Education Overview

HILLCREST’S CHRISTIAN APPROACH TO EDUCATION

Education is a life-shaping activity that transforms people and cultures. At Hillcrest, students see an unavoidable interdependence between knowledge and virtue. As students learn more about the world, they’re inspired to apply knowledge by exercising truths and virtues to enable individual and cultural flourishing.

At Hillcrest,  our mission and approach to education are rooted in the historic Christian faith and carried out on the principles of classical Christian education. Our curriculum typically includes the Great Books of Western Civilization, such as the Bible, Homer’s Iliad, Plato’s Republic, and Virgil’s Aeneid. It also has traditional Christian literature, such as the works of Augustine, Aquinas, Luther, and Calvin, as well as important modern works. 

In addition, courses include studying history, philosophy, literature, and science. The curriculum, expressed in the Trivium of grammar, logic, and rhetoric, provides students with the skills to learn, think, and express themselves. 

Instruction in Christian principles, values, and ethics found in pursuing the classical ideas of the true, the good, and the beautiful are central to a student’s time at Hillcrest.  

The curriculum includes the study of Scripture and its life application. Also, our curriculum provides for the study of music and visual arts. 

The Hillcrest curriculum equips students to engage the world around them from a Biblical worldview. This includes instruction on interacting with people of other religions, cultures, and worldviews. All are delivered in a Christ-centered, Bible-based environment where the Lordship of Jesus Christ is preeminent, and His Word is studied and esteemed.

THE CLASSICAL APPROACH

Our Christian classical approach to education gives students a Biblically sound faith that points them to Jesus Christ and helps them understand the significance of His work on the cross and His bodily resurrection. Students have the opportunity to understand God’s character more deeply and to apply that understanding every day to their lives and the world around them through our classes. We foster close relationships that allow students to grow and mature academically while strengthening their character in daily interactions with instructors and peers. While there are other facets of our program, the Christian classical curriculum provides us with an essential tool to carry out our core values to develop our students' intellect, strengthen their character, and build their faith.

Our complete (Pre-K through 12th grade) academic curriculum is based upon the classical Trivium of grammar, logic, and rhetoric. It fosters mastery of grammar, logic, and articulation of concepts in language, history, science, math, and the Bible.

In providing this curriculum, we desire to see our graduates with a virtuous and mature character, sound reason, a masterful command of language, literate with a broad exposure to books, well rounded and competent.

COLLEGE PREPARATORY CURRICULUM

Hillcrest Academy offers the academic rigor necessary to prepare for university and a successful college experience. Hillcrest’s academic success is primarily based on our instructors working with students to build an understanding of the character of God as they progress in their knowledge of the world God created. As a result, the test scores from Hillcrest students display the academic rigor evident in the Biblically-based and Christ-centered approach to education and character formation.

CURRICULUM OVERVIEW

At Hillcrest,  our mission is 

• rooted in the historic Christian faith and carried out on the principles of classical Christian education. 

• Our curriculum typically includes the Great Books of Western Civilization, such as the Bible, Homer’s Iliad, Plato’s Republic, and Virgil’s Aeneid.

•  It also has traditional Christian literature, such as the works of Augustine, Aquinas, Luther, and Calvin, as well as important modern works. 

In addition, courses include studying history, philosophy, literature, and science. The curriculum, expressed in the Trivium of grammar, logic, and rhetoric, provides students with the skills to learn, think, and express themselves. 

Instruction in Christian principles, values, and ethics found in pursuing the classical ideas of the true, the good, and the beautiful are central to a student’s time at Hillcrest.  

The curriculum includes the study of Scripture and its life application. Also, our curriculum provides for the study of music and visual arts. 

The Hillcrest curriculum equips students to engage the world around them from a Biblical worldview. This includes instruction on interacting with people of other religions, cultures, and worldviews. All are delivered in a Christ-centered, Bible-based environment where the Lordship of Jesus Christ is preeminent, and His Word is studied and esteemed.

CHOICE OF ELECTIVES

In addition to the required courses at HLA, students round out their academic experience with elective courses. 

GRADUATION REQUIREMENTS

Mrs. Foss Explains Classical Education in Action

Credit Requirements

27    Required number of credits for an entering freshman 

26    Required number of credits for an entering sophomore

25    Required number of credits for an entering junior

24    Required number of credits for an entering senior

Bible Curriculum

Overview

We believe the Bible is the inerrant Word of God. At Hillcrest Academy, students are taught through a Biblical worldview across the curriculum. Our goal for students is that they will develop Christ-like character and discernment as they respond to the message of salvation and grow in faith and obedience to Him. 2 Tim. 3:16-17 states, “All Scripture is God-breathed and is useful for teaching, rebuking, correcting and training in righteousness, so that the servant of God may be thoroughly equipped for every good work.”

Our Bible curriculum guides students to read and interact with the scriptures in context. Students understand God’s word through a historical-grammatical interpretation of the Bible, allowing the Scriptures to speak for themselves with clarifications and illustrations by the teacher. Our instructors teach students the biblical pattern of salvation that rests in a robust understanding of the Law & Gospel.

It is a primary goal of Hillcrest, specifically in the Bible curriculum, to encourage students to come to God through Jesus Christ and to grow in their knowledge and love of Him. We equip students with a Biblical worldview that will serve as a lens through which they see every other subject they study and the whole of life. 

The Bible program guides students to graciously and wisely defend their faith as they refute unbelief in its various forms (1 Pet 3:15; 2 Co 10:3-5).

In the Bible program we seek to: 

● Have the students read and interact with the scriptures in context for themselves ● Understand God’s word through a historical-grammatical interpretation of the Bible ● Let the Scriptures speak for themselves with clarifications and illustrations by the teacher ● Teach the biblical pattern of salvation: Law & Gospel 

● Encourage students to come to God through Jesus Christ and to grow in their knowledge and love of Him 

● Equip our students with a Biblical worldview that will serve as a lens through which they see every other subject and all of life 

● Equip our students to graciously and wisely defend their faith as they refute unbelief in its various forms (1 Pet 3:15; 2 Co 10:3-5)

Overview

God has blessed us with the ability and privilege to communicate with Him and each other. (John 1:1) Learning to communicate well requires the development and practice of strong literacy skills. We believe that studying phonics, grammar, writing, literature, and oral expression will equip our students to communicate clearly and orderly with confidence and boldness. (Matthew 5:15-16) We aspire for students to deepen their literacy and communication skills and appreciate the heritage and roots of Western languages through studying Latin. In the study process, Latin provides a specialized vocabulary for all subject disciplines, teaches logic, order, structure, and discipline, and develops the mind to make important cross-curricular word connections. We desire that our students learn to read, write, speak, and listen and to reason and communicate well so they can live out their commitment to sharing the hope of Christ, showing others what Christ values and what is of eternal value in a changing world.

COMPOSITION/GRAMMAR: Grade 7 

CURRICULUM GOALS 

Our curriculum is a complete academic curriculum based upon the classical Trivium of grammar, logic,and rhetoric. It fosters mastery of grammar, logic, articulation of concepts in language, history, science, math, and the Bible. 

ENGLISH: WE SEEK TO: 

● Equip every student with the skills necessary for good writing, including correct spelling and grammar, pleasing style, clarity of focus, proofreading and self-correcting ● Emphasize good writing by requiring the students to write often and correctly in each subject 

● Encourage clear thinking by the students through requiring clear, focused, well-argued writing 

● Teach students how to research and write on a set topic 

● Require students to speak in formal settings regularly 

COURSE DESCRIPTION 

Someone has rightly said that manners are to be understood as love in the trifles. And because spelling, grammatical coherence, and standards for writing are necessary for clarity of communication, clarity in communication is therefore an act of love. - Douglas Wilson 

During this course students will critically think about the process of writing. By asking the right questions and understanding the step-by-step process of writing, students will learn how to take ordinary writing to extraordinary. In short, this class focuses on how to write. What we write about will be drawn largely from the content of the student’s humanities classes. Eighth grade source texts specifically delve into topics from the Middle Ages and earth science. In this way, students will learn to write with skill across the academic disciplines. 

In addition to strengthening written communication, students will also enhance their oral communication skills through daily class-wide discussions with peers and presentation opportunities. There is also a focused grammar component to this course because in order to write well students need to have the ability to converse about their mother tongue. Students will memorize the eight parts of speech and their many attributes through daily sentence diagramming conversations. 

SEQUENCE 

The Institute for Excellence in Writing curriculum specifically called Teaching Writing Structure and Style is the curriculum used in grades four through eight at Hillcrest. The nine units are REV 2.11.22 

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designed to be a progression that students work through year after year, but at a higher level each year like traveling up switchbacks of a mountain. The IEW curriculum ideally aligns with the classical model of preview, review, and mastery. Students will be practicing sentence diagramming and memorizing English grammar to master the language. 

STUDENT EXPECTATIONS 

Students are expected to be active learners, participating in discussions and activities, asking questions, practicing new skills and giving full effort in their writing. An atmosphere of love and respect will be maintained at all times. Students should be able to complete assignments in class if he/she uses class time wisely. 

ASSIGNMENT POLICIES 

Late Work: Students are expected to come to class prepared with their assignments fully completed. 10% will be deducted per class day on any late assignments. Please note, after three days all uncompleted work will receive a zero in the grade book. 

Absences & Make-Up Work: It is your responsibility to ask the teacher about make-up work. For excused absences (sports events, doctor’s appointments, etc.) notify your teacher at least two days in advance and arrange to get assignments early. The expectation is that students will complete the work prior to their planned absence. In the case of illness or other unplanned, excused absences, see your teacher for make-up work immediately upon return. 

*Students that have incomplete assignments need to make plans to stay after school to complete them. I am available nearly everyday until 4:00. 

REQUIRED MATERIALS 

1” binder (exclusively for this class) Tab dividers 

College-ruled notebook Filler paper (pkg) 

COMPOSITION/GRAMMAR:Grade 8 

CURRICULUM GOALS 

Our curriculum is a complete academic curriculum based upon the classical Trivium of grammar, logic,and rhetoric. It fosters mastery of grammar, logic, articulation of concepts in language, history, science, math, and the Bible. 

ENGLISH: WE SEEK TO: 

● Equip every student with the skills necessary for good writing, including correct spelling and grammar, pleasing style, clarity of focus, proofreading and self-correcting 

● Emphasize good writing by requiring the students to write often and correctly in each subject ● Encourage clear thinking by the students through requiring clear, focused, well-argued writing 

● Teach students how to research and write on a set topic 

● Require students to speak in formal settings regularly 

COURSE DESCRIPTION 

Someone has rightly said that manners are to be understood as love in the trifles. And because spelling, grammatical coherence, and standards for writing are necessary for clarity of communication, clarity in communication is therefore an act of love. - Douglas Wilson 

During this course students will critically think about the process of writing. By asking the right questions and understanding the step-by-step process of writing, students will learn how to take ordinary writing to extraordinary. In short, this class focuses on how to write. What we write about will be drawn largely from the content of the student’s humanities classes. Eighth grade source texts specifically delve into topics from the Middle Ages and earth science. In this way, students will learn to write with skill across the academic disciplines. 

In addition to strengthening written communication, students will also enhance their oral communication skills through daily class-wide discussions with peers and presentation opportunities. There is also a focused grammar component to this course because in order to write well students need to have the ability to converse about their mother tongue. Students will memorize the eight parts of speech and their many attributes through daily sentence diagramming conversations. 

SEQUENCE 

The Institute for Excellence in Writing curriculum specifically called Teaching Writing Structure and Style is the curriculum used in grades four through eight at Hillcrest. The nine units are designed to be a progression that students work through year after year, but at a higher level each year like traveling up switchbacks of a mountain. The IEW curriculum ideally aligns with the classical model of preview, review, and mastery. Students will be practicing sentence diagramming and memorizing English grammar to master the language. 

STUDENT EXPECTATIONS 

Students are expected to be active learners, participating in discussions and activities, asking questions, practicing new skills and giving full effort in their writing. An atmosphere of love and respect will be maintained at all times. Students should be able to complete assignments in class if he/she uses class time wisely. 

ASSIGNMENT POLICIES 

Late Work: Students are expected to come to class prepared with their assignments fully completed. 10% will be deducted per class day on any late assignments. Please note, after three days all uncompleted work will receive a zero in the grade book. 

Absences & Make-Up Work: It is your responsibility to ask the teacher about make-up work. For excused absences (sports events, doctor’s appointments, etc.) notify your teacher at least two days in advance and arrange to get assignments early. The expectation is that students will complete the work prior to their planned absence. In the case of illness or other unplanned, excused absences, see your teacher for make-up work immediately upon return. 

*Students that have incomplete assignments need to make plans to stay after school to complete them. I am available nearly everyday until 4:00. 

REQUIRED MATERIALS 

1” binder (exclusively for this class) Tab dividers 

College-ruled notebook Filler paper (pkg)  

RHETORIC I: WRITING & SPEAKING 

CURRICULUM GOALS 

Our curriculum is a complete academic curriculum based upon the classical Trivium of grammar, logic, and rhetoric. It fosters mastery of grammar, logic, articulation of concepts in language, history, science, math, and the Bible. 

ENGLISH: WE SEEK TO: 

● Equip every student with the skills necessary for good writing, including correct spelling and grammar, pleasing style, clarity of focus, proofreading and self-correcting 

● Emphasize good writing by requiring the students to write often and correctly in each subject ● Encourage clear thinking by the students through requiring clear, focused, well-argued writing ● Teach students how to research and write on a set topic 

● Require students to speak in formal settings regularly 

COURSE DESCRIPTION 

Finally, brethren, whatsoever things are true, whatsoever things are honest, whatsoever things are just, whatsoever things are pure, whatsoever things are lovely, whatsoever things are of good report, if there be any virtue and if there be any praise, think on these things. -Philippians 4:8 

In Rhetoric I, students hone their rhetoric skills through persuasive writing and speaking. In order to captivate and persuade any audience each of the five canons of rhetoric need to be thoughtfully considered and purposefully addressed. And, even more importantly, students need to ask, does this align with God’s truth, beauty and goodness? Students can expect engaging class discussions revolving around timeless classical literature also used in their humanities classes, as well as numerous writing and speaking opportunities. The class will spend time studying memorable speeches from history and developing the grammar used in the art of delivery. Students will also participate in a couple of mock trials. 

SEQUENCE 

Students will strengthen their overall rhetoric skills through a persuasive writing process using The Lost Tools of Writing I curriculum by the Circe Institute. This sequencial process begins with the rhetorical canon of invention, which focuses on the creation of thoughts and content. Students will then learn formatting and structure through the use of arrangement. The canon of elocution will follow as the students intentionally choose a style of writing that persuasively appeals to the logos, pathos, and ethos of the intended audience. Delivery and memory skills will be practiced during class presentations and other speaking opportunities. First semester will be spent studying masters of rhetoric from history and presenting their speeches by memory. During the second semester students will write and deliver speeches of their own invention. Each semester will conclude with a formal 5+ minute speech. 

STUDENT EXPECTATIONS 

Students are expected to be active learners. Classical education integrates subject matter and skills, therefore, in order to participate in class discussions, students are required to read and process the literature from their Humanities course. Students are expected to give full effort toward practicing new skills in their writing and speaking. An atmosphere of love and respect will be maintained at all times. 

*FORMAL FRIDAYS- On presentation days (typically Fridays), students will be expected to dress formally. Boys will need a collared shirt tucked into jeans or slacks. Girls will wear a dress or a dress top and slacks/nice jeans. 

ASSIGNMENT POLICIES 

Late Work: Students are expected to come to class prepared with their assignments fully completed. 10% will be deducted per class day on any late assignments. Please note, after three days all uncompleted work will receive a zero in the grade book. 

Absences & Make-Up Work: It is your responsibility to ask the teacher about make-up work. For excused absences (sport event, doctor’s appointment, etc.) notify your teacher at least two days in advance and arrange to get assignments early. The expectation is that students will complete the work prior to their planned absence. In the case of illness or other unplanned, excused absences, see your teacher for make-up work immediately upon return. 

*Students that have incomplete assignments need to make plans to stay after school to complete them. I am available nearly everyday until 4:00. 

REQUIRED MATERIALS: 1” binder (exclusively for this class), filler paper 

LITERATURE: Julius Caesar Shakespeare, Humanities texts 

UNITS 

Intro: Canons of Classical Composition 

Essay 1: ANI chart, Rudimentary Persuasive Essay 

Essay 2: Five Common Topics, Sorting, Scheme: Parallelism 1 

Essay 3: Comparison, Exordium, Strong Verbs 

Essay 4: Degree & Kind, Amplification, Scheme: Parallelism 2 

Essay 5: Definition, Division/Distribution, Scheme: Antithesis 

Essay 6: Circumstance, Refutation, Trope: Similes 

Essay 7: Relation, Narratio, Scheme: Alliteration 

Essay 8: Testimony, Complete Persuasive Essay, Trope: Metaphor 

Essay 9: Invention Review, Comp. Pers. Essay, Scheme: Assonance 

RHETORIC II: WRITING, SPEAKING, LITERATURE 

CURRICULUM GOALS 

Our curriculum is a complete academic curriculum based upon the classical Trivium of grammar, logic, and rhetoric. It fosters mastery of grammar, logic, articulation of concepts in language, history, science, math, and the Bible. 

