IB Handbook grade 10 - Suffolk Public Schools Blog

Suffolk Public SchoolsKing’s Fork High SchoolCentre for theInternationalBaccalaureateCurriculum Guide2011-12 Grade 10

Table of ContentsAdministration/Staff ................................................................................................................................... 2Message from the IB Coordinator ............................................................................................................. 3Program Overview ...................................................................................................................................... 4IBO Mission Statement ............................................................................................................................... 5IB Learner Profile ....................................................................................................................................... 5Four-year Academic Plan .......................................................................................................................... 6GPA Requirements…………………………………………………..……………………………………7Preparatory Diploma Program………………………...…………………………………………………7Course Descriptions in brief…………………………………………………………...………………….8Course Descriptions in detail………………………………………………………………...………. 9-17Summer Assignments………………………………………………………………………..……….18-29Improving Study Skills……………………………………………..………………………….…….30-37Frequently Asked Questions…………………………..……………………………………………...…38Difference between IB and AP…………………………………………………………………………..40IB Honor Code……….……………………………………………………………………………….….411

King’s Fork High School is anInternational Baccalaureate Diploma World SchoolAdministrationDr. Suzanne Moore, PrincipalMs. Elke Boone, Assistant PrincipalMr. Deberry Goodwin, Assistant PrincipalMr. Chris Quattlebaum, Assistant PrincipalDirector of GuidanceMs. Charlene JerlinIB Guidance CounselorMs. Renea Coley [rencoley@spsk12.net]IB CoordinatorMs. Carol Kennedy-Dickens [carkennedy-dickens@spsk12.net]IB TeachersMs. Sylvia Bond, EnglishMs. Chirlene Mitchell, EnglishMs. Anne Branch, MathMr. Scott Graham, MathMs. Stefanie Hicks, SpanishMs. Katherine Byrnes, SpanishMs. Kimberly Seavey, French[sylbond@spsk12.net][chimitchell@spsk12.net][annbranch@spsk12.net][scograham@spsk12.net][stehicks@spsk12.net][katbyrnes@spsk12.net][kimseavey@spsk12.net]Ms. Sherri Story, Biology [shestory@spsk12.net]Ms. Marianne Lawrence, Chemistry [marlawrence@spsk12.net]Mr. Sean White, HistoryMs. Alexis Plank, PsychologyMs. Sarah Whitlock, Visual Arts[seawhite@spsk12.net][aleplank@spsk12.net][sarwhitlock@spsk12.net]2

Message from the IB CoordinatorThe International Baccalaureate Diploma Program (IB) enjoys a worldwidereputation as the premiere program for high school students seeking the challengeof a rigorous curriculum in preparation for college. The program is administeredby 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 theseschools 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, toimprove their study skills, and to assist them in focusing on academic goals as well as specific IB topicsaddressed in the eleventh and twelfth grade Diploma Program.The International Baccalaureate Diploma Program has many benefits. It offers a comprehensive andintegrated approach that incorporates an interdisciplinary approach to learning. The program fosters a globalperspective, assists students in understanding the advanced technological world, and fosters appreciation ofthe varied intellectual, social and critical perspectives necessary for functioning successfully as an adult. Akey element of the program is its emphasis on the development of the “whole person” so that students developtheir talents, strengthen their weaknesses, and gain a compassionate outlook to assist in dealing with therealities of the twenty-first century. Students learn how to become lifelong learners through knowing how tolearn, how to analyze, and how to reach considered conclusions. Colleges and universities worldwide providepreferential treatment to students who have earned the International Baccalaureate Diploma in theiradmissions and advanced credit policies.Highly-motivated students who desire academic challenge are strongly urged to consider taking advantage ofthis program. Suffolk Public Schools provides transportation to the school from all attendance zones foraccepted candidates. Students accepted for the IB program become full-time King’s Fork High Schoolstudents 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 hasas its mission the goal of producing well-rounded and well-educated citizens who have learned to be effectiveparticipants in our global world.3

International Baccalaureate ProgramOverviewThe International Baccalaureate Diploma Program (IB) is a rigorous, pre-university course of studies thatmeets the needs of highly motivated, academically talented secondary students in the eleventh andtwelfth grades. The program requires that students take a challenging course of studies leading to externalexaminations in six required subject areas at a participating IB World School. Students must also take theTheory of Knowledge seminar class, write a 4000-word Extended Essay, and exhibit a commitment toCreativity, Action, and Service activities. Those students who score satisfactorily on the IB internal andexternal assessments and complete all other requirements of the program earn the prestigiousInternational Baccalaureate Diploma. The program is intentionally designed as a comprehensivecurriculum that allows its graduates to fulfill requirements of the various national systems of educationand is based on the pattern of no single country.The IB philosophy is one of promoting an international perspective. This focus is especially significant inthe twenty-first century when knowledge continues to expand dramatically; when advanced technologiesand global economics have tied together vastly different cultures; when the world is bound too closely forprovincial ideologies to guide political thought; when to exist in a world community requires appreciationand understanding of cultural diversity; and when cooperation alone will solve global problems. The IBObelieves that academic training should provide students with the values and opportunities that will enablethem to succeed in the competitive, modern world.Students study six subjects selected from the subject groups. Normally three subjects are studied at higherlevel (courses representing 240 teaching hours), and the remaining three subjects are studied at standardlevel (courses representing 150 teaching hours).All three parts of the core—extended essay, theory of knowledge and creativity, action, service—arecompulsory and are central to the philosophy of the Diploma Program.All Diploma Program students must engage in these three activities.Extended essayThe extended essay has a prescribed limit of 4,000 words. It offers the opportunity to investigate a topicof individual interest, and acquaints students with the independent research and writing skills expected atuniversity.Theory of knowledge (TOK)The interdisciplinary TOK course is designed to provide coherence by exploring the nature of knowledgeacross 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, sportsand community service work, thus fostering students’ awareness and appreciation of life outside theacademic arena.4

IBO Mission Statement International Baccalaureate Organization 2006The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people whohelp 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 developchallenging programs of international education and rigorous assessment.These programs encourage students across the world to become active, compassionate and lifelonglearners who understand that other people, with their differences, can also be right.The IB Learner ProfileThe aim of all IB Programs is to develop internationally minded people who, recognizing their commonhumanity 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 researchand show independence in learning. They actively enjoy learning and this love of learning will be sustainedthroughout their lives.Knowledgeable They explore concepts, ideas and issues that have local and global significance. In so doing, theyacquire 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 approachcomplex problems, and make reasoned, ethical decisions.Communicators They understand and express ideas and information confidently and creatively in more than onelanguage and in a variety of modes of communication. They work effectively and willingly in collaboration withothers.Principled They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity ofthe individual, groups and communities. They take responsibility for their own actions and the consequences thataccompany them.Open-minded They understand and appreciate their own cultures and personal histories, and are open to theperspectives, values and traditions of other individuals and communities. They are accustomed to seeking andevaluating 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 personalcommitment 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 theindependence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending theirbeliefs.Balanced They understand the importance of intellectual, physical and emotional balance to achieve personal wellbeingfor themselves and others.Reflective They give thoughtful consideration to their own learning and experience. They are able to assess andunderstand their strengths and limitations in order to support their learning and personal development©5

