allowing students to set specific learning goals, track their progress, and develop personalized study plans based on their individual needs. Regularly reviewing this document helps students reflect on their learning journey and adjust their study habits accordingly. 
     

Social awareness 

How it will be taught: 

  • Group consensus in collaborative work: Physics is inherently a collaborative science. In activities like labs, group posters, and all-class discussions, students will work toward reaching group consensus on scientific conclusions. To facilitate this process, we will have explicit conversations about the importance of effective communication, listening, and respecting diverse viewpoints. 
  • Instruction in scientific discourse: Students will receive specific, consistent instruction on how to productively engage in scientific discussions. This includes learning how to ask clarifying questions, provide constructive feedback, and acknowledge others’ contributions. Role-playing and practice sessions will be used to model effective group interactions, emphasizing the social awareness needed to collaborate successfully. 
     

Self-awareness 

How it will be taught: 

  • Individual reflection before group discussions: To foster self-awareness, students will often answer questions individually before participating in group discussions. This practice allows them to become aware of their own ideas, feelings, and understanding of the material. Knowing their personal stance before entering group dialogue helps students articulate their thoughts more effectively and listen actively to others’ perspectives. 
  • Connection between self-awareness and social awareness: Students will engage in reflective exercises to understand how their self-awareness influences their interactions within group settings. For example, they will discuss how knowing their strengths and areas for growth can affect their role in collaborative tasks. This interconnected approach helps them see how self-awareness and social awareness work together to improve both individual learning and group dynamics. 
     

Self-efficacy 

How it will be taught: 

  • Students set a personal “I can…” physics goal at the start of each unit in their Learning Intentions & Success Criteria and revisit it in a mid-unit check and an end-of-unit reflection to plan next steps. 
  • The retake/recovery process is used to practice persistence and self-advocacy: students complete test corrections, choose helpful resources (Flex, WebAssign practice, notes, peer tutoring), and schedule their retake time. 
  • Lab pre-briefs include a quick confidence rating and one concrete strategy the student will try; post-labs include a “what worked/what I’ll try next time” sentence to reinforce growth over perfection. 
  • Regular “Try → Check → Reflect” routines (quick practice, criteria check, short reflection) help students see effort linked to improvement. 
     

Social-engagement 

How it will be taught: 

  • Discussion norms: “restate → add on → challenge with evidence.” Students paraphrase a peer’s idea before adding/challenging to keep talk respectful and evidence-based. 
  • Group consensus routines (quick turn-and-talk, then group whiteboard → class gallery walk) ensure every voice is heard before decisions on procedures or claims. 

 

Social-management 

How it will be taught: 

  • Talk-time equity: teams use “two-before-me” (hear two voices before speaking again) and a rotating Timekeeper to balance participation during labs and discussions. 
  • Equipment sharing protocols: clear queues, 3–5 minute turns on sensors/tech, and a Materials Manager role prevent bottlenecks and keep groups moving. 
  • Decision checkpoints: at the halfway point of multi-step labs, groups pause for a 60-second “Plan → Do → Check” review to adjust roles, timeline, or data collection. 
  • Help norms: “Ask, don’t grab.” Peers offer verbal guidance first and only touch another group’s setup with permission, supporting autonomy and safety.