ENGLISH: WE SEEK TO: 

● Equip every student with the skills necessary for good writing, including correct spelling and grammar, pleasing style, clarity of focus, proofreading and self-correcting 

● Emphasize good writing by requiring the students to write often and correctly in each subject ● Encourage clear thinking by the students through requiring clear, focused, well-argued writing ● Teach students how to research and write on a set topic 

● Require students to speak in formal settings regularly 

COURSE DESCRIPTION 

Though I speak with the tongues of men and of angels, but have not charity, I am become as sounding brass or a tinkling cymbal. And though I have the gift of prophecy, and understand all mysteries and all knowledge, and though I have all faith so that I could remove mountains, but have not charity, I am nothing. And though I bestow all my goods to feed the poor, and though I give my body to be burned, but have not charity, it profiteth me nothing. 1 Corinthians 13:1-3 

In Rhetoric II, students continue to craft their rhetoric skills through persuasive writing and speaking opportunities. This course builds on the canons of rhetoric already studied in Rhetoric I: invention, arrangement, elocution, memory and delivery. However, the skill of persuasion must be coupled with a biblical understanding of what is good, true and beautiful, or naturally as sinful people, we tend to persuade merely for personal gain. How do we wield this powerful tool? Do the things we desire align with God’s truth, beauty and goodness? What is justice? What is freedom? Through Socratic discussions students' critical thinking will be challenged as they study God’s Word and the timeless themes presented in literature. Second semester students also learn the basic logistics of formal debate. 

SEQUENCE 

Students continue to strengthen the foundational core of the canons of rhetoric through practice in invention, arrangement, elocution, memory and delivery via the writing curriculum The Lost Tools of Writing II: Judicial Address. In particular, this year students spend time critiquing literary characters' decisions based on stasis theory. Did the individual commit a crime? Was a rule broken? Was it justified? First semester will focus on Socratic discussion and formulating good questions. During the second semester students will consider opposing arguments and learn to disagree with humility and consideration by participating in a formal debate. 

STUDENT EXPECTATIONS 

Students are expected to be active learners; reading and processing the texts, arriving prepared and participating in discussions and activities, practicing new skills and giving full effort in their writing. An atmosphere of love and respect will be maintained at all times. Occasionally students may be asked to dress up while presenting. Advanced notice will be given. 

ASSIGNMENT POLICIES 

Late Work: Students are expected to come to class prepared with their assignments fully completed. 10% will be deducted per class day on any late assignments. Please note, after three days all uncompleted work will receive a zero in the grade book. 

Absences & Make-Up Work: It is your responsibility to ask the teacher about make-up work. For excused absences (sport event, doctor’s appointment, etc.) notify your teacher at least two days in advance and arrange to get assignments early. The expectation is that students will complete the work prior to their planned absence. In the case of illness or other unplanned, excused absences, see your teacher for make-up work immediately upon return. 

*Students that have incomplete assignments need to make plans to stay after school to complete them. I am available nearly everyday until 4:00. 

REQUIRED MATERIALS: 1” binder (exclusively for this class), tab dividers, filler paper, post-it notes 

NOVELS: Mere Christianity CS Lewis, The Pearl John Steinbeck, The Crucible Aurther Miller, The Jungle Upton Sinclair, The Grapes of Wrath John Steinbeck, Romeo and Juliet Shakespeare, Fahrenheit 451 Ray Bradbury 

UNITS 

Intro: Review of Standard Persuasive Essay 

Judicial Address 1: Character Bias, Refine Narratio, Apostrophe/Personification Judicial Address 2: Stasis Theory intro, Refine Exordium, Terminating sentences/Citations Judicial Address 3: Justice, Refine Amplification, Compound & Complex sentences Judicial Address 4: Evidence, Refine Refutation, Anaphora/Epistrophe 

Judicial Address 5: Laws I, Refine Case & Refutation, Synecdoche/Sent. Amplification Judicial Address 6: Laws II, Refine Case & Refutation II, Hyperbole/Litotes 

Judicial Address 7: Review, Erotema/Hypophora 

RHETORIC III: WRITING & SPEAKING 

CURRICULUM 

Our curriculum is a complete academic curriculum based upon the classical Trivium of grammar, logic, and rhetoric. It fosters mastery of grammar, logic, articulation of concepts in language, history, science, math, and the Bible. 

CURRICULUM GOALS 

BIBLE: WE SEEK TO: 

Have the students read and interact with the scriptures in context for themselves Understand God’s word through a historical-grammatical interpretation of the Bible Let the Scriptures speak for themselves with clarifications and illustrations by the teacher Teach the biblical pattern of salvation: Law and Gospel 

Encourage students to come to God through Jesus Christ and to grow in their knowledge and love of Him 

Equip our students with a Biblical worldview that will serve as a lens through which they see every other subject and all of life 

Equip our students to graciously and wisely defend their faith as they refute unbelief in its various forms (1 Pet 3:15; 2 Co 10:3-5) 

READING/LITERATURE: WE SEEK TO: 

Use phonics as the primary building blocks for teaching students to read 

Introduce the students to high-quality literature 

Carefully monitor the student's reading abilities to ensure he comprehends adequately and is reading 

fluently, both orally and silently 

Wherever possible, integrate subjects like history and science into reading 

Foster a life-long love of reading as our students are acquainted with great western literature Teach our students to understand and analyze both the form and content of literature Enable/encourage students to form critical judgments of literature based on careful attention to the text 

Lead students to read literature that stretches their comprehension skills 

COURSE DESCRIPTION 

In Rhetoric III, students continue to craft their rhetoric skills through persuasive writing and speaking opportunities. This course builds on the canons of rhetoric already studied in Rhetoric I: invention, arrangement, elocution, memory and delivery. However, the skill of persuasion must be coupled with a biblical understanding of what is good, true and beautiful, or naturally as sinful people, we tend to persuade merely for personal gain. How do we wield this powerful tool? Do the things we desire align with God’s truth, beauty and goodness? Who am I? For what did God create me? Through Socratic discussions students' critical thinking will be challenged as they study God’s Word and the timeless themes presented in literature. 

SEQUENCE 

Students continue to strengthen the foundational core of the canons of rhetoric through practice in invention, arrangement, elocution, memory and delivery via the writing curriculum. In particular, this year students spend time critiquing literary characters' decisions based on stasis theory. Did the individual commit a crime? Was a rule broken? Was it justified? We will work to focus on Socratic discussion and formulating good questions and then debate those questions. 

PROCEDURES & EXPECTATIONS 

Class Routine: 

● Reading and discussion on various daily topics. 

● “Teacher’s Notes” on the current book. 

● Discussion of what was learned. 

● Homework assigned (usually reading) 

Textbooks: The Holy Bible, preferably New International Version, and the various books which will be read in class throughout the year. 

Materials: Notebook or loose-leaf paper, folder, pens, pencils. 

Effort/Conduct Expectations: Each student is expected to participate in class, do assignments and prepare for tests to the best of his/her ability. Conduct expectations are described in the Hillcrest Student Handbook. Class begins at the scheduled time. Late students will be sent to the school office for an excuse slip. After three unexcused tardies, the instructor is required to assign the student a one-hour after-school detention period. 

HOMEWORK (from the HLA Student Handbook) 

Students often need some amount of extra practice in new concepts, skills or facts. In certain subjects (e.g., math or languages), there is not enough time in a school day to do as much practice as may be necessary for mastery. Therefore, after reasonable in-class time is spent on the material, the teacher may assign homework to allow for the necessary practice. Reading plays an essential role in our curriculum. Reading assignments occur almost daily and should be expected by students and parents. Because of this quality, we place guidelines around other types of homework. 

● Commonly, homework (other than reading) will not be assigned over the weekend or holidays and school vacations. 

● For each day, an assignment is late; the grade is reduced by 10%. Assignments may not be turned in for credit more than two days past the due date unless the student was absent. • Should a student be absent on the day an assignment is assigned or due, the teacher may give a reasonable extension for the assignment to be completed. The extension will not exceed the number of school days missed during the absence. It is the student’s responsibility to find out what work was assigned. For an extended illness, parents/guardians should contact the teachers directly. 

● If a student misses part of a day due to a planned event (away game, appointment, etc.) all homework is due that day and should be turned into his/her teacher’s box/room before departure. 

● Students who transfer into Hillcrest and are catching up on the curriculum may need to invest more time as they transition into the school and thus will find themselves with more homework. 

APPROXIMATE HOMEWORK (average per night, may not include reading) ● K - 10 minutes (infrequently) 

● 1st - 15 minutes 

● 2nd - 30 minutes 

● 3rd - 5th - 45 minutes 

● 6th - 8th - 1 hour 

● 9th - 12th - 1 1⁄2 hours—2 hours 

Primary teaching methods: Reading followed by discussion, Socratic interaction, debate (both individual and broader), reading passages together with the teacher explaining them as needed, recitation (small group oral quizzing), viewing and discussing pertinent works of arts, music and poetry, and lecture. 

Classroom Etiquette: 

● We will speak to one another (students or teacher) politely. Please raise your hand and wait to be recognized to ask questions.. 

● Come to class prepared with a Bible, notebook, a folder and pencil. 

● Use the restroom before coming to class. Restroom requests will not be granted until after the day’s lesson has been presented and other students are working on the assignment. ● Cell phones, ipods, cameras, or other devices that would distract students are not permitted in class and will be confiscated according to school policy. 

● Please do not wear hoods or hats during class time. 

● Please do wear shoes. (School Nurse’s recommendation.) 

BOOKS 

Luke 

Acts 

Revelation REV 2.11.22 

Why You Think The Way You Do by Glenn Sunshine 

Amazing Grace by Eric Metaxas 26

Surprised By Joy by CS Lewis 

Seeking Allah Finding God by Nabeel Kureshi

Enjoy The Silence by Maggie & Duffy Robbins The Call by Os Guinness 

27

Syllabus Mr. Undseth American Literature 

Course Description 

Classic novels by noteworthy American writers will be the focus of study, along with some poems. Writing skills are also emphasized with a formal research paper as one of the largest assignments. 

Sequence 

This class is offered to juniors or seniors to meet the English language requirement for high school. It is less demanding in its reading and writing requirements than either of the AP English options, but comparable in scope and rigor to the companion British Literature class. They may be taken in any order. 

English Curriculum Goals 

1. Equip every student with the skills necessary for good writing, including correct spelling and grammar, pleasing style, clarity of focus, proofreading, and self-correcting. 

2. Emphasize good writing by requiring the students to write often and correctly in each subject area. 

3. Encourage clear thinking by the students through requiring clear, focused, well-argued writing. 

4. Teach students how to research and write on a set topic. 

5. Require students to speak in formal settings 

regularly. 

Learning Outcomes 

In this class you will become adept at 

1. recognizing and correcting errors in capitalization and punctuation. 

2. editing and revising errors in sentence construction and pronoun usage. 

3. navigating your way around the library and identifying good research sources.

4. knowing and using the proper ways to cite primary and secondary sources in a paper. 

5. learning the meaning and spelling of more than 500 vocabulary words.

6. memorizing chapters 6, 8, and 12 of Romans. 

7. identifying and explaining major themes in classic American literature.

8. appreciating an assortment of American poets and their work. 

9. writing analytical, narrative, descriptive, and argumentative essays. 

10. giving oral presentations in front of your peers. 

Expectations and Procedures 

God loves words, creating the universe with His voice, and He communicates to us through the written Word (Bible) and the Living Word (Jesus Christ). If we do not care about words, then we do not care about God. We need to care about words and language because words last forever. Those who learn to use words effectively are able to touch people for generations to come. 

As someone created in God's image, you also have the ability to create things. Every time you write a poem or essay, you are doing something that no one else has ever done in exactly the same way. In fact, you are the only person on earth who could have done it because you are uniquely you. 

Come to class each day expecting to experience something new and exciting. I promise to approach each day with the same enthusiasm because “nothing great was ever accomplished without enthusiasm” (Ralph Waldo Emerson), and I want a great class! A typical week will include a Bible memory assignment on Monday and a vocabulary/spelling quiz on Friday. 

Be prepared: Bring paper, pen (not pencil), and the assigned book every day. 

Be positive: A complaining, ungrateful spirit is an offense to God (Phil. 2:14). 

Be polite: Listen respectfully when others are speaking, and do not interfere with the learning of others by distracting them from the assigned task. 

Be punctual: Tardiness to class and late assignments will lower your grade. Do not steal my time or that of your classmates. 

British Literature 

Course Description 

This is a comprehensive attempt to summarize everything you should know about the English language. We will review its history, study the major periods of English literature and major works therein, understand and apply the rules of standard written English, and interpret, evaluate, and write about a variety of works, both poetry and prose. 

Sequence 

This is the final English course that many students will take in high school; consequently, there is a conscious effort to prepare students for the writing projects they may expect to receive in college and lay a strong foundation of literary background that will enable them to be successful in a variety of disciplines. The course also encourages a strong understanding of basic English grammar. 

Learning Outcomes 

1. Learn the definitions and spelling of more than 500 

words. 

2. Memorize Jesus' Sermon on the Mount as recorded in Matthew 5, 6, and 7. 

3. Identify the major periods of British literature and the primary traits and contributors in each era. 

4. Read works of literature from a variety of genres and respond to each in analytical, reflective, and evaluative ways. 

5. Understand the principles of English grammar and usage: basic parts, sentence structure, verb conjugation, pronoun/antecedent and subject/verb agreement, the use of modifiers, and distinguishing commonly confused words. 

6. Support a thesis with textual evidence and analytical 

interpretation. 

7. Express ideas by writing with honesty, creativity, and 

clarity.

8. Demonstrate organization, unity, and coherence 

in writing. 

9. Evaluate the thoughts of some of the greatest writers of the English language as well as critique the ideas of their peers. 

Philosophy 

Creation began with words: "And God said, .." One of the names for God in the New Testament is Logos: “In the beginning was the Word, and the Word was with God, and the Word was God” (John 1:1). A lover of words, God communicates to us through the written Word and the Living Word (Jesus Christ). If we do not care about words, we do not care about God. I expect my students to care about words. All of us are destined to die, but words are destined for eternity. Those who effectively learn to use language are able to touch future generations even after they themselves are dead. 

Creativity is God's gift - you are made in God's image - and He gives you the desire and ability to create things. The Bible says that we are all God's workmanship (poiema), created to do good works which God prepared for us to do (Ephesians 2:10). Exult in the creativity you have been given: Every time you write an essay or poem you are doing something that no one else has ever done before. In fact, because each person is uniquely you and unlike anyone else who ever lived, you are creating something that no one else can do in quite the same way. 

Procedures & Expectations 

Come to class each day with the same enthusiasm that I promise to bring, and we will learn together what God is prepared to teach us. Listen respectfully when someone else is talking. Always give your best effort and complete your assignments on time. Late assignments will be accepted but for a lower grade. An unexcused absence will result in a zero for that day. In a typical week you can expect to have a Bible memorization on Monday and a vocabulary/spelling quiz on Friday. 

COURSE DESCRIPTION 

According to the College Board, in an AP English Language and Composition class, “Students should be encouraged to place their emphasis on content, purpose, and audience and to allow this focus to guide their organization.” To accomplish this goal, we will do (1) close reading of complex texts (almost exclusively nonfiction texts) 

from a variety of genres and historical periods and (2) frequent writing - expository, analytical, and argumentative as well as some personal and reflective writing. 

We will be working together to become skilled readers and writers. This will require reading a wide variety of prose and writing for a variety of purposes. We will become familiar with a number of rhetorical strategies that writers use to effectively communicate ideas. Aristotle called rhetoric the art of observing in any given case the 'available means of persuasion'.” Much of the writing in this class will be aimed toward making a persuasive case for the student's point-of-view. 

The class will devote a fair amount of time to building vocabulary and learning specialized terminology. Regular quizzes will be given to ensure the acquisition of this knowledge. To ensure good command of standard written English, some lessons dealing with grammar, usage, and punctuation may also be included. Most writing assignments will begin with a rough draft followed by peer editing and teacher-student meetings. Some attention will be given to writing timed essays in class as well as practicing timed multiple-choice tests in preparation for the AP exam in the spring. Taking the national AP Language exam in May is an additional requirement for this class. 

This class serves as a foundation for all of your academic classes because it enhances your ability to comprehend, analyze, and evaluate complex texts. You will be better equipped to synthesize ideas and sources into well-crafted, convincing essays. The ability to effectively use language is one of the greatest gifts God has entrusted to humanity. Because words live far longer than people, they are able to touch future generations long past the lifetime of the person who wrote them. 

SEQUENCE 

Along with AP English Literature & Composition, this course develops college-level reading comprehension and writing skills. It is intended only for college-bound juniors or seniors. Students should have already demonstrated a high level of competency in standard written English in their other classes. 

LEARNING OUTCOMES 

1. Analyze rhetorical strategies and techniques in nonfiction texts and apply them to your own writing. 

2. Write in a variety of genres and contexts about a variety of subjects, adjusting language and tone accordingly. 

3. Produce effective argumentative compositions with appropriate and specific evidence. 

4. Understand the stages of the writing process, writing essays that proceed through several stages. 

5. Learn to revise and edit your own work and that of your peers. Use the feedback given by peers and your instructor to write improved essays. 

6. Expand your knowledge of specific rhetorical terminology and college-level vocabulary. 

7. Demonstrate mastery of standard written English and proper MLA citation of both primary and secondary source material. 

8. Practice writing timed AP-style essays and samples of the multiple-choice questions you will encounter on the AP Language & Composition exam in May. 

9. Write with a variety of sentence structures, appropriate use of subordination and coordination, transitions, and the ability to balance generalization with specific details. 