Four-year Academic PlanGrade 9 Grade 10 Grade 11 Grade 12PreDiploma 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)orIB Math Studies (SL)IB Math Studies (SL)PreDiploma Biology PreDiploma Chemistry IB Chemistry (SL) Science ElectiveorIB Biology (HL)IB Biology (HL)orIB Environ Systems (SL) Science ElectivePreDiploma 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/SeminarFine Arts orPractical Arts Elective Choose IB Elective (2-years):IB Psychology (HL/SL)IB Art/Design (HL/SL)IB Music (HL/SL)6

7Minimum GPA RequirementAs a reminder, every student in the IB Program is expected to maintain a cumulative GPA of 3.0, in other words, an overallaverage 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 conferencesto 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 ofthe 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 willbe scheduled for Academic Review. Unless there are highly valid extenuating circumstances, the Academic ReviewCommittee 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 grades11 and 12. The PreDiploma instructors have been trained in the IB curriculum and have a clear focus of the skills necessaryas well as the topics/themes which should be reinforced at an early stage. Students who select to be in PreDip must take thecore courses of English and history, math, science and foreign language. The skills which are emphasized are:Reading-Comprehension and Critical Thinking SkillsAnalytical SkillsNote Taking SkillsTime ManagementEssay Writing SkillsOrganizational SkillsResearch SkillsTest-taking SkillsOral Presentation SkillsLaboratory SkillsCognitive SkillsIMPORTANT KFHS POLICIES:Make-Up WorkStudents’ make-up work should be provided by the teacher and returned to the teacher within five school days (regardless ofodd/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 tardystudents 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 DevicesCell phones and other electronic devices must be off, out of sight, and may not be used between the hours of 7:15 am and2:15 pm. If they are seen or heard during this time, they will be confiscated by staff members and will be returned only to theparent 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 PlayersUnless they are part of class assignments or projects, and the administration has given permission, these devices should notbe brought to school. No headsets or earbuds may be visible during school hours.Card PlayingStudents may not, at any time, possess or use any type of playing cards, trading cards, or game cards on school property

Course Descriptions for Grade 10Pre-Diploma English 10IB1195Prerequisite(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 worldliterature, they acquire experiential knowledge of literary genres and terms. Both written and oral literaryanalyses, including a fully documented research report, are regularly required. This course focuses on improvingoral skills in preparation for the oral commentaries. There is also an emphasis on formal, expository writing. Thevolume, difficulty, and pacing of assignments are challenging. A summer assignment is required.Pre-Diploma French IIIIB5132Pre-Diploma Spanish IIIIB5532Prerequisite(s): Successful completion of French II, or Spanish II Credit: OneIn Pre-IB French III and Spanish III, students continue to develop competency skills in listening, reading, writingand speaking the language. Areas of emphasis in the course are reading for comprehension, writing for expressionand reinforcement, and gaining insights into the culture of the countries where the language is spoken. A summerassignment is required.Pre-Diploma Algebra2/TrigonometryIB3137Prerequisite(s): Successful completion of Pre-Diploma Geometry Credit: One (weighted + .5)The course combines all of the traditional Algebra2/Trigonometry objectives with additional topics includingprobability and statistics. Emphasis is placed on matrices, functions, graphing, conic sections, trigonometry, andreal-world application of mathematics principles. Topics are studied in the context of local, national andinternational perspectives. Students demonstrate proficiency in solving problems using algebraic and graphicmethods and graphing calculator. A summer assignment is required.Pre-Diploma ChemistryIB4410Prerequisite(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 andproperties of matter. Emphasis is placed on utilizing investigative skills to solve problems and to understand theinterrelationships 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 ofusing science and technology in a global context. Students have experience working with open-ended labs, databasedquestions, and IB assessment formats. A summer assignment is required.Pre-Diploma/AP US Government & PoliticsIB2445Prerequisite(s): Successful completion of Geography 8 Credit: One (weighted + 1)Students will complete studies in high school equivalent to a one-semester college introductory course in UnitedState Government and Politics. Students are required to take the AP exam. A summer assignment is required.8

GROUP 1 Studies in Language and Literature PreDiploma English 10The following novels/units will be covered this year:Summer Reading Project- AnthemShort Story UnitThe Joy Luck Club by Amy TanBless Me, Ultima by Rudolfo AnayaThe Pearl by John SteinbeckRomeo & Juliet andA Midsummer Night’s Dream by ShakespeareThe Odyssey by HomerWhen the Legends Die by Hal BorlandTo Kill a Mockingbird by Harper LeePoetry UnitNonfiction ReadingsIndependent Reading ProjectAlso included in this class are:Weekly Vocabulary Assignments Daily Warm-ups Grammar Review Essay WritingLiterary Analyses Written and Oral Commentaries Research PaperCLASSROOM POLICIESMATERIALSYou must bring the following to class EACH DAY:pencils/pensnotebook/paperReader’s Response Journal (composition book)Assigned textSUPPLY LISTComposition NotebookBlue or Black Ink PensPencilsLoose-leaf PaperThree-Ring Binder (1 ½ -2 in.)Five Notebook DividersHighlighters (3 or more colors)Sticky NotesUSB Flash drivePack of 3x5 lined index cardsCLASS RULES1. 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. Donot 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.9

GRADESYour overall nine weeks grade will reflect a variety of learning outcomes. You will have the opportunity to apply variousstrategies and learning styles. Please make every effort to complete all assignments so that your cumulative grade will bereflective of your true ability.Daily 20% Quizzes 30%Homework 10% Tests 40%HOMEWORKHomework 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!VOCABULARYVocabulary lists can be found on my blog. You should print and review the words weekly. A vocabulary quiz andassignment will be given at the end of each week.Vocabulary AssignmentEach week you must turn in sentences for the vocabulary words assigned that week. When you write the sentence for eachvocabulary word, remember to do the following:Underline each vocabulary wordNumber each sentenceEach word is spelled correctlyThe correct part of speech is used for each wordThe sentences clearly illustrate the word's meaningPeriodically, you will be asked to use some of the words in various writings.Vocabulary QuizYou are expected to know the correct definition, part of speech, spelling and possible synonyms or antonyms of eachvocabulary word assigned for that week. Vocabulary quizzes include application in sentences, matching, or multiple choice.WRITING ASSIGNMENTSWRITING IS A PROCESS! You will be graded on this process. Drafts will be checked for completion and evidence ofediting/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 marginsPaper must have correct heading, header, and include an appropriate titlePapers must be stapled neatly in the following order:Top page: RubricFinal DraftRough/Revised DraftsPre-writingBottom page: Assignment SheetPROJECTS/PRESENTATIONSThroughout the year you will be assigned various projects or presentations to complete. These may or may not include groupactivities. All projects and/or presentations are expected to be completed on time.QUIZZES/TESTS/STUDY GUIDESQuizzes, tests, and/or study guides may be assigned to ensure that you are keeping up with your course work. You will begiven at least one week notice before a test. Quizzes may or may not be announced. All tests/quizzes must be signed by aparent/guardian once it is graded and returned.10

