Course Syllabus

Syllabus Physics, Second Half Unit (GLOBAL)

1/2 Unit Flexible Course

University of Missouri

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Welcome

We are pleased that you selected this self-paced course to fulfill your unique educational needs. You are now a member of Mizzou Academy / MU High School's large and diverse student body—a student body that comes from the United States and the world.

Although the freedom to choose when and where to study is a privilege, it is also a responsibility that requires motivation and self-discipline. To succeed in an online course, you will need to develop a study plan by setting realistic goals and working toward them.

Course Overview

This is an introductory physics course designed to help the student develop a basic understanding of the physics of sound and light, electricity and magnetism, and atomic and nuclear physics. The student will learn about mechanical and electromagnetic waves, and how they are related to electromagnetism and the atom itself.

Course Description

 The second half unit of this laboratory course explores basic laws of physics, expanding on the information presented in the first half unit. Concepts studied include sound waves, reflection and refraction, direct current circuits, the chemical and magnetic effects of heat, and nuclear reactions.

Prerequisites

Successful completion of Physics, First Half Unit.

Course Objectives

At the end of this course, you should be able to accomplish the following:

 

LESSON 1

 

  1. Describe and make calculations about the vibration of a pendulum.
  2. Relate a drawing of a sine curve to the crests, troughs, amplitude, and wavelength of a wave.
  3. Describe the relation between the frequency and the period of a wave.
  4. Describe what it is that travels when a wave moves outward from a vibrating source.
  5. Describe what affects the speed of a wave including sound.
  6. Distinguish between a transverse wave and longitudinal wave.
  7. Distinguish between constructive and destructive interference.
  8. Define a standing wave and explain how it occurs.
  9. Describe the Doppler effect for sound and relate it to the blue and red shifts for light.
  10. Describe the conditions for a bow wave or a sonic boom to occur.

LESSON 2

 

  1. Relate the pitch of a sound to frequency.
  2. Describe what happens to air when sound moves through it.
  3. Compare the transmission of sound through air with transmission through solids, liquids, and a vacuum.
  4. Explain how the velocity, frequency, and wavelength of a wave are affected when the wave moves from one medium to another.
  5. Give examples of forced vibrations and resonance.
  6. Describe the conditions for beats.

LESSON 3

 

  1. Describe the dual nature of light.
  2. Explain why it is much more difficult to measure the speed of light than to measure the speed of sound.
  3. Describe the relationship between light, radio waves, microwaves, and X-rays.
  4. Explain what happens to light when it enters a substance and how the frequency of the light affects what happens.
  5. Cite evidence that light waves are transverse.
  6. Explain why polarizing sunglasses are helpful in reducing sun glare from horizontal surfaces such as water and roads.
  7. Explain why white and black are not colors in the sense that blue, red, and green are.
  8. Describe why the interaction of light with atoms or molecules of a material differs for different materials.
  9. Describe what factors determine whether a material will reflect or transmit light of particular colors.
  10. Explain how color television screens are able to display pictures in full color even though the television tube produces only spots of red, green, and blue light.
  11. Define complementary colors, and give examples of pairs of complementary colors.
  12. Distinguish between color mixing by subtraction and color mixing by addition.
  13. Explain why the sky is blue and why it changes color when the sun is low in the sky.
  14. Explain why water is greenish blue.

LESSON 4

 

  1. Distinguish between what happens to light when it strikes a metal surface and when it strikes glass or water.
  2. Given the direction of light striking a reflective surface, predict the path of the reflected light.
  3. Explain why the image formed by a mirror is virtual.
  4. Describe the conditions for diffuse reflection.
  5. Give examples of refraction of sound waves and its effects.
  6. Give examples of ways to control reflected sound.
  7. Explain the change in direction of a water wave when it crosses a boundary between deep and shallow water.
  8. Give examples of refraction of light and its effects.
  9. Make calculations of refraction based on Snell's law.
  10. Explain how a prism separates white light into colors.
  11. Describe the conditions for a rainbow.
  12. Describe the process of total internal reflection.
  13. Distinguish between a converging and diverging lens.
  14. Distinguish between a real image and a virtual image.
  15. Given the focal length of a converging or diverging lens and the position of an object, determine the properties of the image.
  16. Give examples of how some optical instruments use lenses.
  17. Explain how the human eye focuses light.
  18. Explain the causes of nearsightedness, farsightedness, and astigmatism.
  19. Give examples of aberration in lenses.

LESSON 5

 

  1. Explain why water waves after passing through a narrow opening have curved wave fronts.
  2. Describe the conditions for the diffraction of waves.
  3. Describe the conditions for visible bright and dark fringes of light caused by interference.
  4. Explain causes of the bright and dark bands that appear when monochromatic light is reflected from a thin material.
  5. Explain the causes of colors that shine from soap bubbles or gasoline slicks on a wet surface.
  6. Identify the type of interaction of light with material objects to produce the colors we see.
  7. Distinguish between light from a laser and light from a lamp.
  8. Distinguish between a hologram and a photograph.