10. Analyze movies, photographs, cartoons, and works of art as alternative forms of text. These are particularly rich genres for understanding tone, establishing point-of-view, and maintaining voice. 

11. Annotate while reading assigned texts so that you will be able to make coherent comments in class or small-group discussions. 

12. Become a "re-reader.” If you are not willing and able to read something more than once, then you will not be able to adequately perform the tasks required in this class. 

34

PROCEDURES & EXPECTATIONS 

Be punctual and prepared to learn every day. This includes having the required reading and writing materials with you. An hour of homework on a given night should be considered normal, not rare. This is a college-level course.... Welcome to college! 

In classroom discussions, listen with respect for others while waiting for your turn to contribute thoughts of your own. 

In written work, never present the ideas of others as if they were yours; plagiarism is grounds for dismissal from the class. 

It is your responsibility to know when an assignment is due; late assignments will receive a lower grade or, in some cases, no credit at all. 

In grammar, rhetoric, and composition we seek to: 

● Equip every student with the skills necessary for good writing, including correct spelling and grammar, pleasing style, clarity of focus, proofreading, and self-correcting ● Emphasize good writing by requiring the students to write often and correctly in each subject 

● Encourage clear thinking by the students through requiring clear, focused, well-argued writing 

● Teach students how to research and write on a set topic 

● Require students to speak in formal settings regularly.

● Use phonics as the primary building blocks for teaching students to read ● Introduce the students to high-quality literature 

● Carefully monitor the student's reading abilities to ensure he comprehends adequately and reads fluently orally and silently. 

● Wherever possible, integrate subjects like history and science into reading. ● Foster a life-long love of reading as our students are acquainted with great Western literature. 

● Teach our students to understand and analyze both the form and content of literature ● Enable/encourage students to form critical judgments of literature based on careful attention to the text

Overview

Science is the study of God's creation which includes God's revelation of Himself. Exploration and discovery of the principles of Life, Physical, Earth Sciences, and the systems within the human body, which is uniquely created by God, should lead to the knowledge and appreciation of the Creator. Our students are taught scientific theory through the grid of Scripture. Children will learn not only practical knowledge about the world but also that God made everything for a purpose. "For by Him all things were created; things in heaven and on earth, visible and invisible, whether thrones or powers or rulers or authorities; all things were created by Him and for Him" (Colossians 1:16)

Introductory Logic 

Instructor: Jane Shulstad 

1st hour Logic Location: Classroom D 

Email: jshulstad@ffhillcrest.org 

CURRICULUM 

Our curriculum is a complete academic curriculum based upon the classical Trivium of grammar, logic, and rhetoric. It fosters mastery of grammar, logic, articulation of concepts in language, history, science, math, and the Bible. 

COURSE DESCRIPTION 

Introductory Logic is the science and art of reasoning well. The course includes discovering and identifying the patterns or rules by which we reason as well as how to follow those rules, without abusing them in an unreasonable way. Logic deals with operations of thinking that are indirectly related to reasoning, such as defining terms, relating terms to each other, and determining 

relationships between statements. In addition, categorical logic which deals with syllogisms and validity will be examined. 

LEARNING OUTCOMES 

Students will 

1. Define logic and reasoning. 

2. Identify the three laws of thought. 

3. List the five types of definitions. 

4. Construct genus and species charts. 

5. Arrange terms according to extension and intention. 

6. Define and identify statements. 

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37

7. Draw a basic square of opposition. 

8. Define syllogism and identify the terms and premises. 

PROCEDURES AND EXPECTATIONS 

-Let your actions be God-honoring (1Corinthians 6:20, Colossians 3:23) 

-Respect yourself, the instructor, others and the classroom. Refrain from leaving tissues or other garbage in or on the tables. 

-Be on time and prepared for class. Use the restroom and drinking fountain before or after class. -Pay attention, follow directions, ask questions and participate in classroom activities, 

-Take responsibility for missed assignments. It is your responsibility to ask me for make-up work. 

-Complete assignments and hand in on time, Homework assignments are due at the start of class. Late assignments will be subject to point reduction as outlined in the student handbook. 

-Do your own work. Cheating/plagiarism is unacceptable and will result in a zero. -If you do not understand, ask for clarification. I am here to help. 

GRADING SCALE 

99-100=A+ 76-79=C 

94-98=A 74-75=C+ 

92-93=A- 71-73=D+ 

89-91=B+ 67-70=D 

85-88=B 65-66=D 

83-84=B 

80-82=C+ 

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Science 7 

Instructor: Jane Shulstad Email: 

3rd hour Location: Classroom D 

jshulstad@ffhillcrest.org 

CURRICULUM 

Our curriculum is a complete academic curriculum based upon the classical Trivium of grammar, logic, and rhetoric. It fosters mastery of grammar, logic, articulation of concepts in language, history, science, math, and the Bible. 

SCIENCE: We seek to: 

● Teach that the creation account in Genesis is true and that the theory of evolution is false 

○ Teach the students the basic elements of both accounts and that both systems base their beliefs on faith, whether that be sound or unsound faith ● Show the students that, because God made the universe "ex nihilo", it has inherent order, which in turn makes it possible to hypothesize and experiment (scientific method), as well as to identify, classify and categorize elements of creation 

● Treat the study of science as a part of the study of history. That is, show the students the natural integration between the advances, individuals and applications of science, with the development of historical events within the cultures studied 

● Use many forms of instruction to teach science, particularly identifying, classifying, categorizing, experimenting, demonstrating, collecting, integrating with history and math and experiencing guest lectures and field trips 

COURSE DESCRIPTION 

Chemistry for the logic stage examines the various forms of matter, their composition, structure and properties as well as how they react with each other. In this course, students will study atoms and molecules and how they are related to the various forms of energy. In addition, the students will look at the building blocks of chemistry, matter, solutions, mixtures, acids and bases. 

LEARNING OUTCOMES 

Students will: 

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1. Label and identify the parts of an atom. 

2. Memorize the elements of the periodic table. 

3. Sketch and label and define the states of matter. 

4. Discuss and define element, compound, solution, mixture. 

5. Classify different types of mixtures. 

6. Explain the scientific method. 

7. List and explain the different types of chemical bonds 

8. Identify acid and bases and the properties of each. 

PROCEDURES AND EXPECTATIONS 

-Let your actions be God-honoring. 1 Corinthians 6:20, Colossians 3:23) 

-Respect yourself, the instructor, your classmates and the classroom. Refrain from leaving tissues or other garbage in or on the tables. 

-Be on time and prepared for class. Use the restroom and drinking fountain before or after class. 

-Pay attention, follow directions, ask questions and participate in classroom activities. 

-Take responsibility for missed assignments. It is your responsibility to ask me for make-up work. 

-Complete assignments and turn in on time. Homework is due at the beginning of the class period. Late work will be subject to point reduction as outlined in the student handbook. 

-If you do not understand, ask for clarification. I am here to help. 

GRADING SCALE 

99-100=A+ 76-79=C 

94-98=A 74-75=C+ 

92-93=A- 71-73=D+ 

89-91=B+ 67-70=D 

85-88=B 65-66=D 

83-84=B 

80-82=C+ 

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40

Science 8 

Instructor: Jane Shulstad 

Email: ishulstad@ffhillcrest.org 

1st hour Location: Classroom D 

CURRICULUM 

Our curriculum is a complete academic curriculum based upon the classical Trivium of grammar, logic, and rhetoric. It fosters mastery of grammar, logic, articulation of concepts in language, history, science, math, and the Bible. 

SCIENCE: We seek to: 

● Teach that the creation account in Genesis is true and that the theory of evolution is false 

○ Teach the students the basic elements of both accounts and that both systems base their beliefs on faith, whether that be sound or unsound faith ● Show the students that, because God made the universe "ex nihilo", it has inherent order, which in turn makes it possible to hypothesize and experiment (scientific method), as well as to identify, classify and categorize elements of creation 

● Treat the study of science as a part of the study of history. That is, show the students the natural integration between the advances, individuals and applications of science, with the development of historical events within the cultures studied 

● Use many forms of instruction to teach science, particularly identifying, classifying, categorizing, experimenting, demonstrating, collecting, integrating with history and math and experiencing guest lectures and field trips 

COURSE DESCRIPTION 

Physics for the logic stage begins to train students to think analytically about the facts of science, to familiarize themselves with the basics of the scientific method through inquiry-based techniques. In Physics for the logic stage students learn about motion, forces, thermodynamics, waves, electricity magnetism and nuclear physics. 

LEARNING OUTCOMES 

Students will: 

1. Compare and contrast the four main types of forces 

2. Explain how friction affects movement 

3. Memorize Newton's three laws of motion 

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4. Explain the relationship between work and energy 

5. List and identify the different types of energy 

6. Sketch and label the different types of waves 

7. Discuss the electromagnetic spectrum 

8. Label the anatomy of a dry cell battery 

9. Compare and contrast parallel and series circuits 

PROCEDURES AND EXPECTATIONS 

-Let your actions be God-honoring. 1 Corinthians 6:20, Colossians 3:23) 

-Respect yourself, the instructor, your classmates and the classroom. Refrain from leaving tissues or other garbage in or on the tables. 

-Be on time and prepared for class. Use the restroom and drinking fountain before or after class, 

-Pay attention, follow directions, ask questions and participate in classroom activities. 

-Take responsibility for missed assignments. It is your responsibility to ask me for make-up work. 

-Complete assignments and turn in on time. Homework is due at the beginning of the class period. Late work will be subject to point reduction as outlined in the student handbook. 

-If you do not understand, ask for clarification. I am here to help. 

GRADING SCALE 

99-100=A+ 76-79=C 

94-98=A 74-75=C+ 

92-93=A- 71-73=D+ 

89-91=B+ 67-70=D 

85-88=B 65-66=D 

83-84=B 

80-82=C+ 

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Pre-Physics 9 

Instructor: Jane Shulstad 

Email: jshulstad@ffhillcrest.org 

6th hour Location: Classroom D 

CURRICULUM 

Our curriculum is a complete academic curriculum based upon the classical Trivium of grammar, logic, and rhetoric. It fosters mastery of grammar, logic, articulation of concepts in language, history, science, math, and the Bible. 

SCIENCE: We seek to: 

● Teach that the creation account in Genesis is true and that the theory of evolution is false 

○ Teach the students the basic elements of both accounts and that both systems base their beliefs on faith, whether that be sound or unsound faith ● Show the students that, because God made the universe "ex nihilo", it has inherent order, which in turn makes it possible to hypothesize and experiment (scientific method), as well as to identify, classify and categorize elements of creation 

● Treat the study of science as a part of the study of history. That is, show the students the natural integration between the advances, individuals and applications of science, with the development of historical events within the cultures studied. 

● Use many forms of instruction to teach science, particularly identifying, classifying, categorizing, experimenting, demonstrating, collecting, integrating with history and math and experiencing guest lectures and field trips 

COURSE DESCRIPTION 

Pre-Physics 9 provides the student with a foundation in physics and chemistry as preparation for more advanced science courses. In Pre-Physics 9 students study the basic structure of matter, how forces produce motion and hold matter together, the various forms of energy, chemical elements and the compounds they form. The text emphasizes science not as the source of ultimate truth, but rather as a tool to learn about God's world. By studying science, the students discover the laws or ordinances that God has established to govern the physical world. 

LEARNING OUTCOMES 

Students will: 

1. Select appropriate instruments; measure, calculate and record in metric units. 

2. Describe the structure of matter in terms of atoms and molecules. REV 2.11.22 

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3. Recognize chemical and physical properties of various substances. 4. Observe and evaluate evidence of chemical and physical change, 5. Distinguish between mass and weight. 

6. Describe the movement of thermal energy through conduction and convection. 7. Categorize simple machines. 

8. Distinguish between speed, velocity, displacement and distance. 9. Identify types of energy. 

PROCEDURES AND EXPECTATIONS 

-Let your actions be God-honoring. 1 Corinthians 6:20, Colossians 3:23) 

-Respect yourself, the instructor, your classmates and the classroom. Refrain from leaving tissues or other garbage in or on the tables. 

-Be on time and prepared for class. Use the restroom and drinking fountain before or after class. 

-Pay attention, follow directions, ask questions and participate in classroom activities. 

- Take responsibility for missed assignments. It is your responsibility to ask me for make-up work. 

-Complete assignments and turn in on time. Homework is due at the beginning of the class period. Late work will be subject to point reduction as outlined in the student handbook. 

-If you do not understand, ask for clarification. I am here to help. 

GRADING SCALE 

99-100=A+ 76-79=C 

94-98=A 74-75=C+ 

92-93=A- 71-73=D+ 

89-91=B+ 67-70=D 

85-88=B 65-66=D 

83-84=B 

80-82=C+ 

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Syllabus for Biology 

Instructor: Magen Riestenberg 

Email: mriestenberg@ffhillcrest.org 

Location: Classroom E (Lab) 

CURRICULUM 

Our curriculum is an academic curriculum based upon the classical Trivium of grammar, logic, and rhetoric. It fosters mastery of grammar, logic, articulation of concepts in language, history, science, math and the Bible. 

CURRICULUM GOALS 

SCIENCE: We seek to: 

● Teach that the creation account in Genesis is true and that the theory of evolution is false 

○ Teach the students the basic elements of both accounts and that both systems base their beliefs on faith, whether that be sound or unsound faith 

● Show the students that, because God made the universe “ex nihilo”, it has inherent order, which in turn makes it possible to hypothesize and experiment (scientific method), as well as to identify, classify and categorize elements of creation 

● Treat the study of science as a part of the study of history. That is, show the students the natural integration between the advances, individuals and applications of science, with the development of historical events within the cultures studied 

● Use many forms of instruction to teach science, particularly identifying, classifying, categorizing, experimenting, demonstrating, collecting, integrating with history and math and experiencing guest lectures and field trips 

COURSE DESCRIPTION: 

This course will help us all to better appreciate the creatures around us, understand the marvels of the human body, and realize the magnificent processes of life. This informed class will also provide a platform for decision-making that reflects a protection and stewardship of our natural environment. Students will investigate biological systems at the molecular, cellular, and macro-biological level. Hands-on laboratory exercises incorporating cellular biology, genetics, DNA technology, evolution, and ecology will be provided to assist students in their understanding of biological themes. Projects and reading assignments may be required with each unit of instruction. Our prayer in the science department at HLA is that you will gain a deeper understanding of God’s incredible design in His creation. 

COURSE OBJECTIVES: 

1. Understand basic biochemistry 

2. Understand biology as it relates to the Earth's environment 

3. Understand the makeup and energetics of plant and animal cells 

4. Determine basic inheritance patterns 

5. Understand the basic classification of organisms 

6. Understand the form and function of microorganisms 

7. Understand the form and function of plants 

8. Understand the form and function of animals 

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9. Understand the workings of human biological system 

PROCEDURES & EXPECTATIONS 

Class Routine: Please note that not everyday will be the same procedure. Expect to take notes, work on worksheets, projects and labs. We will watch the occasional video/movie, have discussions and debates. I plan to give time to work on homework and projects in class, but please know that work may need to be completed outside of class if not finished. 

Textbook: Biology. BJU Press, 2011. 

Materials: 3-ring binder (you’ll regret using a folder quickly). Pen, pencil, scientific calculator, paper. 

Effort/Conduct Expectations: Each student is expected to participate in class, do assignments and prepare for tests to the best of his/her ability. Conduct expectations are described in the Hillcrest Student Handbook. Class begins at the scheduled time. Late students will be sent to the school office for an excuse slip. After three unexcused tardies, the instructor is required to assign the student a one-hour after-school detention period. 

HOMEWORK (from the HLA Student Handbook) 

Students often need some amount of extra practice in new concepts, skills or facts. In certain subjects (e.g., math or languages), there is not enough time in a school day to do as much practice as may be necessary for mastery. Therefore, after reasonable in-class time is spent on the material, the teacher may assign homework to allow for the necessary practice. Reading plays an essential role in our curriculum. Reading assignments occur almost daily and should be expected by students and parents. Because of this quality, we place guidelines around other types of homework. 

● Commonly, homework (other than reading) will not be assigned over 

the weekend or holidays and school vacations. 

● For each day, an assignment is late; the grade is reduced by 10%. 

Assignments may not be turned in for credit more than two days past 

the due date unless the student was absent. • Should a student be 

absent on the day an assignment is assigned or due, the teacher may 

give a reasonable extension for the assignment to be completed. The 

extension will not exceed the number of school days missed during the 

absence. It is the student’s responsibility to find out what work was 

assigned. For an extended illness, parents/ guardians should contact 

the teachers directly. 

● If a student misses part of a day due to a planned event (away game, 

appointment, etc.) all homework is due that day and should be turned 

into his/her teacher’s box/room before departure. 

● Students who transfer into Hillcrest and are catching up on the 

curriculum may need to invest more time as they transition into the 

school and thus will find themselves with more homework. 

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APPROXIMATE HOMEWORK (average per night, may not include reading) ● K - 10 minutes (infrequently) 

● 1st - 15 minutes 

● 2nd - 30 minutes 

● 3rd - 5th - 45 minutes 

● 6th - 8th - 1 hour 

● 9th - 12th - 1 1⁄2 hours—2 hours 

Primary Teaching Methods: Reading articles or watching videos followed by a worksheet or discussion, debate, individual or group presentation, labs or activities, and lecture. 

Classroom Etiquette: 

● We will speak to one another (students or teacher) politely. Please raise your hand and wait to be recognized to ask questions.. 

● Come to class prepared with a Bible, notebook, a folder and pencil. 