LATE ASSIGNMENTSAll assignments (homework, papers, projects, etc.) are expected to be turned in by the due date.HomeworkHomework will not be accepted late.Writing assignmentsWriting 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 dayslater for 10 points deduction in credit. Papers will not be accepted after those three days and you will receive a "0" for thatassignment. If you are absent on the day that a paper is due, but were present when it was assigned, you must turn the paperin to me THE DAY YOU RETURN TO SCHOOL.MAKE-UP WORKIf you are absent from class, it is your responsibility to get the work you missed (Please note that if you are dismissed earlyfrom school because of a sport or other reason, you are still expected to hand in assignments due that day and get the workyou 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 whennecessary.CHEATING/PLAGIARISM POLICYtest/assignment.Plagiarism and cheating is a serious breach of the student honor code. Anystudent caught cheating or plagiarizing will receive a “0” for that“Education is the most powerful weapon which you can use to change the world.” ~Nelson MandelaGROUP 2 LANGUAGE ACQUISITIONPreDiploma Spanish IIIIn 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 writtenpresentations in Spanish. They begin to show a greater level of accuracy when using basic language structures and areexposed to more complex features of the Spanish language. They continue to focus on communicating about their immediateworld and daily life activities. They read material on familiar topics and write short, directed compositions. Emphasiscontinues to be placed on the use of Spanish in the classroom as well as on the use of authentic materials to learn about theculture. 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 IIStudents. They will have more projects, Speaking requirements, and also challenged more than the others. It shall preparethem to be able to transfer into the IB program when the time comes.COURSE EXPECTATIONSAfter 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 andcontexts presented through a variety of media. Students will demonstrate an increasing understanding of the culturalsimilarities and differences between the francophone world and the United States as well as develop a better understanding ofthe 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 gradeHomework 7 10%Daily Grades 8 20%Quizzes/Short Term Projects 5 30%Tests/Major Projects 3 40%11

Supply List3-ring binder6 dividers labeled: Apuntes, Pruebas, Examenes, Leer/Escribir, Tarea, Trabajo de ClaseEnglish/Spanish DictionaryPreDiploma French IIICourse Requirements: After completion of this course students will be able to recognize and provide basic Frenchvocabulary, sentence structure, distinguish items of grammar, translate from French to English and vice versa at anappropriate degree of mastery for this level. Students will also be able to provide and obtain information, express emotionsand 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 continueto compare the English and French languages and their respective cultures, enabling them to meaningfully use French in andbeyond the school setting.GradingCategory Minimum Number Percent of 9-week gradeHomework 7 10%Daily Grades 8 20%Quizzes/Short Term Projects 5 30%Tests/Major Projects 3 40%Supply List for PRE-IB French 3Two: 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 dividersready to be labeledTwo: packages loose-leaf college-ruled filler paperTwo: pencilsThree: pens (blue or black ink only)One: glue stickTime Frame TopicsSupply ListTwo: CD-RW with protective covering for speaking, listening comprehension, class activities, etc. (labeled withstudent’s name and class)One: 3” 3-ring binder with pockets and 4 section dividers ready to be labeledTwo: packages loose-leaf college-ruled filler paperTwo: pencilsThree: pens (blue or black ink only)One: glue stick12

GROUP 3 INDIVIDUALS AND SOCIETIES PreDiploma/AP US GovernmentTopics of Study‣ Unit I – Constitutional Underpinnings (U.S. Constitution and Federalism)‣ Unit II – Institutions of Government (Congress, President, Judiciary, and the Bureaucracy)‣ Unit III – Political Beliefs and Behavior (Socialization, Ideology, and Polling)‣ Unit IV – Linkage Institutions (Political Parties, Interest Groups, Elections, and the Media)‣ Unit V – Public Policy (Domestic, Economic, and Foreign)‣ Unit VI – Civil Liberties and Civil RightsHomework (10%)‣ Most homework assignments are Vocabulary and Guided Readings.‣ Vocabulary and Guided Readings must be hand-written.‣ Homework assignments must be turned in the day it is due.‣ A penalty of-10 points will be assessed for every day the assignment is late.Classwork (20%)‣ Most classwork assignments are Guided Readings and classroom activities.‣ Classwork assignments must be turned in the day it is due.‣ A penalty of-10 points will be assessed for every day the assignment is late.Quizzes (30%)‣ Most quizzes are on Vocabulary or Notes. Quizzes will be timed.‣ A typical quiz consists of fill-in-the-blank questions and short answer questions with no word bank ormultiple choices.Tests (40%)‣ Most tests will be given at the end of every chapter. Tests will be timed.‣ The typical test will consists of multiple-choice questions, short answer questions, and free-responsequestions.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.‣ All tests and quizzes must be completed by a certain date at the end of each marking period. Nothingwill be accepted after that date.Extra-Credit‣ There will be no extra-credit assignments or projects during the school year.AP U.S. Government and Politics Exam‣ Most students will take the AP U.S. Government and Politics Exam in May. There is a strong correlationbetween performance in the course and success on the AP Exam. A majority of all my students frompast years have passed the AP Government and Politics Exam, with several students receiving perfectscores. Many of these students received college credit by scoring well on the AP Exam. Also, passingthe AP Government and Politics Exam looks real good on a college application.13

Materials‣ #2 Pencils‣ Pens‣ Highlighter‣ Loose Leaf Notebook Paper‣ 3-Ring Binder (preferably 2”)‣ 7 Dividers for your 3-Ring Binder (Guided Readings, Notes, Vocabulary, Tests, Quizzes, ClassroomActivities, Homework Assignments)‣ 1 Ream of Computer Paper (This is mostly used for the Notetaking Guides which makes notetaking mucheasier and more effective)GROUP 4 EXPERIMENTAL SCIENCEPreDiploma ChemistryCourse OverviewI 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. Ihope 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 inclass. 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 anddiscussion. Students are encouraged to ask questions during class time.TOPICS COVEREDFIRST SEMESTER14Lab Safety and EquipmentScientific MethodReporting Scientific DataMatter and EnergyMatter and EnergyAtomic StructurePeriodic Table

Electron ConfigurationIonic CompoundsMolecular CompoundsMolecular CompoundsIntroduction to the MoleChemical ReactionsExam Review Midterm ExamSECOND SEMESTER15Chemical ReactionsStoichiometryThermochemistryChemical KineticsGas LawsSolutionsAcids and BasesSOL REVIEWExam Review Final ExamCLASSROOM PROCEDURESStudents will pick up their class folders as well as any handouts before sitting down. “Bell ringer” assignments will bestarted most days. Desks and lab areas should be neat and clean before leaving. Lab equipment should be clean and put inproper location before leaving. Lab safety should be practiced at all times.STUDENT CONDUCTBe 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 thebell.MATERIALS/EQUIPMENT REQUIREDTextbook, a 2inch, 3 ring binder with five sections for bell ringers, notes, homework, labs, and quizzes, a bound compositionbook for labs, pencil/pen, paper, scientific calculator (capable of scientific notation and logarithms),note cards and 1” ring forflash cards, pencil pouch for note book.EVALUATION/GRADINGYour grade will be computed as outlined in the student handbook.TESTINGAll tests, exams are the property of Suffolk High School and the teacher. These may not be returned, but may be viewed bythe 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.HOMEWORKEffort spent on homework is reflected in quiz and test scores. Doing homework provides students with practice problems andhelps them to learn the material. Students are graded by completion, and are expected make an effort at all the problems evenif you can not finish them. Working together on homework is permitted, but simply copying answers is of no help and is notacceptable. Students suspected of this will receive one grade to be split by all of the parties in question. For projects it isunacceptable to download, cut or pasted from a web site. This is plagiarism!ABSENCESIn the event of an absence, assignments due on the day absent will be due immediately upon the student’s return. All missedassignments will be in your folder, and are due within five school days for each one-day absent. If a student is present theday before a scheduled test, but absent on the test day, the student will make up the test as soon as possible after their returneither before or after school or during lunch.