LESSON 6

 

  1. Describe the electrostatic forces between objects.
  2. Explain, from the point of view of electron transfer, how an object becomes a) positively charged, b) negatively charge and relate this to the net charge.
  3. Describe the relationship between the electrical force between two charged objects, their charge, and the distance between them
  4. Compare the strengths of electrical forces and gravitational forces between charged objects.
  5. Distinguish between a conductor and an insulator.
  6. Describe how an insulator can be charged by friction.
  7. Describe how a conductor can be charged by contact.
  8. Describe how a conductor can be charged without contact.
  9. Describe how an insulator can be charged by charge polarization.
  10. Describe how the strength of an electric field at two different points can be compared.
  11. Relate the spacing of electric field lines to the strength of the field.
  12. Describe the conditions under which something can be completely shielded from an electric field.
  13. Explain why a charged object in an electric field is considered to have electric potential energy.
  14. Distinguish between electric potential energy and electric potential.
  15. Describe the purpose of a Van de Graaff generator.

LESSON 7

 

  1. Describe the conditions for the flow of electric charge.
  2. Describe what is happening inside a current-carrying wire, and explain why there is no net charge in the wire.
  3. Give examples of voltage sources that can maintain a potential difference in an electric circuit.
  4. Describe the factors that determine the resistance of a wire.
  5. Relate the amount of current in a circuit to the voltage impressed across the circuit and the resistance to the circuit.
  6. Explain why our skin increases the likelihood of receiving a damaging shock when a faulty electrical device is touched.
  7. Distinguish between direct current and alternating current.
  8. Compare the drift speed of conduction electrons in a current-carrying wire to the signal speed of changes in current.
  9. Compare the motion of electrons in a wire carrying alternating current to the flow of energy through the wire.
  10. Relate the electric power used by a device to current and voltage.
  11. Distinguish between series and parallel circuits.
  12. Predict what will happen in a series circuit if there is a break at any other point.
  13. Relate the current at any point in a series circuit to the current at any point.
  14. Relate the current in the lead to a parallel circuit to the current in each branch.
  15. Predict what will happen to the current at any point in a parallel circuit if an additional device is connected in parallel.
  16. Interpret a simple schematic diagram of an electric circuit.
  17. Given a circuit with two or more devices of equal resistance connected some in series and some in parallel, determine the equivalent single resistance for the circuit.
  18. Explain the cause of overloading a household circuit and how this is prevented.

LESSON 8

 

  1. Describe the differences and similarities between magnetic poles and electric charges.
  2. Interpret the strength of a magnetic field at different points near a magnet from the pattern formed by iron filings.
  3. Relate the motion of electrons within a material to the ability of the material to become a magnet.
  4. Describe what happens to the magnetic domains of iron in the presence of a strong magnet.
  5. Explain why magnets lose their magnetism when dropped or heated.
  6. Describe the magnetic field produced by a current-carrying wire, and give examples of how the field can be made stronger.
  7. Describe the conditions for a magnetic field exerting a force on a charged particle in a field.
  8. Describe some practical applications of a magnetic field exerting a force on a current-carrying wire.
  9. Suggest possible causes for the earth's magnetic field.
  10. Describe how voltage is induced in a coil of wire.
  11. Relate the induced voltage in a coil of wire to the number of loops in the coil and the rate of change of an external magnetic field intensity through the loops
  12. Describe a generator and how it works.
  13. Compare and contrast a motor with a generator.
  14. Describe a transformer and how it works.
  15. Explain why transformers are used got transmission of electric power.
  16. Explain how the electric and magnetic fields of an electromagnetic wave regenerate each other so that the wave pattern moves outward.

LESSON 9

 

  1. Give examples of models for the atom and for light.
  2. Explain why the energy of light can be considered to be a multiple of small units of energy.
  3. Relate the energy of a photon to its frequency.
  4. Explain why the photoelectric effect is evidence for the particle nature of light.
  5. Cite evidence for the wave nature of electrons.
  6. Describe De Broglie's model of matter waves in the atom and use it to explain the lines seen in atomic spectra.
  7. Explain why the diameters of heavier elements are not much larger than the diameter of lighter elements.
  8. Describe the limits of Newton's laws of motion.