● Use the restroom before coming to class. Restroom requests will not be granted until after the day’s lesson has been presented and other students are working on the assignment. 

● Cell phones, ipods, cameras, or other devices that would distract students are not permitted in class and will be confiscated according to school policy. 

● Please do wear shoes. (School Nurse’s recommendation.) 

● Each student is required to sign a laboratory safety contract before conducting any lab experiments/activities. Laboratory safety is necessary for all students to understand and follow. Unsafe procedures, unwillingness to following instructions, etc. can result in failure of the current lab activity. 

GRADING SCALE 

Grading Policy: 

● Assignments 10% 

● Quizzes, Tests 50% 

● Activities, Projects, Labs 40% 

Hillcrest Grading Standards: 

A+ 100 B 85-88 C- 74-75 

A 94-99 B- 83-84 D+ 71-73 

A- 92-93 C+ 80-82 D 67-70 

B+ 89-91 C 76-79 D- 65-66 

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Syllabus for Honors Biology 

Instructor: Magen Riestenberg 

Email: mriestenberg@ffhillcrest.org 

Location: Classroom E (Lab) 

CURRICULUM 

Our curriculum is an academic curriculum based upon the classical Trivium of grammar, logic, and rhetoric. It fosters mastery of grammar, logic, articulation of concepts in language, history, science, math and the Bible. 

CURRICULUM GOALS 

SCIENCE: We seek to: 

● Teach that the creation account in Genesis is true and that the theory of evolution is false 

○ Teach the students the basic elements of both accounts and that both systems base their beliefs on faith, whether that be sound or unsound faith 

● Show the students that, because God made the universe “ex nihilo”, it has inherent order, which in turn makes it possible to hypothesize and experiment (scientific method), as well as to identify, classify and categorize elements of creation 

● Treat the study of science as a part of the study of history. That is, show the students the natural integration between the advances, individuals and applications of science, with the development of historical events within the cultures studied 

● Use many forms of instruction to teach science, particularly identifying, classifying, categorizing, experimenting, demonstrating, collecting, integrating with history and math and experiencing guest lectures and field trips 

COURSE DESCRIPTION: 

This course will help us all to better appreciate the creatures around us, understand the marvels of the human body, and realize the magnificent processes of life. This informed class will also provide a platform for decision-making that reflects a protection and stewardship of our natural environment. Students will investigate biological systems at the molecular, cellular, and macro-biological level. Hands-on laboratory exercises incorporating cellular biology, genetics, DNA technology, evolution, and ecology will be provided to assist students in their understanding of biological themes. Projects and reading assignments may be required with each unit of instruction. Our prayer in the science department at HLA is that you will gain a deeper understanding of God’s incredible design in His creation. 

COURSE OBJECTIVES: 

1. Understand basic biochemistry 

2. Understand biology as it relates to the Earth's environment 

3. Understand the makeup and energetics of plant and animal cells 

4. Determine basic inheritance patterns 

5. Understand the basic classification of organisms 

6. Understand the form and function of microorganisms 

7. Understand the form and function of plants 

8. Understand the form and function of animals 

9. Understand the workings of human biological system 

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PROCEDURES & EXPECTATIONS 

Class Routine: Please note that not everyday will be the same procedure. Expect to take notes, work on worksheets, projects and labs. We will watch the occasional video/movie, have discussions and debates. I plan to give time to work on homework and projects in class, but please know that work may need to be completed outside of class if not finished. 

Textbook: Biology. BJU Press, 2011. 

Materials: 3-ring binder (you’ll regret using a folder quickly). Pen, pencil, scientific calculator, paper. 

Effort/Conduct Expectations: Each student is expected to participate in class, do assignments and prepare for tests to the best of his/her ability. Conduct expectations are described in the Hillcrest Student Handbook. Class begins at the scheduled time. Late students will be sent to the school office for an excuse slip. After three unexcused tardies, the instructor is required to assign the student a one-hour after-school detention period. 

HOMEWORK (from the HLA Student Handbook) 

Students often need some amount of extra practice in new concepts, skills or facts. In certain subjects (e.g., math or languages), there is not enough time in a school day to do as much practice as may be necessary for mastery. Therefore, after reasonable in-class time is spent on the material, the teacher may assign homework to allow for the necessary practice. Reading plays an essential role in our curriculum. Reading assignments occur almost daily and should be expected by students and parents. Because of this quality, we place guidelines around other types of homework. 

● Commonly, homework (other than reading) will not be assigned over the 

weekend or holidays and school vacations. 

● For each day, an assignment is late; the grade is reduced by 10%. 

Assignments may not be turned in for credit more than two days past the due 

date unless the student was absent. • Should a student be absent on the day 

an assignment is assigned or due, the teacher may give a reasonable 

extension for the assignment to be completed. The extension will not exceed 

the number of school days missed during the absence. It is the student’s 

responsibility to find out what work was assigned. For an extended illness, 

parents/ guardians should contact the teachers directly. 

● If a student misses part of a day due to a planned event (away game, 

appointment, etc.) all homework is due that day and should be turned into 

his/her teacher’s box/room before departure. 

● Students who transfer into Hillcrest and are catching up on the curriculum may need to invest more time as they transition into the school and thus will find 

themselves with more homework. 

APPROXIMATE HOMEWORK (average per night, may not include reading) 

● K - 10 minutes (infrequently) 

● 1st - 15 minutes 

● 2nd - 30 minutes 

● 3rd - 5th - 45 minutes 

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● 6th - 8th - 1 hour 

● 9th - 12th - 1 1⁄2 hours—2 hours 

Primary Teaching Methods: Reading articles or watching videos followed by a worksheet or discussion, debate, individual or group presentation, labs or activities, and lecture. 

Classroom Etiquette: 

● We will speak to one another (students or teacher) politely. Please raise your hand and wait to be recognized to ask questions.. 

● Come to class prepared with a Bible, notebook, a folder and pencil. 

● Use the restroom before coming to class. Restroom requests will not be granted until after the day’s lesson has been presented and other students are working on the assignment. ● Cell phones, ipods, cameras, or other devices that would distract students are not permitted in class and will be confiscated according to school policy. 

● Please do wear shoes. (School Nurse’s recommendation.) 

● Each student is required to sign a laboratory safety contract before conducting any lab experiments/activities. Laboratory safety is necessary for all students to understand and follow. Unsafe procedures, unwillingness to following instructions, etc. can result in failure of the current lab activity. 

GRADING SCALE 

Grading Policy: 

● Assignments 10% 

● Quizzes, Tests 50% 

● Activities, Projects, Labs 40% 

Hillcrest Grading Standards: 

A+ 94-99 B- 83-84 D+ 71-73 

A- 92-93 C+ 80-82 D 67-70 

B+ 89-91 C 76-79 D- 65-66 

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Syllabus for Chemistry 

Instructor: Magen Riestenberg 

Email: mriestenberg@ffhillcrest.org 

Location: Classroom E (Lab) 

CURRICULUM 

Our curriculum is an academic curriculum based upon the classical Trivium of grammar, logic, and rhetoric. It fosters mastery of grammar, logic, articulation of concepts in language, history, science, math and the Bible. 

CURRICULUM GOALS 

SCIENCE: We seek to: 

● Teach that the creation account in Genesis is true and that the theory of evolution is false 

○ Teach the students the basic elements of both accounts and that both systems base their beliefs on faith, whether that be sound or unsound faith 

● Show the students that, because God made the universe “ex nihilo”, it has inherent order, which in turn makes it possible to hypothesize and experiment (scientific method), as well as to identify, classify and categorize elements of creation 

● Treat the study of science as a part of the study of history. That is, show the students the natural integration between the advances, individuals and applications of science, with the development of historical events within the cultures studied 

● Use many forms of instruction to teach science, particularly identifying, classifying, categorizing, experimenting, demonstrating, collecting, integrating with history and math and experiencing guest lectures and field trips 

COURSE DESCRIPTION: 

This course is an introduction to chemistry including properties of matter, structure of atoms, bonding, chemical names and formulas, chemical reactions, and calculations involving chemical reactions. Special topics will include states of matter, gas laws, acids and bases, and solution chemistry. The scientific method and problem solving techniques will be emphasized throughout the year. Our prayer in the science department at HLA is that you will gain a deeper understanding of God’s incredible design in His creation. 

COURSE OBJECTIVES: 

1. Identify, name, and properly draw chemical elements and compounds and describe their properties 

2. Use stoichiometry to predict and quantify the products of chemical reactions 3. Apply atomic theory to model bonding 

4. Interpret the order of the periodic table through the theory of quantum mechanics 5. Differentiate between acids and bases, and predict products of acid-base reactions 6. Convert units readily and use the necessary laws and their associated equations to problem-solve. 

7. Understand chemical kinetics and reactivity of different chemicals 

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PROCEDURES & EXPECTATIONS 

Class Routine: Please note that not everyday will be the same procedure. Expect to take notes, work on worksheets, projects and labs. We will watch the occasional video/movie, have discussions and debates. I plan to give time to work on homework and projects in class, but please know that work may need to be completed outside of class if not finished. 

Textbook: Chemistry Matter and Change 

Materials: 3-ring binder (you’ll regret using a folder quickly). Pen, pencil, scientific calculator, paper. 

Effort/Conduct Expectations: Each student is expected to participate in class, do assignments and prepare for tests to the best of his/her ability. Conduct expectations are described in the Hillcrest Student Handbook. Class begins at the scheduled time. Late students will be sent to the school office for an excuse slip. After three unexcused tardies, the instructor is required to assign the student a one-hour after-school detention period. 

HOMEWORK (from the HLA Student Handbook) 

Students often need some amount of extra practice in new concepts, skills or facts. In certain subjects (e.g., math or languages), there is not enough time in a school day to do as much practice as may be necessary for mastery. Therefore, after reasonable in-class time is spent on the material, the teacher may assign homework to allow for the necessary practice. Reading plays an essential role in our curriculum. Reading assignments occur almost daily and should be expected by students and parents. Because of this quality, we place guidelines around other types of homework. 

● Commonly, homework (other than reading) will not be assigned over the 

weekend or holidays and school vacations. 

● For each day, an assignment is late; the grade is reduced by 10%. 

Assignments may not be turned in for credit more than two days past the due 

date unless the student was absent. • Should a student be absent on the day 

an assignment is assigned or due, the teacher may give a reasonable 

extension for the assignment to be completed. The extension will not exceed 

the number of school days missed during the absence. It is the student’s 

responsibility to find out what work was assigned. For an extended illness, 

parents/ guardians should contact the teachers directly. 

● If a student misses part of a day due to a planned event (away game, 

appointment, etc.) all homework is due that day and should be turned into 

his/her teacher’s box/room before departure. 

● Students who transfer into Hillcrest and are catching up on the curriculum may need to invest more time as they transition into the school and thus will find 

themselves with more homework. 

APPROXIMATE HOMEWORK (average per night, may not include reading) 

● K - 10 minutes (infrequently) 

● 1st - 15 minutes 

● 2nd - 30 minutes 

● 3rd - 5th - 45 minutes 

● 6th - 8th - 1 hour 

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● 9th - 12th - 1 1⁄2 hours—2 hours 

Primary Teaching Methods: worksheets, individual or group presentation, labs or activities, and lecture. 

Classroom Etiquette: 

● We will speak to one another (students or teacher) politely. Please raise your hand and wait to be recognized to ask questions.. 

● Come to class prepared with a Bible, notebook, a folder and pencil. 

● Use the restroom before coming to class. Restroom requests will not be granted until after the day’s lesson has been presented and other students are working on the assignment. ● Cell phones, ipods, cameras, or other devices that would distract students are not permitted in class and will be confiscated according to school policy. 

● Please do wear shoes. (School Nurse’s recommendation.) 

● Each student is required to sign a laboratory safety contract before conducting any lab experiments/activities. Laboratory safety is necessary for all students to understand and follow. Unsafe procedures, unwillingness to following instructions, etc. can result in failure of the current lab activity. 

Calculator policy: If students need a calculator, they will be asked to bring one to class. Students are not allowed, under any circumstances, to share calculators during tests. Furthermore, you are expected to know how to use your own calculator. 

GRADING SCALE 

Grading Policy: 

● Assignments 10% 

● Quizzes, Tests 50% 

● Activities, Projects, Labs 40% 

Hillcrest Grading Standards: 

A+ 100 B 85-88 C- 74-75 

A 94-99 B- 83-84 D+ 71-73 

A- 92-93 C+ 80-82 D 67-70 

B+ 89-91 C 76-79 D- 65-66 

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53

Syllabus for Honors Chemistry 

Instructor: Magen Riestenberg 

Email: mriestenberg@ffhillcrest.org 

Location: Classroom E (Lab) 

CURRICULUM 

Our curriculum is an academic curriculum based upon the classical Trivium of grammar, logic, and rhetoric. It fosters mastery of grammar, logic, articulation of concepts in language, history, science, math and the Bible. 

CURRICULUM GOALS 

SCIENCE: We seek to: 

● Teach that the creation account in Genesis is true and that the theory of evolution is false 

○ Teach the students the basic elements of both accounts and that both systems base their beliefs on faith, whether that be sound or unsound faith 

● Show the students that, because God made the universe “ex nihilo”, it has inherent order, which in turn makes it possible to hypothesize and experiment (scientific method), as well as to identify, classify and categorize elements of creation 

● Treat the study of science as a part of the study of history. That is, show the students the natural integration between the advances, individuals and applications of science, with the development of historical events within the cultures studied 

● Use many forms of instruction to teach science, particularly identifying, classifying, categorizing, experimenting, demonstrating, collecting, integrating with history and math and experiencing guest lectures and field trips 

COURSE DESCRIPTION: 

This course is an introduction to chemistry including properties of matter, structure of atoms, bonding, chemical names and formulas, chemical reactions, and calculations involving chemical reactions. Special topics will include states of matter, gas laws, acids and bases, and solution chemistry. The scientific method and problem solving techniques will be emphasized throughout the year. Our prayer in the science department at HLA is that you will gain a deeper understanding of God’s incredible design in His creation. 

COURSE OBJECTIVES: 

1. Identify, name, and properly draw chemical elements and compounds and describe their properties 

2. Use stoichiometry to predict and quantify the products of chemical reactions 3. Apply atomic theory to model bonding 

4. Interpret the order of the periodic table through the theory of quantum mechanics 5. Differentiate between acids and bases, and predict products of acid-base reactions 6. Convert units readily and use the necessary laws and their associated equations to problem-solve. 

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7. Understand chemical kinetics and reactivity of different chemicals 

PROCEDURES & EXPECTATIONS 

Class Routine: Please note that not everyday will be the same procedure. Expect to take notes, work on worksheets, projects and labs. We will watch the occasional video/movie, have discussions and debates. I plan to give time to work on homework and projects in class, but please know that work may need to be completed outside of class if not finished. 

Textbook: Chemistry Matter and Change 

Materials: 3-ring binder (you’ll regret using a folder quickly). Pen, pencil, scientific calculator, paper. 

Effort/Conduct Expectations: Each student is expected to participate in class, do assignments and prepare for tests to the best of his/her ability. Conduct expectations are described in the Hillcrest Student Handbook. Class begins at the scheduled time. Late students will be sent to the school office for an excuse slip. After three unexcused tardies, the instructor is required to assign the student a one-hour after-school detention period. 

HOMEWORK (from the HLA Student Handbook) 

Students often need some amount of extra practice in new concepts, skills or facts. In certain subjects (e.g., math or languages), there is not enough time in a school day to do as much practice as may be necessary for mastery. Therefore, after reasonable in-class time is spent on the material, the teacher may assign homework to allow for the necessary practice. Reading plays an essential role in our curriculum. Reading assignments occur almost daily and should be expected by students and parents. Because of this quality, we place guidelines around other types of homework. 

● Commonly, homework (other than reading) will not be assigned over the 

weekend or holidays and school vacations. 

● For each day, an assignment is late; the grade is reduced by 10%. 

Assignments may not be turned in for credit more than two days past the due 

date unless the student was absent. • Should a student be absent on the day 

an assignment is assigned or due, the teacher may give a reasonable 

extension for the assignment to be completed. The extension will not exceed 

the number of school days missed during the absence. It is the student’s 

responsibility to find out what work was assigned. For an extended illness, 

parents/ guardians should contact the teachers directly. 

● If a student misses part of a day due to a planned event (away game, 

appointment, etc.) all homework is due that day and should be turned into 

his/her teacher’s box/room before departure. 

● Students who transfer into Hillcrest and are catching up on the curriculum may need to invest more time as they transition into the school and thus will find 

themselves with more homework. 

APPROXIMATE HOMEWORK (average per night, may not include reading) 

● K - 10 minutes (infrequently) 

● 1st - 15 minutes 

● 2nd - 30 minutes 

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● 3rd - 5th - 45 minutes 

● 6th - 8th - 1 hour 

● 9th - 12th - 1 1⁄2 hours—2 hours 

Primary Teaching Methods: worksheets, individual or group presentation, labs or activities, and lecture. 

Classroom Etiquette: 

● We will speak to one another (students or teacher) politely. Please raise your hand and wait to be recognized to ask questions.. 

● Come to class prepared with a Bible, notebook, a folder and pencil. 

● Use the restroom before coming to class. Restroom requests will not be granted until after the day’s lesson has been presented and other students are working on the assignment. ● Cell phones, ipods, cameras, or other devices that would distract students are not permitted in class and will be confiscated according to school policy. 

● Please do wear shoes. (School Nurse’s recommendation.) 