LAB REPORTSLab reports will follow the required format detailed in a handout. Students must follow procedures and safety rules and havecompleted a prelab assignment before class. Late lab reports will be accepted ONE CLASS late for minus 10%. Lab groupswill be both teacher and student selected.EXTRA CREDITEvery student will receive two homework passes per quarter worth five points. If all homework has been completed, astudent may turn the passes in for ten extra credit points. “Mole Bucks” will also be given out. (more later)EXTRA HELPChemistry topics can be overwhelming, and each student learns new material in different ways and at different rates. If youfeel you need more help at any time, please come to me and request some tutoring. Times can be arranged before and afterschool and during my lunch. Do not hesitate to come in for extra help. Many topics build on one another, and you can easilyfall behind. So come and see me for a little extra practice and reinforcement!CONTACT MEI Prefer to communicate by e-mail. Any questions may be sent to marlawrence@spsk12.net To check grades use the parentconnect systemSupply List2 inch 3 ring binderZippered pencil pouchBound composition lab notebookTabbed section dividersPencils, pens, erasersNotebook paperScientific calculatorPerforated study index cards and ringGROUP 5 MATHEMATICSPreDiploma Algebra2/TrigonometryCOURSE DESCRIPTION:The Honors Algebra II/Trig curriculum consists of a review and extension of skills learned inAlgebra I and, during the fourth nine weeks, an introduction to right triangle and circulartrigonometry. Students will explore the characteristics of linear, quadratic, polynomial, absolutevalue, exponential , and logarithmic functions both algebraically and graphically. Students willfactor polynomials and use that skill to perform operations with rational expressions. They willsolve a variety of equations, including quadratic, absolute value, radical, rational, exponential,and logarithmic equations. The curriculum also includes the study of complex numbers andlinear 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 arecovered in just one block. Many students find it necessary to study math for the first time when they are taking HonorsAlgebra 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 basicarithmetic and trigonometric functions this year, but next year a graphing calculator will be necessary.Students will complete one project each nine weeks.16

MATERIALS NEEDED:TextbookColored pencils or pensThree-ring binder with pockets Graph paperLoose-leaf paperHighlighters (optional)Pencil3” x 5” index cards (optional)Scientific or graphing calculator, such as TI-84 Plus (Can be kept at home)GRADING SCALEGRADING RATIONALE94-100 A Tests 40%86-93 B Quizzes & projects 30%85-78 C Classwork 20%70-77 D Homework 10%Below 70 FHOMEWORK:The purpose of homework will be for students to practice and reinforce the skills presented in class. Homework should not becopied and should be completed before class to ensure that the student has assessed his knowledge of the topic, determinedquestions which need to be answered, and prepared himself to move forward with new skills.EXTRA HELP:Try these websites: www.regentsprep.org www.glencoe.comCLASS EXPECTATIONS:1. Students are expected to bring textbooks, binders, paper, and pencils to class every day. Sharing of textbooks isprohibited. 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 arecompleting assignments, but not during instruction by the teacher orclass discussion.5. The first class activity is generally a warm-up to review/reinforce skills. Students should begin this activityimmediately 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 orfood in the trash.7. Students will be allowed four passes to the restroom during the semester. These passes may not beused during the first or last thirty minutes of class.17

Summer assignments for Pre-Diploma International Baccalaureate students are designed to encouragecritical thinking. The following mandatory assignments are designed to promote a serious academic attitudethat demonstrates a high degree of self-discipline and self-motivation. Students also have an opportunity toexpress their individual talents and personalities. Students will complete the assignment below:GROUP 1 Studies in Language and Literature Pre-Diploma English 10Ms. Chirlene Mitchell, chimitchell@spsk12.net1. Read one of the following text:Fahrenheit 451The Narrative of Frederick DouglassRay BradburyFrederick Douglass2. Assignment:For your selected text, complete a Reader’s Log as described below, and be prepared to turn your log in bythe 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 findinteresting.• 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 tothe text.• Choose five relevant quotations as evidence of the work’s theme and explain how the quoteconstitutes 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/orimpact your life. What can you take with you from yourreading? 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 killsBob Ewell.” Use present tense when relating events that occur in the work.)18

• Use of clichés, colloquialisms, slang or contemporary “facebook” expressions• Unnecessary wordiness – empty phrases – summary statements (Instead, use words that saysomething!)• Sentence fragments and run-on sentences• Subject – verb agreement errors or pronoun antecedent agreement errors• Overuse of simple sentences that begin with the subject• 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 overuseanywhere• 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 SpanishMs. Katherine Byrnes, katbyrnes@spsk12.netSummer assignments for Pre-International Baccalaureate students are designed to encourage criticalthinking. The following mandatory assignments are designed to promote a serious academic attitude thatdemonstrates a high degree of self-discipline and self-motivation. Students also have an opportunity to express theirindividual 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. 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. The oral presentation will be scheduled and given during the first week ofschool. You are on your honor for the entire project. You may ask others grammar questions, but DO NOT copy,excessively help or be helped. Any work suspected to not be 99% the student’s own will be investigated.Part 1: Research your chosen/given countryThe following information must be presented both written and orally in Spanish. Whereas you are to keep togrammar that you have already been taught, I do expect that you will need to include some new vocabulary termsspecific to your topic/country as you come across them. REMEMBER: DO NOT USE ONLINETRANSLATORS!! You may use them as DICTIONARIES only. This means, use them to translate one to twowords at a time, NOT COMPLETE SENTENCES. Failure to comply will result in a substantial loss of points.Written part: Write a minimum of 3 pages double spaced. Include sources, at least 2.The following information must be included in the paper:School dynamicsSchool weekSchool hoursClass scheduleetcPastimesNationallytypical and popularnon-typical but availableTeenager specific19FoodMoneyNationallytypical and popularspecialtiesTeenager specificCurrencyComparison to the United Statesminimum wageetc

CelebrationsSpecial onesTypical onesAny specific to teenagersHousingTypical houseTypical house set upWho lives togetherPart 2: Crest mobileHistory of crest:What do the colors mean?What do the symbols mean?Is there anything special about how it’s setup?When was it implemented?Who created it?Has it changed at all?20

King’s Fork High School 1Create a replica of the crest to hang from the ceiling tiles in the classroom – think of a large mobile.It’s recommended to use cardboard as a base to give your project some stability.Requirements:Neat and with attention to detailIf it has 2 sides that are different, please replicate both sides. (In other words it may be 2-sided)In mobile fashion, have the information about your crest hanging down from the crest itself like the example Ishowed you in class.o For example: if there is a section that is red, hanging down from the red section (without writing onthe crest itself) explain in simple Spanish words why that section is red.o This information can be hand written/painted, computer generated or a visual depiction.o Does not need to be written in complete sentences but NO ENGLISH is to be used.o It should be large enough for students to read/see from their seats.Part 3: Oral PresentationYou will orally present your crest to the class. This should be in complete sentences. You may use note cards to helpprompt you, but it should not be 100% read.o Presentation should be 3-5 minutes.o Pronunciation will be gradedo Discuss the information regarding the history of the crest you included in your paper.Rubric: http://www.rcampus.com/rubricshowc.cfm?code=D53534&sp=yesMs. K. Seavey, kimseavey@spsk12.netPre-Diploma French 3Each region of France is unique, with its own customs, history, food, and culture: but, how and why? How and why isLa Bretagne different than La Provence? Your job for this project is to learn about and teach the class all about theuniqueness of your chosen region. Advertise the main attractions, show us all the yummy food, and explain how yourregion came to be so special and different from its neighbors.You will be creating a PowerPoint presentation based on the results of your research. You will become“experts” on your region and will be prepared to answer questions from the class. Although you will do yourresearch in English, you will present your PowerPoint IN FRENCH! Be prepared to introduce students to newvocabulary. (If it was new to you, it will probably be new to everyone else!)Students must get their project topic approved by Ms. Seavey in order to avoid duplicate projects. They may e-mail mekimseavey@spsk12.net.Using the following link as a guide, you will also produce a coat of arms for the region you choose:http://en.wikipedia.org/wiki/Gallery_of_French_coats_of_arms (quiz grade for neatness)This coat of arms should be approximately 18 inches square and in color.We will also have a day when you will bring in a sample of one of the foods/dishes that comes from your region. (quizgrade for completion)You must provide a map of France divided into regions with your region highlighted:http://www.tlfq.ulaval.ca/axl/europe/images/france-regionsMap.gifYou must address the following for each region:I. Les Regions de la FranceGoogle Image Search GuideDirections: Open an Internet browser window and go to Google.com. In the upper-left hand corner, click on “Images”.Type in the name of your region in FRENCH, i.e. Bretagne, Pays de la Loire, etc. and click “Search”. Browse theimages that pop up and answer the questions below. Feel free to use the back if necessary.Describe the pictures that came from your image search. Are there any patterns you see?What can these pictures tell you about your region, without doing any research?Are there any pictures that could relate specifically to your region category? Describe them. How could they help yourpresentation?21