LESSON 10

 

  1. Distinguish between the two kinds of nucleons in the nucleus and compare the numbers of each found in the nuclei of different elements.
  2. Compare the strong force to the electrical force.
  3. Distinguish among the three types of radiation given off by radioactive nuclei and compare their penetrating powers.
  4. Interpret the symbols used to label isotopes of an element.
  5. Predict, given the half-life of a radioactive isotope and the original amount of the isotope, how much will remain at the end of some multiple of the half-life.
  6. Predict, given the symbol for a radioactive isotope and the particle it gives off, the product of the decay.
  7. Explain how transuranic elements are produced and why they are not found naturally.
  8. Give examples of different types of uses for radioactive isotopes.
  9. List the major sources of natural background radiation.
  10. Explain why exposure to radiation is harmful.
  11. Describe the role of neutrons in causing and sustaining nuclear fission.
  12. Explain how nuclear fission can be controlled in a reactor.
  13. Distinguish between a breeder reactor and a uranium-based fission reactor.
  14. Predict, from a graph of mass per nucleon vs. atomic number, whether energy would be released if a given nucleus split via fission into fragments.
  15. Distinguish between nuclear fission and nuclear fusion.
  16. Describe the advantages of fusion over fission as a source of power.
  17. Describe the current problems associated with using fusion as a source of power.

Required Materials

  • Conceptual Physics, Paul G. Hewitt, Prentice Hall (2006)
  • Conceptual Physics Lab Manual, Robinson, Prentice Hall (2006)
  • Scientific Calculator (A graphing calculator is recommended, but any calculator with trigonometry functions can be used.)
  • Lab Kit

    • 1 light emitting diode
    • 150 feet of #26 magnet wire (enameled)
    • 40 cm of #20 conducting wire, two 20-cm lengths (may be insulated)
    • 2 alligator clips (no leads)
    • 2 plastic film cans with lids
    • 5 1.5 inch diameter donut disk magnets
    • bar magnet
    • blank overhead transparency
       
      This lab kit can be purchased through Mizzou K-12 Online / MU High School, but you may be able to find these items on your own at a local hardware or electronics store, or from SK Science Kit & Boreal Laboratories.
  • Other Required Common Household Materials

    • string
    • a 5–250 gram mass (to be used as a pendulum bob)
    • stopwatch (or a clock with a second hand)
    • meter stick
    • long piece of chalk
    • chalk board
    • masking tape
    • plane mirror
    • sheets of paper
    • flat pice of corrugated cardboard
    • straight pins
    • ruler
    • protractor
    • magnifying glass
    • flashlight
    • clear 12-ounce plastic cup
    • paper clip
    • balloon
    • silky cloth
    • furry cloth
    • glass rod (such as a stirring rod)
    • flashlight "D" cell battery
    • flashlight bulb
    • cut nail (If a cut nail is not available, another steel nail or steel darning needle may be substituted. A cut nail is a flat nail that is stamped from a sheet of steel by a die, it is very flat.)
    • plastic coffee cup lid
    • pie pan
    • magnetic compass
    • transparent tape
    • M&M's candies, pennies, or any two-sided group of objects
    • a box with a lid (such as a shoebox)

† Materials used in connection with this course may be subject to copyright protection.

Technical Requirements

The most up-to-date requirements can be found here: 

Quizzes & Assignments

You should submit all assigned work in sequence (Lesson 1, then Lesson 2, etc.) Assignments for the course are listed at the bottom of this syllabus.

Quizzes

Quizzes are taken online. After you submit them, you’ll quickly receive a report on how you did. Unlike exams, you may use any assigned readings, your notes, and other course-related materials to complete graded quizzes and assignments. 

Assignments

Assignments may require you to submit your completed work in the form of a file (such as a text document, image, audio or video recording, or multimedia presentation) or a hyperlink for grading.

Assignments: Laboratory Activities

Complete the Laboratory Activities when assigned in the lessons. The interplay between the lesson materials and the lab activities is very important. You will complete 12 Lab Activities and submit a report for each one (15 points each).

  • Lesson 1: Submit lab reports for Lab Activities 1–3 (45 points).
  • Lesson 3: Submit lab reports for Lab Activities 4-6 (45 points).
  • Lesson 6: Submit lab reports for Lab Activities 7–8 (30 points).
  • Lesson 7: Submit lab reports for Lab Activities 9–11 (45 points).
  • Lesson 9: Submit lab report for Lab Activity 12 (15 points).

When you complete the lab reports, you should always write in complete sentences. Some of the sections may seem redundant, but this is fine. Each of the sections should stand on its own. However, the report itself should be internally consistent. This means that your discussion section should agree with the purpose stated in the earlier section. The individual sections of your reports will be evaluated based on the scoring guide provided with the lab activity.

Note: Many answers to the sections in the lab reports are open-ended because you are expected to share your own ideas and the data you collect in the experiments. As long as you provide a thoughtful and valid answer, you will be given credit.