● Each student is required to sign a laboratory safety contract before conducting any lab experiments/activities. Laboratory safety is necessary for all students to understand and follow. Unsafe procedures, unwillingness to following instructions, etc. can result in failure of the current lab activity. 

Calculator policy: If students need a calculator, they will be asked to bring one to class. Students are not allowed, under any circumstances, to share calculators during tests. Furthermore, you are expected to know how to use your own calculator. 

GRADING SCALE 

Grading Policy: 

● Assignments 10% 

● Quizzes, Tests 50% 

● Activities, Projects, Labs 40% 

Hillcrest Grading Standards: 

A+ 100 B 85-88 C- 74-75 

A 94-99 B- 83-84 D+ 71-73 

A- 92-93 C+ 80-82 D 67-70 

B+ 89-91 C 76-79 D- 65-66 

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Syllabus for Physics 

Armin Jahr 

ajahr@ffhillcrest.org 

CURRICULUM 

Our curriculum is a complete academic curriculum based upon the classical Trivium of grammar, logic, and rhetoric. It fosters mastery of grammar, logic, articulation of concepts in language, history, science, math, and the Bible. 

CURRICULUM GOALS 

SCIENCE: We seek to: 

● Teach that the creation account in Genesis is true and that the theory of evolution is false ● Teach the students the basic elements of both accounts and that both systems base their beliefs on faith, whether that be sound or unsound faith 

● Show the students that, because God made the universe “ex nihilo”, it has inherent order, which in turn makes it possible to hypothesize and experiment (scientific method), as well as to identify, classify and categorize elements of creation 

● Treat the study of science as a part of the study of history. That is, show the students the natural integration between the advances, individuals and applications of science, with the development of historical events within the cultures studied 

● Use many forms of instruction to teach science, particularly identifying, classifying, categorizing, experimenting, demonstrating, collecting, integrating with history and math and experiencing guest lectures and field trips. 

COURSE DESCRIPTION 

Welcome to Physics! Physics is the study of God’s natural creation, particularly the relationships between matter, energy and motion. The quest of physics is to learn what is true about nature. Many of the great physicists, such as Sir Isaac Newton, have been philosophers and theologians who believed that study of God’s creation was an act of worship, bringing glory to God. Physics is the oldest of the scientific disciplines and is the foundation upon which all of the sciences, including chemistry and biology, are based. 

The heart of physics is understanding, creating and using physical models to describe nature and predict its behavior. These models are generally expressed as equations and formulas. Our goal in this class is to gain a conceptual understanding of the fundamental models used by physicists and engineers, and to use these models to analyze motion, waves and other fundamentals of physics. An understanding of physics models is essential to all STEM disciplines, including engineering and medicine, and such diverse fields as aeronautics, law enforcement, computer design, coding, cinematography, agriculture, forensics, HVAC and music. 

This course will cover the foundational physical models that describe motion, matter, energy, waves, light and electricity in preparation for college physics courses. You will learn important skills for diagramming, graphing and problem solving. The goal of this class is to master concepts and procedures that are the basis for describing essential physics models, and to apply these models to predict the relational behavior of motion, matter and energy. 

I pray that this course will give you a deep appreciation and wonder for God's genius, and praise for the One in whom "we live, move, and have our being," Acts 17:28 

SCIENCE DEPARTMENT PHILOSOPHY 

Science is the study of God’s creation. By studying science students learn to see God’s power and wisdom, the artistic beauty of His creation, and the complexity reflective in His creative design. The science curriculum at Hillcrest Academy places an emphasis on discerning and defending truth as defined by the 

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Word of God. Students examine science as a process, its limitations and its contributions to daily life. The curriculum is organized to give students an understanding of the nature of science, the scientific method with an emphasis on understanding the differences between hypotheses, theories and laws, and how data is gathered, analyzed and interpreted. We seek to develop young adults who are learners—will listen to others, share their perspectives, take their roles as responsible stewards of God given resources and articulate a Biblical worldview as it relates to the fields of science. 

SEQUENCE 

Physics at Hillcrest is a senior level, honors college preparatory class. 

You must have successfully completed physical science and algebra. 

Geometry and calculus are recommended for physics and preparation for STEM (science, technology, engineering and math) classes in college. 

Specific skills required for this class include: the ability to convert between fractions, decimal numbers and scientific notation, algebraic manipulation, the use of exponents, the application of trigonometric functions including sine, cosine and tangent, radians and degrees, and the use of pi to determine the circumference and area of circles, spheres and cylinders. Students must have experience using scientific calculators and the discipline to carry out independent work on class assignments. 

LEARNING OUTCOMES 

Students will gain conceptual and operational skills in the following major physics domains: Motion, Forces (Newton’s laws of motion), Energy, Thermodynamics, Waves, Light, Electricity, Atomic and Nuclear physics. In addition, students will become confident in solving problems through diagramming, graphing, modeling, algebraic manipulation and a strategic problem-solving approach. 

Students will engage in physics labs through which data derived from physical phenomena is used to test and verify foundational physics relationships.These labs familiarize students with safety and procedures, data collection and interpretation, lab reports and the use of the scientific method for scientific inquiry. 

The topics covered in this course include: 

1. The scientific method, measurement and the nature of science 

2. Motion (one and two dimensional) 

3. Force (Newton’s 3 Laws) 

4. Energy 

5. Thermodynamics 

6. Waves 

7. Light 

8. Electricity 

9. Atomic and Nuclear physics 

PROCEDURES & EXPECTATIONS 

The words Respect for learning summarize the classroom expectations. This phrase applies to three general areas: 

Respect for learning: Students in this course are participating in a learning community. Respect for this community extends from being an enthusiastic learner who is prepared and engaged in class to being an example for others who want to learn. The units are structured around learning goals, activities and assessments. These are outlined in an assignments list that is passed out at the beginning of each unit. You will be presented with daily readings and work assignments that must be completed in time for class. 

Respect for the culture: Our classroom procedures mirror the procedures outlined in the Hillcrest Academy Student Handbook. These cover such things as tardies and absences, academic cheating and study hall. Read the handbook carefully. English is to be used in class. Respect the fact that everyone in the class is here to learn. Be on time, in your seat when the bell rings. If you are late, get a pass before entering the class. Do not leave unless the instructor gives permission. Do not interrupt the class with requests for personal needs, such as pencil sharpening, restroom breaks or to get water—especially at the beginning of class. 

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Respect for the environment: Respect for the classroom environment includes putting trash in the receptacles instead of on the floor, not writing on desks or leaving gum under the counters, treating lab and classroom equipment with care, staying out of the storage areas and refraining from eating or drinking in class. The lab areas, storage and equipment rooms are off limits unless an instructor has given permission and you have approved supervision while using the equipment. 

KEY ASSIGNMENTS 

Assignments and quizzes are used to assist you in achieving your learning goals. They are graded and posted in the grade book so you may track your learning progress. Labs, projects, papers and tests are designed as summative assessments to track what you have learned over the course of each quarter and semester. 

Assignments (10% of your grade) are listed on the unit assignment list which is passed out at the beginning of each new unit. The assignments are to be completed in a timely manner. 

Assignment Procedures: 

Assignments are designed to reinforce what you are learning. It is very important to work on assignments methodically and soon after they are assigned. The discipline of these habits will help you be successful in this class and in life. Doing your work honestly and in a timely manner helps the instructor track your progress so that assistance can be provided when needed. Studies show that how you engage with your assignments is a direct predictor of success in science. Copying assignments, waiting until the last minute or not doing them at all is extremely detrimental to your progress in science. 

Homework Makes the Grade, Laura Sanders, ScienceNews.org, March 26, 2010. 

Means to No Good End, David J. Palazzo ET AL./PRST-PER 2010 

As a guideline, homework is due the first school day after it is assigned. You may receive credit for the assigned homework if it is turned in by the day of the unit test. Keep in mind that doing the homework when it is assigned is the best way to ensure that you are well prepared for quizzes and tests. 

Unless worksheets are provided, do your assignments on STANDARD 8.5” x 11” THREE-HOLE NOTEBOOK PAPER, not SPIRAL BOUND. Do not turn in fringed paper or non-standard paper. 

Write your name, class number, date and ASSIGNMENT NUMBER at the top right corner of your notebook paper. 

Show all of your work, clearly. Learn to be organized as you work through a problem so that it is easy to follow your work to the solutions. 

Assignments are to be handed in at the beginning of class. It will be returned as soon as it is graded. The grade will be entered into RenWeb so that you can track your progress. 

Assignments are tied to class quizzes. In many cases, the quiz questions come from the homework. When you do the assignments, you are preparing for the quiz and the test. 

Quizzes (20% of your grade) are used as a means to check your progress towards the learning goals. These are based on the lectures and assignments, and are usually given at the beginning of the class period. Scores from the quizzes count as assignments and are factored in your overall grade. 

Labs & Projects (30% of your grade) are an integral part of science. Most labs will consist of a pre-lab which must be completed prior to doing the lab, and a post-lab write-up. NOTE: you must complete a lab safety quiz and turn in a signed lab safety contract before you will be able to participate in the lab. If you are not in safety compliance prior to or during the lab, you may not participate in the lab and you will not receive credit for the lab. 

Tests: (40% of your grade) Most tests consist of a section of T/F questions, multiple choice questions and essay questions. Other summative assessments take the form of scientific papers, projects and major lab reports. 

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Exams: (10% of your semester grade) Exams are given at the end of each semester. These are comprehensive. 

GRADING SCALE 

Classwork is divided into four categories that make up 100% of the quarter grade: 

10% Assignments 

20% Quizzes 

30% Labs and Projects 

40% Tests 

Exams make up 10% of the semester grade (a semester is made up of two quarters) 

Hillcrest uses a numbered system for grading. For reference purposes, these grades correlate to the following letter grades: 

A 92% 

B 83% 

C 74% 

D 65% 

F 64% and below 

I Incomplete (missing work must be turned in within three weeks to avoid having the grade marked as an F) 

As recorded in the student handbook, grades are based upon “[A]ttendance and punctuality, classroom participation and effort, tests and quizzes, notebooks, homework, laboratory work and projects.” (Hillcrest Academy Student Handbook) You will receive quarterly report cards and semester grades. 

LABS 

Labs provide an opportunity to learn the art of scientific investigation, explore the nature of science, apply the scientific method to develop hypotheses relative to natural phenomena, gather accurate and precise data and report your findings in a standard manner. Labs also provide an opportunity to gain experience working in teams and using various forms of equipment. 

Safety: Emphasis will be placed on learning to perform labs in a safe manner. Prior to participating in a lab, students must have a completed lab assessment and have a signed lab safety contract on file. Students may not participate in a lab if they are not in compliance with the lab safety policies. Students that are removed for non-compliance will receive a 

zero for the day’s lab score. The complete classroom lab safety code will be passed out as a separate document and should be kept in your lab notebook as a reference. The following is a partial list of the code: 1. Completed lab safety form, passing lab safety score and signed prelab are required before participating in a lab 2. No eating or drinking in the lab 

3. Safety goggles must be worn during labs 

4. Closed-toe shoes are required 

5. Hair, if long, must be tied back 

6. No loose clothing 

7. Students who behave in an unsafe manner will be removed and receive a zero for the day 8. If you are cut or injured in some way, report it immediately to the instructor 

9. Report all hazardous spills, including broken glass or blood, to the instructor 

10. In case of fire, notify the instructor immediately 

11. The complete lab safety code is found in the Flynn Student Safety Contract 

REQUIRED MATERIALS 

Text (provided by the school): Randall Knight. College Physics, A Strategic Approach, 2nd ed. Pearson, 2009 

iClicker interactive response device: These are used for quizzes and quick surveys. You will be assigned an iClicker at the beginning of the school year. These must be turned in at the end of each class. Bear in mind that if you lose the iClicker, you will be charged to replace the iClicker (approximately $35). 

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Three ring binder paper and graphing paper: All assignments must be written on either three ring binder paper or graphing paper. Spiral bound paper will not be accepted. 

Three ring binder: The binder is where you will store your notes, reports, handouts, returned assignments and labs. 

Scientific Calculator: You must have a calculator that has scientific notation and trigonometric functions. I recommend the Casio fx-115ES Plus. It is inexpensive, doesn’t need batteries, and is easy to use. 

Lab gear: You must have safety goggles for the labs. They can be purchased at Walmart and other local stores. In addition, I would suggest getting a lab coat or some form of protective covering to wear during labs. 

Pencil case: Bring a pencil case along with colored pencils and pens, a protractor and ruler. 

ABOUT THE INSTRUCTOR 

The instructor is Armin Jahr who is married to Cheryl, an RN at New Dimensions Home Health Care. Armin and Cheryl have three adult children. Mr. Jahr is licensed in Minnesota as a science teacher. Mr. Jahr holds a Masters of Science in education from the College of Saint Scholastica, a Masters of Divinity from Lutheran Brethren Seminary and a Bachelor of Arts in biology from Pacific Lutheran University. He is a certified pilot and an ordained minister. Mr. Jahr also holds a vocational-technical degree in watch, clock and instrument repair, advanced training in DISC behavioral assessments, hydronics, electric storage systems and “green” construction. Prior to working at Hillcrest, he served as the executive director for Lutheran Brethren Home Missions and Youth Ministries. He has a broad range of interests, ranging from construction, restoring old vehicles and machines, and mission work. Mr. Jahr serves as the Hillcrest robotics coach (as a part of the Central Lakes Robotics team), leader for EAA’s Young Eagles program, and occasional bus driver for the school. 

IF YOU NEED ASSISTANCE: Ask in class or after class, stop by after school, schedule an appointment, email ajahr@ffhillcrest.org or text Mr. Jahr’s cell phone at 218 205-3745. Before texting, check the helps: textbook, class notes and examples, online resources (such as youtube videos), other students, your parents or a tutor. 

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Honors Anatomy and Physiology 

Instructor: Jane Shulstad 

Email: jshulstad@ffhillcrest.org 

8th hour Location: Classroom D 

CURRICULUM 

Our curriculum is a complete academic curriculum based upon the classical Trivium of grammar, logic, and rhetoric. It fosters mastery of grammar, logic, articulation of concepts in language, history, science, math, and the Bible. 

SCIENCE: We seek to: 

● Teach that the creation account in Genesis is true and that the theory of evolution is false 

○ Teach the students the basic elements of both accounts and that both systems base their beliefs on faith, whether that be sound or unsound faith ● Show the students that, because God made the universe "ex nihilo", it has inherent order, which in turn makes it possible to hypothesize and experiment (scientific method), as well as to identify, classify and categorize elements of creation 

● Treat the study of science as a part of the study of history. That is, show the students the natural integration between the advances, individuals and applications of science, with the development of historical events within the cultures studied 

● Use many forms of instruction to teach science, particularly identifying, classifying, categorizing, experimenting, demonstrating, collecting, integrating with history and math and experiencing guest lectures and field trips 

COURSE DESCRIPTION 

Honors Anatomy and Physiology is an introductory course in which students study one of God's spectacular creations, the human body. The course includes a basic overview of the body's biological systems, how they are organized and how they function. Students will study interactions between various cells, tissues, organs and organ systems. Anatomy and physiology explores practical and relevant applications of anatomical knowledge to everyday life. This course is especially useful for students who are contemplating a future career in the medical field. 

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LEARNING OUTCOMES 

Students will: 

1. Describe how lipids, carbohydrates, protein and nucleic acids are digested and used by the body. 

2. Recognize and explain how negative feedback maintains homeostasis in the human body. 

3. Describe the link between the anatomy of human tissues and organs and their functions. 

4. Explain how disease and disorders disrupt the body systems and how medical treatments and drugs are used as an attempt to restore homeostasis. 5. Identify important anatomical structures. 

6. Develop and use a vocabulary of anatomical terminology. 

7. Use traditional lab tools and techniques to examine anatomical structures. PROCEDURES AND EXPECTATIONS 

-Let your actions be God-honoring. 1 Corinthians 6:20, Colossians 3:23) 

-Respect yourself, the instructor, your classmates and the classroom. Refrain from leaving tissues or other garbage in or on the tables. 

-Be on time and prepared for class. Use the restroom and drinking fountain before or after class. 

-Pay attention, follow directions, ask questions and participate in classroom activities. 

-Take responsibility for missed assignments. It is your responsibility to ask me for make-up work. 

-Complete assignments and turn in on time. Homework is due at the beginning of the class period. Late work will be subject to point reduction as outlined in the student handbook. 

GRADING SCALE 

99-100=A+ 76-79=C 

94-98=A 74-75=C+ 

92-93=A- 71-73=D+ 

89-91=B+ 67-70=D 

85-88=B 65-66=D 

83-84=B 

80-82=C+ 

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Syllabus for Environmental Science 

Armin Jahr 

ajahr@ffhillcrest.org 

CURRICULUM 

Our curriculum is a complete academic curriculum based upon the classical Trivium of grammar, logic, and rhetoric. It fosters mastery of grammar, logic, articulation of concepts in language, history, science, math, and the Bible. 

CURRICULUM GOALS 

SCIENCE: We seek to: 

● Teach that the creation account in Genesis is true and that the theory of evolution is false ● Teach the students the basic elements of both accounts and that both systems base their beliefs on faith, whether that be sound or unsound faith 

● Show the students that, because God made the universe “ex nihilo”, it has inherent order, which in turn makes it possible to hypothesize and experiment (scientific method), as well as to identify, classify and categorize elements of creation 

● Treat the study of science as a part of the study of history. That is, show the students the natural integration between the advances, individuals and applications of science, with the development of historical events within the cultures studied 

● Use many forms of instruction to teach science, particularly identifying, classifying, categorizing, experimenting, demonstrating, collecting, integrating with history and math and experiencing guest lectures and field trips. 