King’s Fork High School 1II. Les Régions de la FranceHistoire Research GuideWho were the original inhabitants of this region?Do the people who currently live there share a common ancestry?Are there any events that are significant to France’s history as a country that happened in this region?What were some important events and dates in the history of this region? Find at least 5 and sum up the event.III. Les Régions de la FranceEconomie Research GuideWhat natural resources are easily found in this region?Historically, what are some industries that have traditionally done well for this region?What are some historical products this region was known to produce?What are the industries that are successful today in this region?What are some products this region is known for today?What are some major employers/famous companies that are based in this region?What economic sector do you think would be most successful in this region?____ Primary (extraction and production of raw materials)____ Secondary (transformation of raw materials into goods)____ Tertiary (provision of services to consumers and businesses)IV. Les Régions de la FranceGastronomie Research GuideWhat agricultural products is this region particularly known for?What dishes are considered this region’s specialties?How can you describe the traditional dishes of this region and the ingredients the meals are composed of?Are there any traditional foods reserved for holidays or special occasions?Are there any traditional customs in this region related to food?Finally, find recipes/ingredient lists and pictures for 2-3 traditional dishes. Include these in your presentation as well.V. Les Régions de la FranceLes Langues et La Géographie Research GuideOther than standard French, what dialects are spoken in this region?What other languages do the inhabitants of this region speak?What other languages have historically been spoken in this region?Create a map for this region. Include major cities, mountain ranges, bodies of water, rivers, etc. The final map for thepresentation should be neat, colorful, labeled and detailed.VI. Les Régions de la FranceAttractions/Villes Research GuideName the 3 largest cities in this region, along with their populations.For each city, find one major attraction and summarize why people visit.What are some historical attractions for which this region is known?What are some cultural attractions for which this region is known?How popular is tourism for this region? Try to find the amount of money tourism brings to this region and/or the majorcities. Why is tourism unpopular/popular for this region?Resources: (Just to get you started: you will want to use others that you find22

King’s Fork High School 1as well.)La Bretagne: http://www.discoverfrance.net/France/Provinces/Brittany.shtmlhttp://en.wikipedia.org/wiki/Brittanyhttp://culturebreizh.free.fr/bretagne.php?lang=eng&pageid=100http://www.french-at-a-touch.com/French_Regions/Brittany/brittany_5.htmL’Aquitaine :http://en.wikipedia.org/wiki/Aquitainehttp://www.southfrance.com/grandarea.htmlhttp://www.tourismeaquitaine.fr/en/tourisme_aquitaine,488,m1_79B46613,history,prehistory,aquitaine,france.htmlL’Alsace-Lorraine :http://en.wikipedia.org/wiki/Alsace-Lorrainehttp://www.discoverfrance.net/France/Provinces/Alsace-Lorraine.shtmlLes Pays de la Loire : http://en.wikipedia.org/wiki/Pays_de_la_Loirehttp://www.discover-france.info/regions_paysdelaloire.htmhttp://www.discoverfrance.net/France/Provinces/Pays-Loire.shtmlhttp://www.aftouch-cuisine.com/gastronomy/pays-de-la-loire-r17.htmLa Provence :La Normandie :L’Île de France :http://en.wikipedia.org/wiki/Provencehttp://www.discoverfrance.net/France/Provinces/Provence.shtmlhttp://www.beyond.fr/history/index.htmlhttp://en.wikipedia.org/wiki/Normandyhttp://www.googobits.com/articles/1590-a-history-lovers-guide-to-normandy.htmlhttp://www.westernfrancetouristboard.com/normandyart.htmhttp://en.wikipedia.org/wiki/%C3%8Ele-de-France_(region)http://www.discover-france.info/regions_lle_de_france.htmhttp://www.iledefrance.fr/english/discover-ile-de-france/Grading Rubric (Test grade)Region: Score: ______/ 20StudentsNames:CATEGORY 4 3 2 1Quality ofresearch (x2)Information shown inpresentation wasexceptional in termsof detail, accuracy,and thoroughness.Informationshown inpresentation wasacceptable interms of detail,accuracy, andthoroughness.Informationshown inpresentation waslacking in termsof detail,accuracy, andthoroughness.Several pieces of research were missing.Information was inaccurate or vague.23

King’s Fork High School 1AttractivenessThe PowerPoint isexceptionallyattractive in terms ofdesign, layout, andneatness.The PowerPoint isattractive in termsof design, layoutand neatness.The PowerPointis acceptablyattractive thoughit may be a bitmessy.The PowerPoint is distractingly messyor very poorly designed.It is not attractive.Presentation(x2)The presentationwas highly engaging,and very few noteswere used.The presentationwas somewhatengaging. Somenotes were used.Notes wereused often.The presenters relied heavily onthe use of notes.PreDiploma Latin III1. Maintain your knowledge of forms and vocabulary by playing games at:http://www.linguazone.comGo to students, search for “Kings Fork High School” then play games for Latin II or III.2. Research Roman baths and create a model. Label all features of it in Latin.Recommended sites:http://www.vroma.org/~bmcmanus/baths.htmlhttp://www.timetrips.co.uk/roman%20towns%20baths.htm3. Read/translate the following books as best you can (don’t worry about translating it exactlycorrectly; just worry about getting the gist of it):http://tarheelreader.org/2009/07/25/canis-et-lupus-macrons/http://tarheelreader.org/2009/07/23/lupus-et-grus-macrons/http://tarheelreader.org/2009/07/23/haedus-et-lupus-macrons/If you have trouble with any of the vocabulary, go to :http://archives.nd.edu/words.htmlImagine that you are the wolf in these stories. Write a couple of journal entries in English detailingyour experiences.24