On several of the labs the main goals are to simply make observations and draw conclusions without looking for mathematical relationships between variables. On these labs the “Observations” section and the “Data and Calculations” sections will be combined into a single category worth 5 points.

Practice

There are PRACTICES throughout the course.  These activities are ungraded and can be submitted multiple times.

Reading and Using Feedback

After your work has been graded, you will receive a report that provides individualized feedback and comments on your work. Look carefully at what you missed and read any corresponding feedback. Then study the lesson materials to make certain that you can accomplish the associated learning objectives.

Each lesson provides step-by-step instructions on how to submit your work. Be sure to check submitted work carefully for errors (e.g. spelling, grammar, and punctuation) as they may result in points being deducted.

Exams

You are required to take proctored exams for this course.

To pass the course, you must earn a minimum of 60% on your exams group.  See the "About Exams" in the policies section for additional information on exams with Mizzou K-12.

Information

You may use a scientific calculator to complete these exams. A graphing calculator is recommended, but any calculator with trigonometry functions may be used.

 

Midterm Exam Final Exam
Lessons Covered Lessons 1–5 Lessons 6–11
Questions and type 50 multiple choice 50 multiple choice
Points possible 200 points 200 points
Time limit 2 hours 2 hours

See the "About Exams" in the policies section for additional information on exams at Mizzou K-12.

Grades

Your final grade will be based on the number of points you earn on assignments and exams.

Points Distribution
Source Available Points
Quizzes 280
Assignments 290
Midterm Exam 200
Final Exam 200
Total 970

To pass the course, you must earn a minimum of 60 percent in the exams assignment group.

\(\frac{total\:exam\:points\:earned}{total\:exam\:points\:possible}=exam\%\) t o t a l e x a m p o i n t s e a r n e d t o t a l e x a m p o i n t s p o s s i b l e = e x a m % t o t a l e x a m p o i n t s e a r n e d t o t a l e x a m p o i n t s p o s s i b l e = e x a m % t o t a l e x a m p o i n t s e a r n e d t o t a l e x a m p o i n t s p o s s i b l e = e x a m % t o t a l e x a m p o i n t s e a r n e d t o t a l e x a m p o i n t s p o s s i b l e = e x a m % t o t a l e x a m p o i n t s e a r n e d t o t a l e x a m p o i n t s p o s s i b l e = e x a m % t o t a l e x a m p o i n t s e a r n e d t o t a l e x a m p o i n t s p o s s i b l e = e x a m % t o t a l e x a m p o i n t s e a r n e d t o t a l e x a m p o i n t s p o s s i b l e = e x a m % t o t a l e x a m p o i n t s e a r n e d t o t a l e x a m p o i n t s p o s s i b l e = e x a m % t o t a l e x a m p o i n t s e a r n e d t o t a l e x a m p o i n t s p o s s i b l e = e x a m % t o t a l e x a m p o i n t s e a r n e d t o t a l e x a m p o i n t s p o s s i b l e = e x a m % t o t a l e x a m p o i n t s e a r n e d t o t a l e x a m p o i n t s p o s s i b l e = e x a m % t o t a l e x a m p o i n t s e a r n e d t o t a l e x a m p o i n t s p o s s i b l e = e x a m % t o t a l e x a m p o i n t s e a r n e d t o t a l e x a m p o i n t s p o s s i b l e = e x a m % t o t a l e x a m p o i n t s e a r n e d t o t a l e x a m p o i n t s p o s s i b l e = e x a m % t o t a l e x a m p o i n t s e a r n e d t o t a l e x a m p o i n t s p o s s i b l e = e x a m % t o t a l e x a m p o i n t s e a r n e d t o t a l e x a m p o i n t s p o s s i b l e = e x a m % t o t a l e x a m p o i n t s e a r n e d t o t a l e x a m p o i n t s p o s s i b l e = e x a m % t o t a l e x a m p o i n t s e a r n e d t o t a l e x a m p o i n t s p o s s i b l e = e x a m % .

You will be able to see your exam percentage in the "Exams" column in your gradebook.

The following grading scale applies only to students who meet this standard:

Grading Scale
Grade Percentage
A 90–100
B 80–89
C 70–79
D 60–69
F 0–59

After completing the course, you will receive a grade report that gives your percentage and your letter grade for the course.

Getting Started Resources (Canvas and Other Resources)

View the content below to learn more about each of these elements and how they work in your Mizzou K-12 Canvas course.

Canvas Overview

Mobile Apps

If you are on a mobile device, download the Canvas mobile apps. With the apps, you can access all your courses using the Canvas mobile app, "Canvas By Instructure." Go to Google Play to download the Android version and iTunes to download the iOS version. 

View the mobile features by device

iOS

Download Canvas by Instructure on iTunes

Android

Download Canvas by Instructure on Google Play

Browser Requirements

Library, Writing, and Research Resources

Library Resources

Below are several useful library links. Click the images to go directly to the websites.