COURSE DESCRIPTION 

Welcome to Environmental Science! Environmental Science is the study of God’s natural creation, particularly the relationships between biotic and abiotic factors in communities and biomes. Biblically speaking, environmental science is the oldest of vocations, beginning with God’s charge to Adam in Genesis 2:15, “The Lord God took the man and put him in the Garden of Eden to work it and take care of (steward) it.” God’s creation is a testimony to his existence—it convicts us of our sin, and calls to us to see the grace through which he treats us. Romans 1:20 speaks of God’s natural revelation, “For since the creation of the world God’s invisible qualities—his eternal power and divine nature—have been clearly seen, being understood from what has been made, so that men are without excuse.” These two aspects of environmental science: stewardship and awe, will direct our paths as we engage in environmental science. 

Our learning activities are based upon the local Prairie Wetlands Learning Center’s Compass to Nature, which consists of four points: The place, phenology, naturalists and journals. These are the pillars to our class activities. Our textbook is nature itself, and our mission is to glorify God through our awe, wonder and stewardship of his creation. 

There are four components woven into our approach to environmental studies. First, to become grounded in God’s “natural revelation” that points us back to him. Second, to understand the major domains and themes of environmental science and gain perspective as ecologists/naturalists/environmental stewards of God’s creation. Third, to engage in labs that parallel data collection and analysis done by environmental agencies, including the Department of Natural Resources and the Department Fish, Game and Wildlife. And fourth, to drill deeply into the environmental community that Hillcrest is a part of—the prairie and potholes community. 

This course is discovery/inquiry-based, designed to get us out and about, experiencing and exploring nature, learning to observe, journal, gather data, formulate and test hypotheses, and use scientific apparatus. It is my goal that we will spend some time every day outside studying the environment that we live in. Our meeting place, within the school building, is where we will organize before stepping into our classroom outside. We REV 2.11.22 

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want to become aware of the rhythms of life, seasonally and daily. 

About our unique ecological community: Hillcrest Lutheran Academy is blessed to be located within the prairie and potholes biome, an ecologically rich and diverse community environment. The campus is surrounded by water, trees, fascinating soil types and a multitude of organisms, including deer, squirrels, hawks, migrating birds and wildflowers. Our location experiences four distinctly different and extreme seasons—fall, winter, spring and summer—and wide variations in temperature, wind and precipitation. Because we are located in such a rich learning environment, our curriculum will be particularly focused on the perspective of our campus and larger community. 

The Hillcrest Lutheran Academy natural community is also a developing community. Our class will be involved with projects to steward the natural resources on the campus. These may include cutting trails, building and putting up bird houses, eradicating invasive species of plants and restoring prairieland around the campus. 

Because our class is out-of-doors, students are expected to dress for the weather. Be sure to plan for the weather! You will need warm coats, umbrellas, a rain poncho, boots, gloves and hats. We will sit on the ground, dig into the earth and get very close to nature. This will be a new experience for some of you! Remember, “Det finnes ikke dårlig vær, bare dårlig klær!”* (“There is no bad weather, only bad clothes!”) 

My prayer is that our study of the environment will lead you to a sense of awe and wonder over God’s creativity, compassion and love for his creation and especially for you, as you live and move and have your being (Acts 17:28) in this uniquely created place that we call earth. 

SCIENCE DEPARTMENT PHILOSOPHY 

Science is the study of God’s creation. By studying science students learn to see God’s power and wisdom, the artistic beauty of His creation, and the complexity reflective in His creative design. The science curriculum at Hillcrest Academy places an emphasis on discerning and defending truth as defined by the Word of God. Students examine science as a process, its limitations and its contributions to daily life. The curriculum is organized to give students an understanding of the nature of science, the scientific method with an emphasis on understanding the differences between hypotheses, theories and laws, and how data is gathered, analyzed and interpreted. We seek to develop young adults who are learners—will listen to others, share their perspectives, take their roles as responsible stewards of God given resources and articulate a Biblical worldview as it relates to the fields of science. 

SEQUENCE 

Environmental science is an upper level elective course. 

You must have successfully completed physical science and algebra. 

Biology and chemistry are recommended. 

Specific skills and attitudes required for this class include: A willingness to be exposed to the out-of-doors environment, a desire to investigate natural phenomena, the ability to convert between fractions, decimal numbers and scientific notation, algebraic manipulation, the use of exponents. Students must have the discipline to carry out independent work on class assignments. 

LEARNING OUTCOMES 

Students will gain conceptual and investigative skills in two domains: 

Domain 1: Environmental science 

1. Define environmental science as the study of environmental processes, including human interaction, within the natural world 

2. Describe the strengths and limitations of science, including its durability, robustness and changeability 

3. Explain the empirical nature of science and distinguish between scientific and non-scientific reasoning 4. Discuss how economy impacts the environment 

5. Describe means for monitoring environmental parameters 

Domain 2: The process of science 

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1. Design a controlled experiment on an environmental science topic 

2. Use graphical and tablature tools to generate and interpret environmental data 

3. Collect, analyze and interpret empirical data to draw conclusions 

4. Determine the validity of an experiment and justify its conclusions based on 

4.1. control group, limiting variables and constants, 

4.2. multiple trials and/or large sample sizes, 

4.3. method of data collection, analysis and interpretation, 

4.4. communication of results and peer reviews 

5. Differentiate between observations and inferences, and cite examples 

6. Use appropriate evidence and reasoning to justify explanations to others 

The topics covered in this course include: 

1. The earth’s systems, including the geosphere, atmosphere, hydrosphere and biospheres and cycles, such as the water cycle, nitrogen cycle and carbon cycle 

2. Biodiversity; understanding the levels of ecological organization, speciation and patterns of distribution, the effects of environmental stresses and catastrophic events on biodiversity, as well as stewardship to preserve and enhance biodiversity 

3. Biomes and aquatic ecosystems, including an in-depth understanding of the prairies and potholes ecosystems and exposure to the major biomes and aquatic ecosystems of the world 

4. Populations: mapping distributions, ages, densities, growth and limiting factors, the effects of change and stability, human economics, technological impacts and migration patterns 

5. Community ecology: understanding the distribution and relationships among organisms, changes in population, energy and food within a community and the impact of environmental stresses on a community 

6. Genetics and natural selection and its effects on speciation and biodiversity 

7. Toxicology: Understanding sources and kinds of chemical hazards 

8. Water resources: including watersheds, ground water, water tables and sources of freshwater, the uses of water and the causes of groundwater depletion and/or pollution 

9. Waste management: understand the components of municipal and industrial wastes and methods to recover waste. 

10. Land management: Human stewardship of biotic and abiotic factors, including minerals, soil, water, vegetation. Understand succession and sources of disturbances within a community. Describe management approaches in stewardship of land and water resources. 

11. Nonrenewable and renewable energy: Compare and contrast renewable and nonrenewable forms of energy. Describe developing forms of renewable energy and potential sources for energy. 12. Atmosphere and the effects of pollutants on human and environmental health 

PROCEDURES & EXPECTATIONS 

The words Respect for learning summarize the classroom expectations. This phrase applies to three general areas: 

Respect for learning: Students in this course are participating in a learning community. Respect for this community extends from being an enthusiastic learner who is prepared and engaged in class to being an example for others who want to learn. The units are structured around learning goals, activities and assessments. These are outlined in an assignments list that is passed out at the beginning of each unit. 

Respect for the culture: Our classroom procedures mirror the procedures outlined in the Hillcrest Academy Student Handbook. These cover such things as tardies and absences, academic cheating and study hall. Read the handbook carefully. English is to be used in class. Respect the fact that everyone in the class is here to learn. Be on time, 

in your seat when the bell rings. If you are late, get a pass before entering the class. Do not leave unless the instructor gives permission. Do not interrupt the class with requests for personal needs, such as pencil sharpening, restroom breaks or to get water—especially at the beginning of class. 

Respect for the environment: Respect for the classroom environment includes putting trash in the receptacles instead of on the floor, not writing on desks or leaving gum under the counters, treating lab and classroom 

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equipment with care, staying out of the storage areas and refraining from eating or drinking in class. The lab areas, storage and equipment rooms are off limits unless an instructor has given permission and you have approved supervision while using the equipment. 

KEY ASSIGNMENTS 

Assignments and quizzes are used to assist you in achieving your learning goals. They are graded and posted in the grade book so you may track your learning progress. Labs, projects, papers and tests are designed as summative assessments to track what you have learned over the course of each quarter and semester. 

Assignments (10% of your grade) are listed on the unit assignment list which is passed out at the beginning of each new unit. The assignments are to be completed in a timely manner. 

Assignment Procedures: 

Assignments are designed to reinforce what you are learning. It is very important to work on assignments methodically and soon after they are assigned. Studies show that how you engage with your assignments is a direct predictor of success in science. Copying assignments, waiting until the last minute or not doing them at all is extremely detrimental to your progress in science. 

Homework Makes the Grade, Laura Sanders, ScienceNews.org, March 26, 2010. 

Means to No Good End, David J. Palazzo ET AL./PRST-PER 2010 

As a guideline, homework is due the first school day after it is assigned. You may receive credit for the assigned homework if it is turned in by the day of the unit test. Keep in mind that doing the homework when it is assigned is the best way to ensure that you are well prepared for quizzes and tests. 

Unless worksheets are provided, do your assignments on STANDARD 8.5” x 11” THREE-HOLE NOTEBOOK PAPER, not SPIRAL BOUND. Do not turn in fringed paper or non-standard paper. 

Write your name, class number, date and ASSIGNMENT NUMBER at the top right corner of your notebook paper. 

Show all of your work, clearly. Learn to be organized as you work through a problem so that it is easy to follow your work to the solutions. 

Assignments are to be collected at the beginning of class. They will be graded and returned. The grades are recorded on RenWeb so you, your parents and, for on campus students, the deans, can track your progress. 

Assignments are tied to class quizzes. In many cases, the quiz questions come from the homework. When you do the assignments, you are preparing for the quiz and the test. 

Quizzes (20% of your grade) are used as a means to check your progress towards the learning goals. These are based on the lectures and assignments, and are usually given at the beginning of the class period. Scores from the quizzes count as assignments and are factored in your overall grade. 

Labs & Projects (30% of your grade) are an integral part of science. Most labs will consist of a pre-lab which must be completed prior to doing the lab, and a post-lab write-up. NOTE: you must complete a lab safety quiz and turn in a signed lab safety contract before you will be able to participate in the lab. If you are not in safety compliance prior to or during the lab, you may not participate in the lab and you will not receive credit for the lab. 

Tests: (40% of your grade) Most tests consist of a section of T/F questions, multiple choice questions and essay questions. Other summative assessments take the form of scientific papers, projects and major lab reports. 

Exams: (10% of your semester grade) Exams are given at the end of each semester. These are comprehensive. 

GRADING SCALE 

Classwork is divided into four categories that make up 100% of the quarter grade: 

10% Assignments 

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20% Quizzes 

30% Labs and Projects 

40% Tests 

Exams make up 10% of the semester grade (a semester is made up of two quarters) 

Hillcrest uses a numbered system for grading. For reference purposes, these grades correlate to the following letter grades: 

A 92% 

B 83% 

C 74% 

D 65% 

F 64% and below 

I Incomplete (missing work must be turned in within three weeks to avoid having the grade marked as an F) 

As recorded in the student handbook, grades are based upon “[A]ttendance and punctuality, classroom participation and effort, tests and quizzes, notebooks, homework, laboratory work and projects.” (Hillcrest Academy Student Handbook 2014-2015) You will receive quarterly report cards and semester grades. 

LABS 

Labs provide an opportunity to learn the art of scientific investigation, explore the nature of science, apply the scientific method to develop hypotheses relative to natural phenomena, gather accurate and precise data and report your findings in a standard manner. Labs also provide an opportunity to gain experience working in teams and using various forms of equipment. 

Safety: Emphasis will be placed on learning to perform labs in a safe manner. Prior to participating in a lab, students must have a completed lab assessment and have a signed lab safety contract on file. Students may not participate in a lab if they are not in compliance with the lab safety policies. Students that are removed for non-compliance will receive a 

zero for the day’s lab score. The complete classroom lab safety code will be passed out as a separate document and should be kept in your lab notebook as a reference. The following is a partial list of the code: 1. Completed lab safety form, passing lab safety score and signed prelab are required before participating in a lab 2. No eating or drinking in the lab 

3. Safety goggles must be worn during labs 

4. Closed-toe shoes are required 

5. Hair, if long, must be tied back 

6. No loose clothing 

7. Students who behave in an unsafe manner will be removed and receive a zero for the day. 8. If you are cut or injured in some way, report it immediately to the instructor 

9. Report all hazardous spills, including broken glass or blood, to the instructor 

10. In case of fire, notify the instructor immediately 

11. The complete lab safety code is found in the Flynn Student Safety Contract 

REQUIRED MATERIALS 

Three ring binder paper and graphing paper: Written assignments must be done on either three ring binder paper or graphing paper. Spiral bound paper will not be accepted. 

Three ring binder: The binder is where you will store your notes, reports, handouts, returned assignments and labs. 

Scientific Calculator: You must have a calculator that has scientific notation and trigonometric functions. I recommend the Casio fx-115ES Plus. It is inexpensive, doesn’t need batteries, and is easy to use. 

Lab gear: You must have safety goggles for labs. They can be purchased at Walmart and other local stores. Pencil case: Bring a pencil case along with colored pencils and pens, a protractor and ruler. REV 2.11.22 

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Journal: Moleskin or other form of bound journal for taking notes in the wild. These may be found online and at Target. You may find alternative journals at Walmart. 

Outdoor attire: Our class will be going outside, everyday. Remember, there are no bad weather days, only bad clothes. Dress for the weather! You will need to have: 

• A warm coat 

• Shoes and boots that can get wet and muddy 

• An umbrella 

• A warm hat and gloves 

• You may also want to have a ground cover, such as a blanket, that can be put down. 

• Work gloves (optional, though quite useful) 

• NOTE: It will get wet and muddy. Plan on it. 

• An area will be provided for you to hang your coats and store your boots 

ABOUT THE INSTRUCTOR 

The instructor is Armin Jahr who is married to Cheryl, an RN at New Dimensions Home Health Care. Armin and Cheryl have three adult children. Mr. Jahr is licensed in Minnesota as a science teacher. Mr. Jahr holds a Masters of Science in education from the College of Saint Scholastica, a Masters of Divinity from Lutheran Brethren Seminary and a Bachelor of Arts in biology from Pacific Lutheran University. He is a certified pilot and an ordained minister. Mr. Jahr also holds a vocational-technical degree in watch, clock and instrument repair, advanced training in DISC behavioral assessments, hydronics, electric storage systems and “green” construction. Prior to working at Hillcrest, he served as the executive director for Lutheran Brethren Home Missions and Youth Ministries. He has a broad range of interests, ranging from construction, restoring old vehicles and machines, and mission work. Mr. Jahr serves as the Hillcrest robotics coach (as a part of the Central Lakes Robotics team), leader for EAA’s Young Eagles program, and occasional bus driver for the school. 

IF YOU NEED ASSISTANCE: Ask in class or after class, stop by after school, schedule an appointment, email ajahr@ffhillcrest.org or text Mr. Jahr’s cell phone at 218 205-3745. Before texting, check the helps: textbook, class notes and examples, online resources (such as youtube videos), other students, your parents or a tutor. 

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Syllabus for Pre-Engineering—Design & Coding 

Armin Jahr 

ajahr@ffhillcrest.org 

CURRICULUM 

Our curriculum is a complete academic curriculum based upon the classical Trivium of grammar, logic, and rhetoric. It fosters mastery of grammar, logic, articulation of concepts in language, history, science, math, and the Bible. 

CURRICULUM GOALS 

SCIENCE: We seek to: 

● Teach that the creation account in Genesis is true and that the theory of evolution is false ● Teach the students the basic elements of both accounts and that both systems base their beliefs on faith, whether that be sound or unsound faith 

● Show the students that, because God made the universe “ex nihilo”, it has inherent order, which in turn makes it possible to hypothesize and experiment (scientific method), as well as to identify, classify and categorize elements of creation 

● Treat the study of science as a part of the study of history. That is, show the students the natural integration between the advances, individuals and applications of science, with the development of historical events within the cultures studied 

● Use many forms of instruction to teach science, particularly identifying, classifying, categorizing, experimenting, demonstrating, collecting, integrating with history and math and experiencing guest lectures and field trips. . 

COURSE DESCRIPTION 

The course, Pre-Engineering, is an ambitious maker-based learning experience that introduces students to four key skill-sets for engineering: coding, electronics, CAD and introductory mechanics. The course builds on the engineering design process and teamwork in a project-based environment. The classes will focus on the basic skill sets, designed to equip students with the skills needed to create various projects, leading to the capstone project at the end of each semester. 

The course begins with CAD. We will start with the basics of simple measurements and learning to sketch useful diagrams of objects or layouts. From there, the class will progress to Fusion 360, a professional level CAD application, to design various projects which may be printed. The class will also have access to a 3D printer (additive process) and a desktop CNC router (subtractive process) to create their projects. 

Our coding sequence will begin with C++ coupled with the Arduino platform. We will also look at coding with the Raspberry Pi, Python, basic HTML and MatLab. 