King’s Fork High School 1Group 3 Individuals and Society PRE-Diploma/AP US GovernmentMr. S. White, seawhite@spsk12.netName _____________________________________________ Date __________________ Block _____Pre-Diploma 10 – AP GovernmentU.S. Constitution Study GuideSummer Assignment – 2012The U.S. Constitution Website = http://www.usconstitution.net/const.pdfDirections: Answer each of the following questions by reading the U.S. Constitution on the websiteprovided above. Write your answers directly on this handout.PART I: THE PREAMBLEWe the _________________ of the United States, in Order to form a more perfect _____________,establish ________________, insure domestic _________________, provide for the common__________________, promote the general ___________________, and secure the Blessings of__________________ to ourselves and our Posterity, do ordain and establish this __________________for the United States of America.PART II: THE OVERALL STRUCTURE OF THE CONSTITUTION1. Outline the general purpose of each article of the Constitution.Article IArticle IIArticle IIIArticle IVArticle V25

King’s Fork High School 1Article VIArticle VII2. 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 officeholders are called expressed powers.a. List four expressed powers granted to Congress. (Article I, Section 8)____________________________________________________________b. List two expressed powers granted to the president. (Article II, Section 2)____________________________________________________________c. List one expressed power granted to the Vice President of the United States. (ArticleI, Section 3) __________________________________________________9. According to the principle of checks and balances, each branch of the government must have somecontrol over the other branches. Look at the first three articles of the Constitution and identify one ofeach type of checks and balances. Indicate where each power is listed in the Constitution.26

King’s Fork High School 1a. 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:____________________________________________________________This power can be found in what article and section of the Constitution?____________________________________________________________c. A power that the legislative branch holds over the executive branch:____________________________________________________________This power can be found in what article and section of the Constitution?____________________________________________________________d. A power that the legislative branch holds over the judicial branch:____________________________________________________________This power can be found in what article and section of the Constitution?____________________________________________________________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 onappeal from lower courts. Although the Supreme Court functions primarily as an appellate court, it isthe court of original jurisdiction in certain kinds of cases. In what three cases does the Supreme Courthave 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 Navyof the United States?______________________________________________________________________________27

King’s Fork High School 1PART III: IMPORTANT CLAUSES1. 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 VI, Clause 2) ___________________________________________________________________________________________________________________________________________________________________________________________4. Do the commerce, necessary and proper, and supremacy clauses EXPAND or RESTRICT the federalgovernment’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 ofhabeas corpus? _____________________________________________________________________________________________________________________________________________6. Article I, Section 9 prohibits Congress from passing bills of attainder and ex post facto laws. Whatis a bill of attainder? _________________________________________________________________________________________________________________________________________What is an ex post facto law? __________________________________________________________________________________________________________________________________7. Describe the “full, faith, and credit” clause. (Article IV, Section 1) ___________________________________________________________________________________________________________________________________________________________________________________8. There are two “due process” clauses located in two separate amendments. List the twoamendments with “due process” clauses. ____________________________________________9. The “equal protection” clause is located in what amendment?__________________________________PART IV: MAJORITY AND SUPERMAJORITYThe Constitution requires a simple majority for some actions and a supermajority for others. A simplemajority means more than half (over 50%), while supermajority requirements can involve a 2/3 majority28

King’s Fork High School 1or a 3/4 majority. Most elections in the United States require a plurality, or the most votes, but notnecessarily 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 SupremeCourt? ________________________________________________________________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 V: THE AMENDMENTS TO THE CONSTITUTIONSome parts of the Constitution require a simple majority, others a supermajority, while still others protectcitizens from the will of the majority. The first ten amendments to the Constitution, the Bill of Rightsprotect citizens from the will of the majority. In other words, no majority could vote to take these rightsaway. Read each amendment to the Constitution and answer the questions below.1. Outline the general purpose of all 27 Amendments.Amendment 129

King’s Fork High School 1Amendment 2Amendment 3Amendment 4Amendment 5Amendment 6Amendment 7Amendment 8Amendment 9Amendment 10Amendment 11Amendment 12Amendment 13Amendment 14Amendment 15Amendment 16Amendment 17Amendment 18Amendment 19Amendment 20Amendment 21Amendment 2230

King’s Fork High School 1Amendment 23Amendment 24Amendment 25Amendment 26Amendment 27Group 4 Experimental Sciences PreDiploma ChemistryMs. Marianne Lawrence, marlawrence@spsk12.netChemistry, most simply defined as the study of matter, is often described as the “central” science because the nature ofmatter relates directly to the understanding of the other disciplines of science. As an important pursuit in chemistryover the past 250 years, the characterization of matter has led to the development of modern atomic theory. Listedbelow are a number of scientists from various points in time that significantly contributed to the development of howwe view matter today.For your summer assignment, please select three scientists—one from each of the lists below—and write a one- totwo-page essay on each scientist describing the contribution that the scientist made to the development of atomictheory 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 ObservationsRobert Boyle (1627-1691)Joseph Priestly (1733-1804)Antoine Lavoisier (1743-1794)Jacques Alexander Cesar Charles (1746-1823)John Dalton (1766-1844)Contributions Based on Microscopic ObservationsHenri Becquerel (1852-1908)Joseph John Thomson (1856-1940)Amedeo Avogadro (1776-1856)Joseph Gay-Lussac (1778-1850)Johann Dobereiner (1780-1849)John Newlands (1837-1898)Dmitri Mendeleev (1834-1907)Robert Millikan (1868-1953)Ernest Rutherford (1871-1937)Contributions Based on More Indirect EvidenceAlbert Einstein (1879-1955)Niels Bohr (1885-1962)James Chadwick (1891-1974)Erwin Schrödinger (1997-1961)Louis de Broglie (1892-1987)Werner Heisenberg (1901-1976)31

King’s Fork High School 1Scientist #1Possible PointsEssay is 1-2 pages, typed and double spaced 3Discuss the contribution scientist made to the atomic theory 3Discuss how the scientist defined matter 3Discuss how scientist used the scientific method in his work 3How did the scientific community characterize matter? 3What was the significance of the discovery? 5How did the work change the way we characterize matter? 3Does the modern view of matter incorporate the contribution? 4List at least two sources for your information in APA or MLA6format.Scientist #2Essay is 1-2 pages, typed and double spaced 3Discuss the contribution scientist made to the atomic theory 3Discuss how the scientist defined matter 3Discuss how scientist used the scientific method in his work 3How did the scientific community characterize matter? 3What was the significance of the discovery? 5How did the work change the way we characterize matter? 3Does the modern view of matter incorporate the contribution? 4List at least two sources for your information in APA or MLA6format.Scientist #3Essay is 1-2 pages, typed and double spaced 3Discuss the contribution scientist made to the atomic theory 3Discuss how the scientist defined matter 3Discuss how scientist used the scientific method in his work 3How did the scientific community characterize matter? 3What was the significance of the discovery? 5How did the work change the way we characterize matter? 3Does the modern view of matter incorporate the contribution? 4List at least two sources for your information in APA or MLA6format.Name is on paper 1Total Points 10032