Purdue Online Writing Lab (OWL)

EBSCOhostHeritageQuestEBSCOhost

Assignments

Assignment Formatting

You might choose to download Mizzou K-12's assignment templates (docx):

Download MLA

Download APA

You may use whichever style unless specifically requested by your instructor.

How to Submit Assignments

How to submit assignments requiring multiple file types - link to Canvas Guides documentation

 How to submit assignments requiring multiple file types - link to video

 

Additional Canvas Guide documentation

The following Canvas Guide explains the different methods of submitting assignments in Canvas. Note that not all assignments will have these options available. Contact your teacher using Canvas Conversations if you have any questions. When you create a message in Canvas Conversations, select "Teachers" in the dropdown list in the "To" field.

How to submit assignments - link to Canvas Guides documentation

 

View Canvas Overview Videos

In this video, you will learn more about assignments: what they are and how to submit them through Canvas.

For more on uploading and viewing assignments, visit Assignments in the Canvas Student Guide.

~~Turnitin

TurnItIn is a plagiarism detection service that is integrated with Canvas. It allows instructors and students to view an Originality Report of written work or other homework assignments. The system is designed to facilitate feedback between instructors and students on written work.

The University of Missouri has a license agreement with Turnitin.com, a service that helps detect plagiarism by comparing student papers with Turnitin's database and Internet sources. Students who take this course agree that all required papers may be submitted to Turnitin.com.

Students who submit papers to Turnitin retain the copyright to the work they created. A copy of submitted papers is retained in a Turnitin database archive to be compared with future submissions—a practice that helps protect and strengthen copyright ownership. Use of the Turnitin service is subject to the Terms and Conditions of Use posted on Turnitin's website at https://guides.turnitin.com/Privacy_and_Security#Terms_of_Service.

Mizzou K-12 uses Turnitin, which provides tools for assignments. One of these tools is the "originality check." Note that it is not called a "plagiarism detector." That is because ONLY an instructor can determine plagiarism. 

For example, it could be that you get a 100% match (in red) on your submission. However, perhaps you are working in a group or your instructor had you submit something multiple times to different assignments within the same course. Or perhaps your class is filling out a worksheet, so all of the worksheet components would be "not original" but your content would be. 

If you are concerned about any results that you are confused about, feel free to discuss this with your teacher. 

How to Submit a Turnitin Assignment in Canvas 

There is no difference on how to submit an assignment with or without Turnitin enabled. Review the "Assignments" panel above for more information on how to submit assignments or click the link below:

How to submit assignments - link to Canvas Guides documentation

Citing Sources

Citing Sources Interactive Module

The Citing Sources Interactive Tutorial to help you with learning how to cite your sources as well as inform you about what plagiarism is, what it isn't, and how to avoid it. 

View the Citing Sources tutorial

See the OWL Resource Website for additional help in citing sources and avoiding plagiarism. 

How to Record and Submit Audio and Video

Recording and Submitting

There are many ways you can submit audio and video recordings for a Mizzou K–12 course in Canvas. Your course content may refer to Audacity.  (Links to an external site.)However, you don't need to use Audacity to make an mp3 recording for your course. After all, there are many programs and apps on computers and mobile devices that will do just that! 

Note: You can also submit assignments using files stored on third-party apps (e.g. Dropbox) on your mobile apps.

 

We do NOT allow you to submit .wav files. 

 

 

How to Shoot Quality Audio and Video

The only way for you to present quality speeches (and other multimedia) to your Mizzou teacher is by uploading a video of yourself. Therefore, it's incredibly important that the audio and video quality is good enough that your instructor can see and hear everything clearly.  You might all be in different environments using various types of cameras, so rather than attempting to teach you about specific cameras, we're going to concentrate on things like lighting, background, setup and stabilization, and audio. 

Lighting and Background

  • Use a distraction-free background
  • Face windows with natural light
  • Avoid overhead lights when indoors
  • Use a lamp or two for additional lighting
  • Watch back your video to see how it looks
  • Keep trying, keep learning, and keep having fun

Setup and Stabilization

  • Don't shoot handheld
  • Use anything that can safely hold the camera steady
    • tripod and mount
    • DIY solutions (picture stand, bean bag, binder clips)
  • Place the camera level with your eyeline

Audio

  • Shoot video in the quietest room at the quietest time of day
  • Turn everything off (cell phone, TV, radio, fans, etc.)
  • Get closer to the camera
  • Avoid noisy habits (hand rubbing, clapping, etc.)
  • Use an external microphone