The electronics portion is embedded into the coding and will focus on circuit design around the Arduino and Raspberry Pi platforms. We will design and build circuits involving sensors, MCUs, resistors, capacitors, LEDs and transistors to drive lights, steppers, servos and brushed motors. 

The mechanics domain focuses on two skill sets. The first domain is the use of hand tools, such as wrenches, pliers, soldering irons, drills and saws to work on projects. The second domain has to do with quantitative measurements and calculations to match loads with motor RPMs, gearing, resistor selection and other engineering calculations. 

The capstone project will showcase the lessons learned from the class as an integrated 

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platform, electronics and coding. The second semester will build upon the lessons from the first semester, and will expand into other coding languages, platforms and advanced projects. Our goal in the second semester is to create a marketable product that could be sold online. 

BIBLICAL BASIS 

The Bible tells us that God created the heavens and the earth. God created Adam and Eve in his image and put them in charge of his creation as his stewards. This call to be stewards of God’s creation extends to us. In the beginning, everything was perfect. However, humans rebelled against God. The suffering and death that we see in the world today is a result of this rebellion. God is gracious. He has provided a Savior, Jesus, who died on a cross for our sins. He rose from death. Through him, we are forgiven and restored. Among God’s many blessings to us is the malleability of his creation. Matter and energy can be reshaped to make new things. God also made us in his image to be creative. We apply our minds and abilities to reshape nature as a way of addressing the physical problems of a broken world. While science cannot save us eternally, it is a gift from God that can be used to help alleviate the suffering in the world and bring order and happiness to people throughout the world. 

I pray that this course will give you a deep appreciation and wonder for God's genius, the amazing gifts we have been given through his creation and God’s endowment of us in his image. I hope this will lead you to consider science, technology, engineering, art and mathematical vocational fields and ultimately, to glorify the One in whom "we live, move and have our being," Acts 17:28 

PRACTICAL APPLICATIONS 

This course introduces the domains of coding, electronics, CAD and mechanics through engineering design. Students will gain experience with drafting, CAD, scripting, electronics and mechanics—all necessary skill sets for working in engineering fields, the maker movement and real life skills for auto repair, remodeling and building homes, making useful objects. As time is available, we will also look at web design. These skill sets are important for entrepreneurs who are interested in designing and marketing new products. 

SCIENCE DEPARTMENT PHILOSOPHY 

Science is the study of God’s creation. By studying science students learn to see God’s power and wisdom, the artistic beauty of His creation, and the complexity reflective in His creative design. The science curriculum at Hillcrest Academy places an emphasis on discerning and defending truth as defined by the Word of God. Students examine science as a process, its limitations and its contributions to daily life. The curriculum is organized to give students an understanding of the nature of science, the scientific method with an emphasis on understanding the differences between hypotheses, theories and laws, and how data is gathered, analyzed and interpreted. We seek to develop young adults who are learners—will listen to others, share their perspectives, take their roles as responsible stewards of God given resources and articulate a Biblical worldview as it relates to the fields of science. 

SEQUENCE 

Pre-engineering at Hillcrest is designed as a Science, Technology, Engineering, Art and Math (STEAM) exploration class. It is valuable for students to have completed a course in physical science. A computer apps class and/or coding is also quite valuable. The class is limited to 24 students. Priority is given to seniors and students that are planning to 

pursue STEAM vocations. To receive full credit, students are expected to complete a capstone project. Specific skills required for this class include the discipline to carry out independent work on class assignments and projects, relentless observation of safety within the classroom, and a willingness to work in teams. 

LEARNING OUTCOMES 

The learning objectives are: 1) Learn C++ coding for embedded chips, specifically, Arduino and Raspberry Pi MCU’s, 2) use basic electronics to evaluate and create circuitry, with particular emphasis on creating circuit boards, 3) proficiency with Fusion 360 to CAD mechanical structures and print 3-D objects, 4) apply mechanical models to predict, evaluate and size motors and gears for projects, 5) Use Matlab scripting tools to model simple physics equations. Students will be able to compare and contrast the general engineering domains. It is also a goal of the class to expose students to engineering through guests and field visits. 

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TEXT 

Blum, Jeremy. Exploring Arduino. Wiley Press, 2015 

PROCEDURES & EXPECTATIONS 

The words Respect for learning summarize the classroom expectations. This phrase applies to three general areas: 

Respect for learning: Students in this course are participating in a learning community. Respect for this community extends from being an enthusiastic learner who is prepared and engaged in class to being an example for others who want to learn. The units are structured around learning goals, activities and assessments. These are outlined in an assignments list that is passed out at the beginning of each unit. You will be presented with daily readings and work assignments that must be completed in time for class. 

Respect for the culture: Our classroom procedures mirror the procedures outlined in the Hillcrest Academy Student Handbook. These cover such things as tardies and absences, academic cheating and study hall. Read the handbook carefully. English is to be used in class. Respect the fact that everyone in the class is here to learn. Be on time, 

in your seat when the bell rings. If you are late, get a pass before entering the class. Do not leave unless the instructor gives permission. Do not interrupt the class with requests for personal needs, such as pencil sharpening, restroom breaks or to get water—especially at the beginning of class. 

Respect for the environment: Respect for the classroom environment includes putting trash in the receptacles instead of on the floor, not writing on desks or leaving gum under the counters, treating lab and classroom equipment with care, staying out of the storage areas and refraining from eating or drinking in class. The lab areas, storage and equipment rooms are off limits unless an instructor has given permission and you have approved supervision while using the equipment. 

KEY ASSIGNMENTS 

Assignments and quizzes are used to assist you in achieving your learning goals. They are graded and posted in the grade book so you may track your learning progress. Labs, projects, papers and tests are designed as summative assessments to track what you have learned over the course of each quarter and semester. 

Assignments (10% of your grade) are listed on the unit assignment list which is passed out at the beginning of each new unit. The assignments are to be completed in a timely manner. 

Assignment Procedures: 

Assignments are designed to reinforce what you are learning. It is very important to work on assignments methodically and soon after they are assigned. The discipline of these habits will help you be successful in this class and in life. Doing your work honestly and in a timely manner helps the instructor track your progress so that assistance can be provided when needed. Studies show that how you engage with your assignments is a direct predictor of success in science. Copying assignments, waiting until the last minute or not doing them at all is extremely detrimental to your progress in science. 

Homework Makes the Grade, Laura Sanders, ScienceNews.org, March 26, 2010. 

Means to No Good End, David J. Palazzo ET AL./PRST-PER 2010 

As a guideline, homework is due the first school day after it is assigned. You may receive credit for the assigned homework if it is turned in by the day of the unit test. Keep in mind that doing the homework when it is assigned is the best way to ensure that you are well prepared for quizzes and tests. 

Unless worksheets are provided, do your assignments on STANDARD 8.5” x 11” THREE-HOLE NOTEBOOK PAPER, not SPIRAL BOUND. Do not turn in fringed paper or non-standard paper. 

Write your name, class number, date and ASSIGNMENT NUMBER at the top right corner of your notebook paper. 

Show all of your work, clearly. Learn to be organized as you work through a problem so that it is easy to follow your work to the solutions. 

REV 2.11.22 

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Assignments are to be handed in at the beginning of class. It will be returned as soon as it is graded. The grade will be entered into RenWeb so that you can track your progress. 

Assignments are tied to class quizzes. In many cases, the quiz questions come from the homework. When you do the assignments, you are preparing for the quiz and the test. 

Quizzes (20% of your grade) are used as a means to check your progress towards the learning goals. These are based on the lectures and assignments, and are usually given at the beginning of the class period. Scores from the quizzes count as assignments and are factored in your overall grade. 

Labs & Projects (30% of your grade) are an integral part of science. Most labs will consist of a pre-lab which must be completed prior to doing the lab, and a post-lab write-up. NOTE: you must complete a lab safety quiz and turn in a signed lab safety contract before you will be able to participate in the lab. If you are not in safety compliance prior to or during the lab, you may not participate in the lab and you will not receive credit for the lab. 

Tests: (40% of your grade) Most tests consist of a section of T/F questions, multiple choice questions and essay questions. Other summative assessments take the form of scientific papers, projects and major lab reports. 

Exams: (10% of your semester grade) Exams are given at the end of each semester. These are comprehensive. 

GRADING SCALE 

Classwork is divided into four categories that make up 100% of the quarter grade: 

10% Assignments 

20% Quizzes 

30% Labs and Projects 

40% Tests 

Exams make up 10% of the semester grade (a semester is made up of two quarters) 

Hillcrest uses a numbered system for grading. For reference purposes, these grades correlate to the following letter grades: 

A 92% 

B 83% 

C 74% 

D 65% 

F 64% and below 

I Incomplete (missing work must be turned in within three weeks to avoid having the grade marked as an F) 

As recorded in the student handbook, grades are based upon “[A]ttendance and punctuality, classroom participation and effort, tests and quizzes, notebooks, homework, laboratory work and projects.” (Hillcrest Academy Student Handbook 2014-2015) You will receive quarterly report cards and semester grades. 

LABS 

Labs provide an opportunity to learn the art of scientific investigation, explore the nature of science, apply scientific method to develop hypotheses relative to natural phenomena, gather accurate and precise data and report your findings in a standard manner. Labs also provide an opportunity to gain experience working in teams and using various forms of equipment. 

Safety: Emphasis will be placed on learning to perform labs in a safe manner. Prior to participating in a lab, students must have a completed lab assessment and have a signed lab safety contract on file. Students may not participate in a lab if they are not in compliance with the lab safety policies. Students that are removed for non-compliance will receive a 

zero for the day’s lab score. The complete classroom lab safety code will be passed out as a separate document and should be kept in your lab notebook as a reference. The following is a partial list of the code: 1. Completed lab safety form, passing lab safety score and signed prelab are required before participating in a lab 2. No eating or drinking in the lab 

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3. Safety goggles must be worn during labs 

4. Closed-toe shoes are required 

5. Hair, if long, must be tied back 

6. No loose clothing 

7. Students who behave in an unsafe manner will be removed and receive a zero for the day 8. If you are cut or injured in some way, report it immediately to the instructor 

9. Report all hazardous spills, including broken glass or blood, to the instructor 

10. In case of fire, notify the instructor immediately 

11. The complete lab safety code is found in the Flynn Student Safety Contract 

REQUIRED MATERIALS 

Three ring binder paper and graphing paper: All assignments must be written on either three ring binder paper or graphing paper. Spiral bound paper will not be accepted. 

Three ring binder: The binder is where you will store your notes, reports, handouts, returned assignments and labs. 

Lab gear: You must have safety goggles for the labs and projects. They can be purchased at Walmart and other local stores. 

Arduino kit: This isn’t required, however, many students have found it helpful to have their own Arduino kit for further experimenting. The instructor will give recommendations in class. 

Pencil case: Bring a pencil case along with colored pencils and pens, a protractor and ruler. 

ABOUT THE INSTRUCTOR 

The instructor is Armin Jahr who is married to Cheryl, an RN at New Dimensions Home Health Care. Armin and Cheryl have three adult children. Mr. Jahr is licensed in Minnesota as a science teacher. Mr. Jahr holds a Masters of Science in education from the College of Saint Scholastica, a Masters of Divinity from Lutheran Brethren Seminary and a Bachelor of Arts in biology from Pacific Lutheran University. He is a certified pilot and an ordained minister. Mr. Jahr also holds a vocational-technical degree in watch, clock and instrument repair, advanced training in DISC behavioral assessments, hydronics, electric storage systems and “green” construction. Prior to working at Hillcrest, he served as the executive director for Lutheran Brethren Home Missions and Youth Ministries. He has a broad range of interests, ranging from construction, restoring old vehicles and machines, and mission work. Mr. Jahr serves as the Hillcrest robotics coach (as a part of the Central Lakes Robotics team), leader for EAA’s Young Eagles program, and occasional bus driver for the school. 

IF YOU NEED ASSISTANCE: Ask in class or after class, stop by after school, schedule an appointment, email ajahr@ffhillcrest.org or text Mr. Jahr’s cell phone at 218 205-3745. Before texting, check the helps: textbook, class notes and examples, online resources (such as youtube videos), other students, your parents or a tutor. 

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Syllabus for Robotics 

Armin Jahr 

ajahr@ffhillcrest.org 

CURRICULUM 

Our curriculum is a complete academic curriculum based upon the classical Trivium of grammar, logic, and rhetoric. It fosters mastery of grammar, logic, articulation of concepts in language, history, science, math, and the Bible. 

CURRICULUM GOALS 

SCIENCE: We seek to: 

● Teach that the creation account in Genesis is true and that the theory of evolution is false ● Teach the students the basic elements of both accounts and that both systems base their beliefs on faith, whether that be sound or unsound faith 

● Show the students that, because God made the universe “ex nihilo”, it has inherent order, which in turn makes it possible to hypothesize and experiment (scientific method), as well as to identify, classify and categorize elements of creation 

● Treat the study of science as a part of the study of history. That is, show the students the natural integration between the advances, individuals and applications of science, with the development of historical events within the cultures studied 

● Use many forms of instruction to teach science, particularly identifying, classifying, categorizing, experimenting, demonstrating, collecting, integrating with history and math and experiencing guest lectures and field trips. 

COURSE DESCRIPTION 

The course, Robotics, is a project-based learning experience that introduces the concepts and applications of robotic technology to students. The class follows the engineering design process to design, prototype, modify and compete in robotic challenges. This is done through scratch-built Arduino-based robots, VEX robotics kits. 

Students that sign up for the robotics class learn important STEM skills, including the engineering design process, team work, marketing, speech, CAD, principles of mechanical and electrical engineering, coding, the use of shop tools such as mills, 3D printers and CNC routers. Students will have opportunities to investigate practical applications of robotic technology at local businesses and through research projects. 

BIBLICAL BASIS 

The Bible tells us that God created the heavens and the earth. God put humans in charge of his creation as his stewards. In the beginning, everything was perfect. It wasn’t long, though, before humans rebelled against God. The suffering we see in the world today is a result of this rebellion. Yet God is gracious. He has provided a Savior, Jesus. Through him, we are forgiven and restored. Among God’s many blessings to us is the malleability of his creation. Matter and energy can be reshaped to make new things. God also created us in his image. In part this means that we are, by nature, creative people. We can apply our minds and abilities to use energy, matter and time to address the great physical problems that face humanity. Engineering is a technological approach to improving our living conditions. While technology cannot save us eternally, nor make us right with God, it is used to help alleviate the suffering in the world. 

I pray that this course will give you a deep appreciation and wonder for God's genius, the amazing gifts we have been given through his creation and God’s endowment of us in his image. I hope this will lead you to consider science, technology, engineering, art and mathematical vocational fields and ultimately, to glorify the One in whom "we live, move and have our being," Acts 17:28 

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PRACTICAL APPLICATIONS 

This course introduces the fields of engineering and robotics. Students will gain experience with drafting, CAD, scripting for microprocessors. The course gives students experience working with a variety of fasteners, adhesives, electronics and materials, including wood, thermoplastics and metal to create a working robot. It gives experience with hand tools and shop equipment, and with business and marketing experiences. Students will also have the opportunity to see practical applications of technology in local industries, to explore robotic-related vocations. All of the skills and knowledge gained through these experiences and lessons are transferable to everyday life. For example, learning to use hand tools equips students to repair, modify and build things like bicycles and canoes. 

SCIENCE DEPARTMENT PHILOSOPHY 

Science is the study of God’s creation. By studying science students learn to see God’s power, the beauty of His creation, and the complexity reflective of design in that creation. The science curriculum at Hillcrest Academy is designed to enable students to discern and defend truth as presented through the Word of God. Students examine science as a process, its limitations and its contributions to daily life. It is imperative that students understand the 

nature of science, how scientific theories are developed, and how data is gathered, analyzed and interpreted. We seek to develop young adults who will be able to listen to others, share their perspectives, take their roles as responsible stewards of God given resources and articulate a Biblical worldview as it relates to the fields of science. 

SEQUENCE 

Robotics at Hillcrest is designed as a Science, Technology, Engineering, Art and Math (STEAM) exploration class. It is valuable for students to have completed a course in physical science. The class is limited to 24 students. Priority is given to seniors and students that are planning to pursue STEAM vocations. 

LEARNING OUTCOMES 

The learning objectives are: 1) build robots that can carry out a specific set of tasks, 2) explore STEAM-related vocational fields, 3) have a working understanding of materials, fasteners and adhesives, 4) use the engineering design process to model, test and build a robot prototype, 5) safely operate tools and shop equipment, 6) protect ideas through documentation, specifically, by maintaining an engineer’s notebook 7) articulate the role of 

technology as part of business. The units covered in this course include: 

1. Team building 

2. Fundamentals of robots 

3. Mechanics, including gear ratios and load calculations 

4. Brainstorming through challenges and solutions 

5. The engineering design process and the engineer’s notebook 

6. Strategic planning and timelines 

7. The use of materials, adhesives and fasteners in technological 

8. CAD and 3D printing 

9. Tools & safety 

10. Basic electronics 

11. Coding microprocessors 

PROCEDURES & EXPECTATIONS 

The words Respect for learning summarize the classroom expectations. This phrase applies to three general areas: 

Respect for learning: Students in this course are participating in a learning community.Respect for this community extends from being an enthusiastic learner who is prepared and engaged in class to being an example for others who want to learn. The units are structured around learning goals, activities and assessments. These are outlined in an assignments list that is passed out at the beginning of each unit. 