King’s Fork High School 1Group 5 Mathematics PRE-Diploma Algegra2/TrigonometryMr. S. Graham, scograham@spsk12.netAssignment 1: To confirm that your Algebra 1 skills are solid, please complete the Algebra I Review on thefollowing page. Then, check your answers by the answer key at the end of the manual on page 42. Be prepared toturn 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.htmAssignment 2Students will choose one of the two listed options below, and they will also complete the mandatory factoringreview.Option 1: Each student choosing to complete this assignment for Pre-IB Algebra II/Trig will research theFibonacci sequence and produce a photo album of examples of Fibonacci numbers in real life. The student will typea brief introduction describing the sequence and how and by whom it was discovered. The booklet should contain 8photos, each on a separate page. At the bottom of each page, the student should write a paragraph explaining howthe Fibonacci sequence appears in the photo—be specific! Indicate on the photo itself where the Fibonaccinumber(s) occur. Be creative in your method of pointing out the relevant parts. A title page, the introduction, and the8 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 tovisit the National Center for Educational Statistics Web site (http://nces.ed.gov/ ). The student should find some datawhich shows how one aspect of education has changed over the years. Using that data, complete the requirementsbelow.Display your data using a scatterplot. Be sure to label x and y axes and indicate the coordinates of eachpoint.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?y2 y1xSelect two points which appear to lie on the line of best fit. Using the formula for slope2x1 ,compute the slope of the line connecting the two points you selected. How does that number compare with the slopeof 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 year2020.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 writtenwork 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 basicAlgebra I skills . Since students did not use these skills in Geometry, they will be required to complete the exerciseson the following pages. Resources which will aid in the review of these skills can be found at www.regentsprep.orgunder “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.33

King’s Fork High School 1Fibonacci Project RubricTitle Page---------6 pts.Introduction-----12 pts.TypedDescription of the sequenceWho discovered the sequenceHow it was discoveredPhoto pages-----9pts. Each(Total of 8 pages)Clarity and originality of photoFibonacci sequence clearly indicated on photoExplanation of how the sequence appearsParagraph formSpecific description of the use of the sequenceEffective communicationPresentation-----10 pts.Booklet form bound securelyNeatness and colorCreativity and originalityData Analysis Project RubricAppropriate data-----10 pts.Topic related to Education—5 pts.10 to 20 pieces of data—5 pts.Scatterplot-------------20 pts.Define variables (x and Y and label axes accordingly)—10 pts.Coordinate of each point labeled—5 pts.Sketch of line of best fit—5 pts.Line of best fit--------25 pts.Equation—10 pts.Slope—5 pts.y-intercept—5 pts.Positive/negative slope—5 pts.Data points (2 pts)--20 pts.Slope computed correctly—10 pts.Comparison of slopes—10 pts.Prediction-------------10 pts.Expectations/accuracy/explanation discussion-----15 pts.34

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King’s Fork High School 1How are yourstudy skills?THE TIMEThe time of day can make a world ofdifference to your efficiency. Everyperson has a body rhythm, ups and downsduring each 24- hour period. Observeyour own rhythm and plan your workschedule accordingly. If your time is notalways your own to plan out, try doingthe more mechanical chores during"down" times.THEPLACEMaybe, like many people, you need the discipline of a desk in aroom where interruptions are few. If home is too noisy, the locallibrary may be a good place. But remember, you are there towork, not socialize! If a desk is too confining, you may try studying on the floor oroutside under a tree. Sometimes it helps to reserve a place for studying only.THE EQUIPMENTOrganizing your desk and sharpening pencils is important groundwork. But don't overdo it. Food can be nice to have around. Eating provides apleasant break once in a while and can be refreshing to your stomach and mind. Don'tmake snacking an excuse to avoid work though!36

King’s Fork High School 1First, know the class and the skills needed:How to Excel in ClassStyleSkillA. lecture listening, note-takingB. discussion asking questions. answering questions. analyzing conceptsand ideas, participating in a discussionC. combination listening, note-taking, asking and answering questionsD. hands-on development and application of technical skillsNext, know when your teacher likes to be asked questions:A. at the beginning of classB. at any time during the classC. after classD. not at allAlso, be aware of the lesson style:A. a review of what is in the textB. a review plus discussion of tougher concepts that may be problematicC. lectures that don't cover anything in the textPrepare for ANY class by:A. completing an assignment including readingB. reviewing past notes before classC. having questions readyD. preparing required materials (notebook, writing utensils. etc.)E. preparing your attitudeIn class you should:A. sit near the frontB. avoid distracting classmatesC. listen for verbal clues (listen for: repeated statements, pauses, “first of all”, “mostimportantly”, “to summarize” , “on the other band”, “on the contrary”)D. watch for nonverbal clues (glazed eyes, dramatic gestures, writing on board,eye contact) ask questionsF. take the correct amount of notes (don't write down everything orend up with just a couple words)G. actively participate (lack of participation comes from lack ofconfidence which comes from lack of preparation)After class:A. review your notes and fill in the blanksB. write down questions that need asked next timeC. fix any illegible portions of notes before you forget what you wrote37

King’s Fork High School 1Mastering 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 mylong-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 activity38

King’s Fork High School 1Study 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.39

Learning StylesKing’s Fork High School 1Everybody has a preferred learning style. Knowing and understanding our learning style helps us to learnmore effectively. Through identifying your learning style, you will be able to capitalize on your strengthsand 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 checksis your dominant learning style.List 11. ___ reaches out to touch things2. ___ collects things3. ___ talk fast using hands to communicate what you want to say4. ___ constantly fidgeting (e.g. tapping pen, playing with keys in pocket)5. ___ good at sports6. ___ takes things apart, puts things together7. ___ prefers to stand while working8. ___ likes to have music in the background while working9. ___ enjoys working with hands and making things10. ___ likes to chew gum or eat in class11. ___ learn through movement and exploring the environment around you12. ___ may be considered hyperactive13. ___ good at finding your way around14. ___ 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 21. ___ asks for verbal instructions to be repeated2. ___ watches speakers’ facial expressions and body language3. ___ likes to take notes to review later4. ___ remembers best by writing things down several times or drawing pictures and diagrams5. ___ good speller6. ___ turns the radio or T.V. up really loud7. ___ gets lost with verbal directions8. ___ prefers information to be presented visually, (e.g. flipcharts or chalk board)9. ___ skillful at making graphs, charts, and other visual displays10. ___ can understand and follow directions on maps11. ___ believes that the best way to remember something is to picture it in your head12. ___ follows written instructions better than oral ones13. ___ good at solving jigsaw puzzles14. ___ gets the words to a song wrong15. ___ good at the visual arts (art work, such as painting, photography, or sculpture, that appealsprimarily to the visual sense and typically exists in permanent form)40

King’s Fork High School 1List 31. ___ follows oral directions better than written ones2. ___ would rather listen to a lecture than read the material in a textbook3. ___ understands better when reads aloud4. ___ struggles to keep notebooks neat5. ___ prefers to listen to the radio rather than to read a newspaper6. ___ frequently sing, hum or whistle to yourself7. ___ dislikes reading from a computer screen especially when the backgrounds are fuzzy8. ___ when presented with two similar sounds, can tell if sounds are the same or different9. ___ requires explanations of diagrams, graphs, or maps10. ___ enjoys talking to others11. ___ talks to self12. ___ uses musical jingles to learn things13. ___ would rather listen to music than view a piece of art work14. ___ uses finger as a pointer when reading15. ___ likes to tell jokes, stories and makes verbal analogies to demonstrate a pointTotal statements checked in each category:List 1—Tactile/Kinesthetic learning style __________List 2—Visual learning style __________List 3—Auditory learning style __________Time Management StrategiesDevelop blocks of study time.About 50 minutes? How long does it take for you to become restless? Some learners need more frequentbreaks 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" listWrite down things you have to do, then decide what to do at the moment, what to schedule for later, whatto get someone else to do, and what to put off for a later time periodDaily / weekly plannerWrite down appointments, classes, and meetings on a chronological log book or chart. If you are morevisual, sketch out your schedule. First thing in the morning, check what's ahead for the day. Always go tosleep knowing you're prepared for tomorrow.Long term plannerUse a monthly chart so that you can plan ahead. Long term planners willalso serve as a reminder to constructively plan time for yourself.41