Setting Up Your YouTube (Or Other Video) Account

If you already have a Gmail account, then you have a YouTube account, but in case you don't, getting your account set up is the first step. Just go to gmail.com and create an account to get started. Work with a trusted adult or parent. 
Creator Studio
On thing to note is that you can access all of your channel's videos and privacy settings through the Creator Studio. To locate this area in your account, click the icon in the upper right corner (where you logged in) and you should see the option for Creator Studio under your login name. Once you click this, you will be taken to the dashboard area for your account.  There are a few different areas available you should be aware of: 
Video Manager
This section houses all of the videos on your account. You can also create playlists (lists or groups of videos with a similar topic or theme). 
Channel
Your content settings are located with the majority of your video and content settings. It is also where you can determine the privacy of your videos. If you click on Upload Defaults in this section, it will give you the options that you can set for all future uploads. Changing the privacy to Unlisted means that anyone with the link will be able to view your video but it won't be searchable to the public. 
Create
This section isn't required, but it's good to be aware that this area provides a basic video editor where you can make minor adjustments to your videos as well as add copyright free background music. 

Uploading a Video

Now that your account is setup, you are ready to upload your video. Here are the steps you will need to follow:
  • Click Upload in the upper right-hand corner of the screen
  • Either drag & drop the video file into the box or click on the gray arrow to select it from your files. You will notice that the privacy box will already be set to unlisted based on your privacy settings
  • This will automatically begin the upload once the file is selected, taking you to a new window:
    • Make sure the title box is correctly filled out
    • Descriptions and tags are usually left blank unless the video is public
    • Thumbnails This is what viewers will see when they first pull up your video. You can choose from a few automatic image selections, or you can upload your image
  • Once the video finishes uploading, processing, and you selected the titles/thumbnails, click "Done
  • The link to share your video will appear. Copy and paste this link to turn in your video. 

Getting Your Videos Into the Course: Uploading

If you are comfortable with recording video, transferring the file to your computer, and then uploading, this is the preferred method because some assignments (such as video journals) will have you recording multiple videos for one assignment. One problem you may run into is a camera that creates an incredibly large file. In such cases, you may need to convert the file to make it smaller.

File Conversion

Some cameras record videos that create very large file sizes. Depending on your internet connection, these larger files might have problems uploading. In these cases, you might need to convert the video to a smaller version. Look for a free video converter like Any Video Converter or Format Factory to help you. 

Getting Your Videos Into the Course: Direct Recording

Canvas does allow you to record via webcam directly into Canvas.  However, this will not be available when multiple videos are required. Another reason to shy away from this method is that if you have a hiccup in your internet connection or your computer freezes, your video will be lost, and you will have to rerecord everything. Just to save the hassle, it's better to either upload a file or provide a link to an unpublished YouTube video.

Quizzes and Exams

 In this video, we'll show you how to take a quiz/exam in Canvas.

For more on taking quizzes and exams, visit Quizzes in the Canvas Student Guide.

NOTE:  Read your Syllabus and the Quiz and Exam instructions for your course so that you are aware of the policies and how a quiz and exam is setup.  The Quizzes link may not be in the course navigation menu in your course and only accessible by clicking on Modules and clicking on the pertinent lesson. 

~~Suggestions for Taking Objective Examinations

What is an "objective examination?" Objective means that there IS a right answer (or answers), and you either get things right or wrong. An example is a multiple-choice quiz or exam. This section is here to provide you with tips on how to take objective examinations, or "exams."

Many people worry about how to do well when taking objective examinations.  What does What follows are some simple suggestions that should help you to do your best.

What do you do when you know the answer?  Silly question, right?  You mark it!

What do you do when you don’t know the answer?  This is what you want to hear!

  1. First, you need to remember that our quizzes and exams are based on the number of right answers out of the total possible.  So you should answer every question, even if it’s a guess.  There are four answer choices, so your odds when you guess are 1 in 4.  That is, on average, you should get 1 out of every 4 guesses correct.
  2. How do you narrow the odds, to make them more in your favor? If you are able to eliminate one or more of the answers as definitely wrong, you have done just that.  When you are guessing which answer is correct out of 3, then you could get one-third of your guesses correct.  When you are guessing between two, you could get half of them right.
  3. What if you see an answer choice that you absolutely have never seen before? There is a very good chance it is a wrong answer, and you can eliminate it.  Remember, you’ve read over and studied the material.  Most of the time you will know if something doesn’t belong.
  4. Does the answer make sense? A correct answer always makes sense.  Incorrect choices may, or may not.  So if a choice does not make sense in relation to the question, it is probably a wrong answer.
  5. Do not spend a lot of time on a question that is giving you trouble. Move on, and come back to it later.  Many times, you will find something in a later question or answer choice that helps you to select the answer to a question you skipped over.  This is known as making the test work FOR YOU.
  6. Above all, relax! You have been over the material.  It is all in your head.  Just take a deep breath and go at it.  YOU CAN DO IT!