Respect for the culture: Our classroom procedures mirror the procedures outlined in the Hillcrest Academy Student Handbook. These cover such things as tardies and absences, academic cheating and study hall. Read the handbook carefully. English is to be used in class. Respect the fact that everyone in the class is here to learn. Be on time, 

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in your seat when the bell rings. If you are late, get a pass before entering the class. Do not leave unless the instructor gives permission. Do not interrupt the class with requests for personal needs, such as pencil sharpening, restroom breaks or to get water—especially at the beginning of class. 

Respect for the environment: Respect for the classroom environment includes putting trash in the receptacles instead of on the floor, not writing on desks or leaving gum under the counters, treating lab and classroom equipment with care, staying out of the storage areas and refraining from eating or drinking in class. The lab areas, storage and equipment rooms are off limits unless an instructor has given permission and you have approved supervision while using the equipment. 

KEY ASSIGNMENTS 

Assignments and quizzes are used to assist you in achieving your learning goals. They are graded and posted in the grade book so you may track your learning progress. Labs, projects, papers and tests are designed as summative assessments to track what you have learned over the course of each quarter and semester. 

Assignments and Quizzes: (10% of your grade) Most of the learning activities in this class are designed around projects, however, from time to time there will be homework, such as web research and reports, and quizzes on class content. 

PLEASE NOTE: Unless worksheets are provided, your assignments are to be done STANDARD 8.5” x 11” THREE-HOLE NOTEBOOK PAPER, not SPIRAL BOUND. Do not turn in fringed paper or non-standard paper. 

Journal: (10% of your grade) You are expected to keep an engineering journal of the engineering design process related to the challenge and capstone projects. These will be checked and graded from time to time. I suggest getting a moleskin journal or equivalent. 

Challenge projects: (40% of your grade) are an integral part of robotics. NOTE: you must complete a lab safety quiz and turn in a signed equipment safety contract before you will be able to use tools.participate in the lab. If you are not in safety compliance prior to or during the lab, you may not participate in the lab and you will not receive credit for the lab. 

Capstone project: (40% of your grade) The skills that you learn during the robotics are cumulative. Your 1st semester capstone project will be to build, as a team, a fully functioning robot that is able to compete on the BEST game field. 

Semester Exams: (10% of your semester grade) Exams for Robotics will be based on skills that were learned from the challenge projects. The semester exams are given at the end of each semester. 

GRADING SCALE 

Classwork is divided into four categories that make up 100% of the quarter grade: 

10% Assignments 

10% Quizzes 

40% Labs and Projects 

40% Tests 

Exams make up 10% of the semester grade (a semester is made up of two quarters) 

Hillcrest uses a numbered system for grading. For reference purposes, these grades correlate to the following letter grades: 

A 92% 

B 83% 

C 74% 

D 65% 

F 64% and below 

I Incomplete (missing work must be turned in within three weeks to avoid having the grade marked as an F) REV 2.11.22 

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As recorded in the student handbook, grades are based upon “[A]ttendance and punctuality, classroom participation and effort, tests and quizzes, notebooks, homework, laboratory work and projects.” (Hillcrest Academy Student Handbook 2014-2015) You will receive quarterly report cards and semester grades. 

LABS/MAKERSPACE 

Many of our projects will involve the use of tools. You will need to pass tool safety exams and have a signed Makerspace Contract before using tools in this class. You may not use the tools without supervision. 

Safety: Emphasis will be placed on learning to perform labs in a safe manner. Prior to participating in a lab, students must have a completed lab assessment and have a signed lab safety contract on file. Students may not participate in a lab if they are not in compliance with the lab safety policies. Students that are removed for non-compliance will receive a zero for the day’s lab score. 

1. Completed lab safety form, passing lab safety score and signed prelab are required 

2. No eating or drinking in the lab 

3. Safety goggles must be worn during labs 

4. Closed-toe shoes are required 

5. Hair, if long, must be tied back 

6. No loose clothing 

7. If you are cut or injured in some way, report it immediately to the instructor 

8. Report all hazardous spills, including broken glass or blood, to the instructor 

9. In case of fire, notify the instructor immediately 

10. The complete lab safety code is found in the Flynn Student Safety Contract 

REQUIRED MATERIALS 

Classroom texts will be provided by the school as needed. 

Three ring binder paper and graphing paper: All assignments must be written on either three ring binder paper or graphing paper. Spiral bound paper will not be accepted. 

Three ring binder: The binder is where you will store your notes, reports, handouts, returned assignments and labs. 

Scientific Calculator: You must have a calculator that has scientific notation and trigonometric functions. I recommend the Casio fx-115ES Plus. It is inexpensive, doesn’t need batteries, and is easy to use. 

Lab gear: You must have safety goggles for the labs. They can be purchased at Walmart and other local stores. In addition, I would suggest wearing some form of protective covering during labs. 

Pencil case: Bring a pencil case along with colored pencils and pens, a protractor and ruler. ABOUT THE INSTRUCTOR 

The instructor is Armin Jahr who is married to Cheryl, an RN at New Dimensions Home Health Care. Armin and Cheryl have three adult children. Mr. Jahr is licensed in Minnesota as a science teacher. Mr. Jahr holds a Masters of Science in education from the College of Saint Scholastica, a Masters of Divinity from Lutheran Brethren Seminary and a Bachelor of Arts in biology from Pacific Lutheran University. He is a certified pilot and an ordained minister. Mr. Jahr also holds a vocational-technical degree in watch, clock and instrument repair, advanced training in DISC behavioral assessments, hydronics, electric storage systems and “green” construction. Prior to working at Hillcrest, he served as the executive director for Lutheran Brethren Home Missions and Youth Ministries. He has a broad range of interests, ranging from construction, restoring old vehicles and machines, and mission work. Mr. Jahr serves as the Hillcrest robotics coach (as a part of the Central Lakes Robotics team), leader for EAA’s Young Eagles program, and occasional bus driver for the school. 

IF YOU NEED ASSISTANCE: Ask in class or after class, stop by after school, schedule an appointment, email ajahr@ffhillcrest.org or text Mr. Jahr’s cell phone at 218 205-3745. Before texting, check the helps: textbook, class notes and examples, online resources (such as youtube videos), other students, your parents or a tutor. 

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Syllabus for Aviation I / Aeronautics I 

Armin Jahr 

ajahr@ffhillcrest.org 

CURRICULUM 

Our curriculum is a complete academic curriculum based upon the classical Trivium of grammar, logic, and rhetoric. It fosters mastery of grammar, logic, articulation of concepts in language, history, science, math, and the Bible. 

CURRICULUM GOALS 

SCIENCE: We seek to: 

● Teach that the creation account in Genesis is true and that the theory of evolution is false ● Teach the students the basic elements of both accounts and that both systems base their beliefs on faith, whether that be sound or unsound faith 

● Show the students that, because God made the universe “ex nihilo”, it has inherent order, which in turn makes it possible to hypothesize and experiment (scientific method), as well as to identify, classify and categorize elements of creation 

● Treat the study of science as a part of the study of history. That is, show the students the natural integration between the advances, individuals and applications of science, with the development of historical events within the cultures studied 

● Use many forms of instruction to teach science, particularly identifying, classifying, categorizing, experimenting, demonstrating, collecting, integrating with history and math and experiencing guest lectures and field trips. 

COURSE DESCRIPTION 

The course, Aviation I, is a project-based learning experience designed to prepare students for vocations as pilots of manned and unmanned aircraft and fields in aeronautical engineering, air traffic control, mechanics and other aviation-related work. The class incorporates elements of AOPA’s “You Can Fly!” curriculum and content outlined in the Federal Aviation Administration’s Pilots’ Handbook of Aeronautical Knowledge in preparation for vocations and licensing in fields of aviation. The focus of Aviation I / Aeronautics I is on understanding aircraft systems, including airplanes, rotorcraft and unmanned air systems (drones). Students gain understanding of air as a fluid and learn physics related to lift, thrust, drag and weight and their effects on such things as takeoff and landing, turning, loading, balance, aircraft design, controls, and aerodynamics. Students are also introduced to meteorology (the study of weather), navigation and weight & balance calculations. 

BIBLICAL BASIS 

The Bible tells us that God created the heavens and the earth. God put humans in charge of his creation as his stewards. In the beginning, everything was perfect. It wasn’t long, though, before humans rebelled against God. The suffering we see in the world today is a result of this rebellion. Yet God is gracious. He has provided a Savior, Jesus. Through him, we are forgiven and restored. Among God’s many blessings to us is the malleability of his creation. Matter and energy can be reshaped to make new things. God also created us in his image. In part this means that we are, by nature, creative people. We can apply our minds and abilities to use energy, matter and time to address the great physical problems that face humanity, to improve our living conditions and to bring beauty into this world in praise of God. 

I pray that this course will give you a deep appreciation and wonder for God's genius, the amazing gifts we have been given through his creation and God’s endowment of us in his image. I hope this will lead you to consider science, technology, engineering, aviation and mathematical vocational fields and ultimately, to glorify the One in whom "we live, move and have our being," Acts 17:28 

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SCIENCE DEPARTMENT PHILOSOPHY 

Science is the study of God’s creation. By studying science students learn to see God’s power, the beauty of His creation, and the complexity reflective of design in that creation. The science curriculum at Hillcrest Academy is designed to enable students to discern and defend truth as presented through the Word of God. Students examine science as a process, its limitations and its contributions to daily life. It is imperative that students understand the 

nature of science, how scientific theories are developed, and how data is gathered, analyzed and interpreted. We seek to develop young adults who will be able to listen to others, share their perspectives, take their roles as responsible stewards of God given resources and articulate a Biblical worldview as it relates to the fields of science. 

CURRICULUM (based on AOPA’s “You Can Fly!” syllabus) 

1st Semester – Introduction to Flight 

In the Introduction to Flight Course, students pursuing the pilot and UAS tracks will take a closer look at the aircraft they may one day operate. Students will begin with an exploration of the types of aircraft in use today before going on to learn how aircraft are made and how they fly. Students will understand how aircraft are categorized, be able to identify their parts, and learn about aircraft construction techniques and materials. They will gain an in-depth understanding of the forces of flight—lift, weight, thrust, and drag—including how to make key calculations. They will then touch on aircraft design, looking at stability, aircraft controls, and maneuvering flight. The course will conclude with a focus on career skills related to these topics. 

Unit 1 - Getting to Know Aircraft 

Students will explore the types of aircraft operating in today’s aviation environment, including traditional manned aircraft and remote piloted aircraft, or drones. They’ll learn how the FAA categorizes aircraft and how to recognize aircraft of different types. Students will then investigate some of the factors affecting aircraft design… 

Unit 2: How Aircraft Are Made 

Students will begin this unit by learning to identify the various parts of an aircraft, including the common and distinguishing features of airplanes, helicopters, unmanned aircraft, and some less common aircraft types. They will go on to look at aircraft construction with an emphasis on the materials used and the safety features of various aircraft types. 

Unit 3: Understanding Air 

To understand flight, students must understand the medium in which aircraft operate. This unit will focus on the role air plays in flight, including its behavior as a fluid and the importance of air pressure. Students will also learn why the density of air is important, how it changes, and how to measure it. The concept of density altitude will be introduced. 

Unit 4: Forces of Flight 

This unit takes an in-depth look into the forces affecting aircraft in motion, including the four forces of flight—lift, weight, thrust, and drag. Students will start by gaining an understanding of how aircraft move above the surface of the Earth, including how the flight path is affected by forces such as wind. They will go on to explore how lift is produced, the role of airfoil design, how to calculate lift, and the meaning and significance of an aerodynamic stall. They will also learn how to determine weight and balance for an aircraft and how faulty weight and balance affect flight characteristics. Students will examine how the power developed by an aircraft engine is converted into thrust and how various types of drag affect aircraft performance. 

Unit 5: Aircraft Stability and Control 

In this unit, students will learn how aircraft are controlled and the role stability plays in aircraft performance. Students will first look at how stability, and instability, are designed into aircraft. They will also look at both 

In science, we seek to: 

• Teach that the creation account in Genesis is true and that the theory of evolution is false

• Teach the students the essential elements of both accounts and that both systems base their beliefs on faith, whether sound or unsound faith.

• Show the students that because God made the universe “ex nihilo,” it has inherent order, making it possible to hypothesize and experiment (scientific method) and identify, classify, and categorize elements of creation.

• Treat the study of science as a part of the study of history. That is, show the students the natural integration between the advances, individuals, and applications of science with the development of historical events within the cultures studied.

• Use many forms of instruction to teach science, particularly identifying, classifying, categorizing, experimenting, demonstrating, collecting, integrating with history and math, and experiencing guest lectures and field trips.

Overview

We believe that mathematics is a very theological science being an expression of the numeric aspect of God’s character and the logic that is in Him. Mathematics seeks to discover, examine and apply those fundamental laws by which God gives the order to His creation. We teach it with the understanding that our God created order, precision, and consistency. From foundational skills to complex mathematical concepts, we want the students to see the exactness that only God could plan and execute. As students appreciate God's mathematical laws, they will develop a deeper relationship with God. 1 Cor. 14:40 “But everything should be done in a fitting and orderly way."

In mathematics we seek to: 

● Ensure that the students have a thorough mastery of essential mathematical functions and tables 

● Emphasize conceptual, as well as practical, understanding through the frequent use of multistep story problems and applications to other disciplines, especially science

● Illustrate God's unchanging character through the timeless, logical, mathematical systems He gave man through His gift of reason.

Overview

Christianity is a religion of remembering. From creation to the present, the children of God have been commanded to remember his justice, righteousness, holiness, and faithfulness to His people. History is a record of God’s dealings with men. From a Christian standpoint, the importance of examining and understanding history is inestimable. We believe that a biblical worldview of history must begin with a biblical view of man, his nature, and his destiny. God is in control of all governments and nations. (Psalm 22:28, Daniel 4:17, Romans 13:1) Students learn lessons from history to see how God's sovereignty has molded and shaped countries and individuals. Our curriculum encourages students to develop global knowledge, a Christian perspective, and appreciation of their own Christian heritage and culture. Through the study of government, students learn the value of democracy and the responsibilities involved in citizenship.

In history & humanities we seek to: 

● Teach the students that God controls history, and He will determine its outcome. In other words, the gospel prevails, and the great commission is fulfilled. 

● Enable students to see God's hand in history by observing the effect His people have on history 

● Employ a variety of informational sources and experiences (e.g., research, biographies, illustrations, field trips, guest speakers, music, art, foods, architecture, etc.) to engage students in the study of history 

● Equip students to understand the various types of historical causation, such as environmental, cultural, ethical, and technological 

● Encourage students to draw meaningful comparisons across different historical contexts. ● Encourage students to display empathy for historical characters, understanding their actions and experiences in context. 

● Equip students to retrieve and evaluate information from a variety of sources

● Provide students with a working knowledge of the flow of history, especially the rise and fall of various civilizations, so that they can place new information in the appropriate context

Overview

Since we are created in God's image, and God is the Creator, we have the capacity to create and enjoy our own creations. Our visual arts program provides hands-on experience for students to engage in a variety of art mediums and processes. Students are encouraged in self-expression as they study and implement the basic elements and principles of art. In keeping with Genesis 1:31, "God saw all that He made, and it was good,” every student's artistic expression is valued.

Music affords us a glimpse of God's character. (Zephaniah 3:17) The gift of music is used to praise and worship our Creator. (Psalm 92:1) We encourage the worship and praise of God (Psalm 100:1-2) through the application of musical theory and skills by instilling in students a love of music and allowing students to creatively lead, participate in, and experience different musical genres.

In the arts we seek to: 

● Teach all our students the fundamentals of drawing to enable them to create adequate renderings

● Encourage the students to appreciate and imitate the beauty of the creation in their works

● Introduce the students to masters' works of the Ancient and Western culture

● Equip the students to be knowledgeable and use a variety of art media

● Enable our students to refine their artistic abilities and become more proficient

In the arts we seek to: 

● Train the students to sing and play skillfully

● Instruct the students in the fundamentals of music listening, reading, writing, and performing

● Expose students to, and equip them with, a broad range of musical genres and styles

Overview

Christianity perpetuates a high view of words. Jesus, himself, is described as the Word (logos). We see in the creation account that language was not a tool developed by man, but rather a gift from God. The Bible teaches that there are many languages in the world, and none of them are without significance. The study of another language helps students understand the nature of grammar in the new language as well as their native language. It will also give them a grasp of grammar itself, which when understood provides a deeper level of help even in non-linguistic areas like science and math.

In the study of Latin and foreign languages we seek to: 

● Instruct the students in vocabulary and grammar to increase their fundamental understanding of English, the history and writings of Western Civilization and the Romance languages

● Reinforce the students’ understanding of English grammar

● Cultivate study and logical thinking

● Encourage delight, curiosity, and attentiveness in students by teaching them to see the world through the eyes of another language

● Provide students with the tools necessary to access original texts of our classical and Christian heritage

Additional thoughts on why we teach Latin: 

Latin was regularly taught in American high schools as late as the 1940s. It was considered necessary to a fundamental understanding of English, the history and writings of Western Civilization, and the understanding of Romance languages. Hillcrest Lutheran Academy teaches Latin for two significant reasons:

● Latin is not a "dead language" but rather a language that lives on in almost all major western languages, including English. Training in Latin gives the student a better understanding of the roots of English vocabulary. Learning Latin grammar reinforces the student's understanding of the reasons for, and the use of, the parts of speech taught in our traditional English classwork (nouns, verbs, prepositions, direct objects, etc.)

● It lays the foundation for learning other Latin-based languages (French, Spanish, Portuguese, and Italian)