King’s Fork High School 1Original URL: http://www.teachervision.fen.com/study-skills/listening/2025.htmlMemorizing Important FactsMemorizing facts such as names, dates, vocabulary words or lists can be difficult. Here areseveral 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 wordsin a set phrase or series of words. For instance: WAC stands for Women's ArmyCorps, OPEC for Organization of Petroleum Exporting Countries, or LORAN forolong-range navigation.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 thesentence: Mark's Very Extravagant Mother Just Sent Us Ninety Parakeets. Thefirst 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, orevents 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 oceanblue.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".ooooooTo play, you need index cards, a pen or pencil, and 2 or more players.Make the first card by putting a question on one side of it such as "Who is thecurrent President of the United States?"Make a second card with the answer to the question on it: "President WilliamJefferson Clinton".Make enough pairs of cards to keep the game interesting.Shuffle the cards and place them face down on a table or floor.In order to play, each contestant picks up a card and tries to match it with itscorrect counterpart. If successful, the contestant keeps the pair of cards andcontinues 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 gamewins.o This game works well with cards that match by event and date, facts from theperiodic 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.42

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King’s Fork High School 1Frequently Asked QuestionsHow will the International Baccalaureate Program benefit my student?The IB program provides a strong writing emphasis, develops critical thinking skills, promotes sound ethicalthought, seeks international understanding, and instills commitment to community service. It also offers amore integrated curriculum, greater certainty of college admission, higher SAT scores, and a higher GPA inthe 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 Diplomaawarded 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 integratedcurriculum 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 whilethe IB provides a comprehensive curriculum of college-level work. AP courses represent a national standardof excellence; the IB Program represents an international standard of excellence.Both programs rely on externally generated and assessed exams; however, AP exams measure in-depthmastery of specific concepts within a given subject area, placing particular emphasis on multiple-choicequestions. By comparison, IB assessments place more emphasis on critical thinking and analysis and consistof a diverse array of formats: investigations, oral work, projects, and labs. IB exams are based on a broadunderstanding of concepts and fundamental themes and place a significant emphasis on student writing. IBscores 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 workloadwill 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 inthe 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 highereducation 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.44

King’s Fork High School 1What assistance is provided for students in the IB Program?(1) Teachers place a strong emphasis on study skills, time management, note taking, test-takingstrategies, 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 majortests 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 IBDiploma?The student will receive an IB certificate for each examination successfully completed, but not the IBDiploma.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 extracurricularactivities 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, butit is developed by the school district rather than the IBO. The IB, itself, is a two-year program developed bythe 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 guidanceoffice, the Suffolk Public Schools web page, or from the IB Coordinator at King’s Fork High School.Applications will be available by December 1 st and the application deadline is January 7th for the ninth gradePreDip Program. Applicants whose applications are received after the deadline will be placed on the officialwaiting 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 spendsone semester on academic probation, the student will be transferred from the program unless there are highlyvalid extenuating circumstances.Do IB courses carry additional weighting?Yes. Most preDip courses receive honors weighting (+.5). Most IB courses receive the same weighting asAdvanced Placement (AP) courses (+1), with the exception of Theory of Knowledge (TOK), which isweighted an additional (+.5 .45

King’s Fork High School 1Differences between International Baccalaureate (IB) and Advanced Placement (AP)Both International Baccalaureate and Advanced Placement are excellent preparation for college; however, the twoprograms differ in the type of student served and the means and methods utilized. The following charts highlightfeatures of each.Advanced PlacementGifted students who have excelled in previouscourses and are recommended for AP by subject-areateachers.National standards of excellence.International BaccalaureateAcademically talented, highly motivated students withconspicuous analytical & critical thinking skills.International standards of excellence.College-level courses taken in the student’s area(s)of strength only.Breadth of knowledge.Courses taught in isolation from one another.Content driven: courses represent freshman levelcollege courses requiring assimilation of largequantities of information.More memory work required for success on APexaminations.Critical thinking is important for success.Course assessments emphasize multiple-choice (atleast 50% of each exam) and essay-question formats.AP scores are based solely upon external gradesdetermined by qualified national examiners.The entire curriculum as laid out must be covered butan indication is given of how much of theexamination will be from each topic.AP suggests that students carry on personal researchbut does not require that they do (with the exceptionof Art Studio).Most AP examinations have 2 parts, total 2 or 3hours in length, and are written on the same morningor afternoon.AP free responses questions are direct; they call fordirect responses. (Student has had to engage inhigher level thinking and integration in order to dothis.)Copyright, Mary Enda Tookey, 1999.Comprehensive curriculum of college-level work; allsubjects taken at the IB level, weaknesses as well asstrengths.Breadth & depth of knowledge: students study a fewkey topic areas in depth in each subject.Interdisciplinary approach in course work, the TOKcourse & Extended Essay.Process driven: students learn “how to learn” & engagein more independent projects.Less memory work required for success on IBexaminations.Critical thinking is essential: students are evaluated onboth the content & process of academic achievement.Exams are based on broad, general understanding ofconcepts and fundamental themes.Course assessments emphasize essay and oral formats;multiple-choice format used little.IB scores are based upon a combination of internalgrading of required assessments by classroom teachers& external grades determined by 3,500 qualifiedexaminers worldwide.IB curriculum in each subject has a common core thatmust be covered and optional subject areas out of whicha teacher selects 1 or 2 or 3 options depending onsubject area and level.Each student has to do personal investigations in eachsubject and some of this work done during the coursebecomes a part of the final IB mark in the subject area.Most IB exams are written in 2 separate sessions on 2different days.Most essays are wide ranging in scope and requireintegration of material from different topic areas, theciting of specific research, and evaluation of researchand theories.46

IB Honor CodeKing’s Fork High School 1The IB Program offers a quality education that not only insures knowledge, but cultivates the virtues ofhonor, courtesy, and perseverance. Of these virtues, honor is of great importance, for it is personalintegrity that will influence and finally determine many of our actions and beliefs. This Honor Code existsin order to uphold and reinforce values that are central to the IB tradition of excellence and to preventviolations of that tradition such as cheating or plagiarism. Students should consider this Honor Code to beenforced 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 candidategaining an unfair advantage in any assessment component.It may include:1. Collusion: when a candidate knowingly allows his or her work to besubmitted 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 differentassessment component and/or diploma requirements.4. Any other behavior which gains an unfair advantage for a candidate or whichaffects 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 shallbe honor bound to take actions to stop any and all violations of this Honor Code which they see. Inactionimplies that one condones inappropriate behavior. Living in a manner that is consistent with this code willproduce an atmosphere of trust, freedom, and integrity necessary to the success of each student in thisprogram. Without maintaining a high standard of honesty and conduct, the reputation of the school and ofIB are compromised and society is poorly served.Honor PledgeI hereby pledge to uphold the Honor Code of the International Baccalaureate Program at King’s ForkHigh School. I shall refrain from all forms of academic malpractice: cheating; plagiarism; or otherdeceitful means of obtaining good grades.If I have knowledge that a student has violated the honor code, I have an obligation to take action toprevent damage to the program and its participants. I understand that breaches of the honor code arepunishable according to the King’s Fork handbook for student conduct and may result in my removalfrom The International Baccalaureate Program and from King’s Fork High School.47

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King’s Fork High School 1King’s Fork High SchoolInternational BaccalaureateBaccalaureat InternationalBachillerato InternacionalNotes/Notes/NotasAction/Action/Acciones49

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