Many students develop their own tricks to help themselves on objective tests.  What you see above can assist you.  But you may also rely on whatever works for you.

~~Suggestions for Taking Essay Exams

What!? I’m going to have to write!?

It is not unusual for people to be nervous about taking an essay exam.  You will have to decide what the question means, search through the memory banks of your brain, recall information that relates to the question, and then write something that is well organized and clear.  What follows are some tips that just might make this process a little less scary.

Let’s start with an essay question.

An essay question may be fairly short, perhaps only one paragraph.  They may also be longer, requiring several paragraphs to answer.  No matter how short, or long, the essay needs to be, the process is the same.  As an example, we’ll use a topic that is “medium.”

The framers of the Constitution of the United States established the Electoral College system, which provides an indirect method of electing the President.  This system should be changed to permit the direct election of the President, so the candidate who receives the greatest number of the popular vote to win election.  Agree or disagree.

Great!  Now what?

This may seem pretty long.  But you need to remember that you do not have to deal with everything in the statement.  The first thing you need to do is identify what you have to answer, and what you can ignore.  The question statement is reproduced below, with the parts you have to consider highlighted.

The framers of the Constitution of the United States established the Electoral College system, which provides an indirect method of electing the President.  This system should be changed to permit the direct election of the President, so the candidate who receives the greatest number of the popular vote to win the election.  Agree or disagree.

While everything else in the question is relevant to the topic, you are being asked to support the Electoral College system (indirect election) or the popular vote (direct election).

Next?

Write down a brief outline of what you need to do.  It would be best if you did this in order.

  • Introduction: State your position.  Do you agree or disagree. Give a preview of why you have chosen your position.
  • Body Paragraph: Explain your first reason for your position.  You might also want to state why the method you did NOT choose falls short.
  • Body Paragraph: Explain your second reason for your position.  Again, you could state why the method you did NOT choose falls short.
  • Body Paragraph: Explain your third reason, if you have one, along with why the method you did NOT choose falls short.
  • Conclusion: Restate your reasons for your position.  This is when you drive your arguments home.

What are we saying here?

There is a very simple way to look at essay writing.  No matter if the essay is one paragraph, or five, or ten.  You do the same three things. 

  1. Tell the readers what you are going to tell them (introduction).
  2. Tell them (body).
  3. Tell the readers what you told them (conclusion).

And in conclusion….

This process can be very helpful.  You need to remember:  you are probably not going to be expected to respond to every word in the essay topic.  That’s why it’s important to identify what you need to consider.  While essays from different classes will look different, the approach to them is pretty much the same.  You can even practice this skill on your own, creating topics on things with which you are familiar.  The more you practice, the easier it becomes.

Good luck!

~~Examity

About Examity

One of the options that is now available to you is to use Examity (Links to an external site.), a 100% online proctoring service. This means that instead of finding someone in-person that can proctor your test, you can instead choose Examity.

Examity does charge a fee. The Examity link located at the end of the Online Proctoring Resources module allows you to be automatically logged in to schedule your exam and pay for proctoring. If you scheduled to have your test proctored with Examity, you will also use that link to log in to Examity to begin your exam.

Next, you will need to read the detailed directions and requirements before using Examity. Examity use is not mandatory; it is only an option.

Read More Details About Examity and How To Use 

Calendar

The calendar video introduces you to the Canvas Calendar and shows you how you can stay organized by scheduling your own events.

Netiquette

Netiquette—short for "network etiquette" or "Internet etiquette"—is a set of guidelines for how to communicate appropriately on the web. As a Mizzou K–12 Online student, you will be expected to follow these guidelines in your interactions with your instructor and fellow students.

  • Be respectful. Online, as in life, the Golden Rule applies: Treat others as you would like to be treated. There are effective ways to disagree with someone without being insulting. Keep in mind that sarcasm can sometimes be misinterpreted.
  • Use appropriate language. Avoid foul language and rude or vulgar comments.
  • Use proper grammar and spelling. Typos and spelling mistakes are bound to happen, but excessive errors are distracting. Use a browser with a built-in spell checker if you need help!
  • Respect others' privacy. Do not quote or forward personal messages or information without the original author's permission.
  • Avoid plagiarism. It is never acceptable to copy and paste the work of others and call it your own. Be sure to cite your sources correctly.

For more about appropriate online behavior, view Show Me Respect: Tips for Thwarting Cyberbullying, Cyber-Harassment, and Cyberstalking from the University of Missouri's Equity Office.

Parent Registration and Student Observation

View how to create a parent account 

Note: DO NOT view student activity on your desktop. You may be asked to merge accounts with your student; instead, download the parent app.

Download Parent App

The Canvas Parent app is the mobile version of Canvas that helps parents stay up-to-date with their student's courses. Download the Canvas Parent app on Android and iOS devices.

Canvas Parent Android Guide

Canvas Parent iOS Guide

How to Scan and Upload Your Work

Click on How to Scan and Upload Your Work  to view a Word document of this tutorial.

Mizzou K-12 Policies Policies

Academic Integrity

Our academic integrity policy at Mizzou K-12 is based on our values of ethical behavior, learning, and giving all stakeholders the benefit of the doubt. Collaboration, research, and technical literacy are vital 21st-century skills when combined with academic integrity. 

Definitions

Mizzou K-12’s academic integrity policy is aligned with the University of Missouri’s academic integrity policy. The definitions of what constitutes "cheating" and "plagiarism"are posted on the Provost’s Advising Council’s webpage which can be found here: https://advising.missouri.edu/policies/academic-integrity

Issues Involving Violations of Academic Integrity

If, when completing any of your assignments or exams for this course, you are found to have demonstrated cheating or plagiarism as defined above, this is a violation of academic integrity. At your teacher's discretion, violations of academic integrity may be subject to either or both of the following actions: 

  • receiving a zero for the assignment or exam
  • receiving an F for the course

Accessibility

If you anticipate barriers related to the format or requirements of this course, please let Mizzou K-12 know as soon as possible. If disability-related accommodations are necessary (for example, a scribe, reader, extended time on exams, captioning), please contact Mizzou K-12.

About Exams at Mizzou K-12*

*This section describes the policies of exams at Mizzou K-12. This section only applies if you have exams in your course. See the section above to see if you have exams.

ABOUT EXAMS

Your exams are online. It is your responsibility to schedule your exams. 

During exams, unless otherwise noted, you are not allowed to navigate away from the exam or use any other resources. If you deviate from the exam guidelines without proper prior permission, it is considered cheating on an exam. 

If you have exams in your course: To pass the course, you must earn a minimum of 60 percent on your exams group.

SCHEDULING EXAMS

Global Courses

First, request approval for your proctor. Allow enough time (2 weeks) for our office to receive your request and communicate with your chosen exam site and proctor. Mizzou K-12 has approved exam sites throughout the United States and around the world. 

Request Exam Date and Proctor Approval Form

  • Choose a proctor and make arrangements for taking the exam.
  • At least 2 weeks prior to taking your exam, submit your proctor information to Mizzou K-12 
  • You will be sent an email notice indicating if your chosen proctor has been approved or denied.
  • Arrive at your proctor’s testing site at the scheduled time with a photo ID. At testing time, you will log into your Mizzou K-12 account and select the exam for your proctor to access and administer.

You can also schedule with an online proctor using Examity. Review the information in the "Getting Started Resources (Canvas and Other Resources)" section under the "Examity" panel. in the course syllabus.

Co-Teach Courses

If you are taking a co-teach course, work with your local teacher to identify your date of the exam and how you will be proctored. You do not need to request an exam date with the above form.

HOW TO PREPARE FOR EXAMS

  • Complete and review all assignments.
  • Review the learning objectives; make sure you can accomplish them.
  • Be prepared to explain any key terms and concepts.
  • Review all the lessons, exercises, and study questions.
  • Review any feedback and/or comments on your assignments and previous exams; look up answers to any questions you missed.

Additional Course Policies and links

**Not applicable to World Language courses.

Pacing- Global

Although the freedom to choose when and where to study is a privilege, it is also a responsibility that requires motivation and self-discipline. To succeed at learning, you will need to develop a study plan by setting realistic goals and working toward them. 

Our courses are designed to assist in your pacing. Below are Pacing Schedules: 

16-Week (~4 Month) Pacing 26-Week (6 Month) Pacing
Week Module
1 Course Introduction and Resources
2 Lesson 1
3 Lesson 2
4 Lesson 3
5 Lesson 4
6 Lesson 5
7 Lesson 6
8 Midterm Exam
9 Lesson 7
10 Lesson 8
11 Lesson 9
12 Lesson 10
13 Lesson 11
14 Lesson 12
15 Study Week / Catch-Up Week
15-16 Final Exam (Recommended early; Don't wait last minute!)
Week Module
1 Course Introduction and Resources
2-3 Lesson 1
4 Lesson 2
5-6 Lesson 3
7 Lesson 4
8-9 Lesson 5
10 Lesson 6
11-12 Midterm Exam
13 Lesson 7
14-15 Lesson 8
16 Lesson 9
17-18 Lesson 10
19 Lesson 11
20-21 Lesson 12
22-23 Study Week / Catch-Up Week
22-26 Final Exam (Recommended early; Don't wait last minute!)

Canvas and Technical Support

Canvas is the where course content, grades, and communication will reside for this course.

Course Summary:

Date Details