Honors Chemistry Syllabus
2011 - 2012
This packet contains:
Science Safety Agreement
Read each document with your parent / guardian
Sign each document where requested including safety pages (YOU
and YOUR PARENT / GUARDIAN)
Have parent/guardian fill out questionnaire
You fill out the student questionnaire
Return all documents by _____________________
email@example.com (425) 204-3515 http://staff.rentonschools.us/rhs/rswanson/index.php
I. COURSE SYLLABUS
1 Semester: 2 Semester:
Unit 1: Safety and Expectations Unit 8: Stoichiometry
Unit 2: Matter and Change Unit 9: Solutions
Unit 3: Measurements and Calculations Unit 10: Acids and Bases
Unit 4: Atoms and Electrons Unit 11: Gases
Unit 5: The periodic table Unit 12 Reaction Energy
Unit 6: Chemical bonding and compounds
Unit 7: Chemical Reactions
(NOTE: Unit7 may bridge into 2 semester, and the order of the 2 semester units may change)
II. CLASS EXPECTATIONS
Teacher’s Responsibilities Student’s Responsibilities
Offer challenging lessons and ideas that teach the Accept the challenge to learn, be open to new and
state science standards different perspectives (ideas)
Present ideas through a variety of different learning Participate in all learning opportunities; be open to
experiences to meet the needs of different learning new and different experiences.
Believe in every students’ ability to learn and Believe in everyone’s (including your own) ability to
understand science learn and understand science
Expect every student to complete their own work (do Complete your own work (do not copy another
not allow students to copy each other’s work) person’s work)
Encourage thoughtful reflection Reflect thoughtfully (think for yourself)
Listen non-judgmentally; ask probing questions Listen non-judgmentally; ask follow-up questions
Assign appropriate class work and homework Be prepared with class work and homework when it
Offer thoughtful and guiding feedback Offer feedback to other students as part of this class.
Accept everyone’s feedback with an open mind
Provide guidance Accept guidance, be open to new and different
Provide students with one copy of each assignment Keep assignments organized. Replace lost
assignments by printing them off from The class
Be available 15 minutes before and after school to Come in before or after school if I need help,
answer questions and help students. Be available for including if I have been absent and need make-up
longer periods of time by appointment. work. Make an appointment with my teacher if I need
more than 15 minutes worth of help.
Identify and complete work when class is missed
Keep class calendar up to date in classroom and
(use the class website or in class calendar). Ask for
online for students to locate and complete
help if something doesn’t make sense or you are
assignments when class is missed.
unsure of what to do if you have been absent.
Provide students with clear instructions in lab Follow all safety precautions in lab. Inform instructor
including waste disposal and safety procedures. of all accidents and spills.
“I understand that the responsibility of succeeding in “I understand that I am completely responsible for my
science rests with the student. I agree to help success in science. It is my responsibility to meet all
students show what they know and complete their deadlines and requirements. My success in gaining
own work.” science credit depends completely on the effort I
apply to learning science and demonstrating what I
TEACHER SIGNATURE: STUDENT SIGNATURE:
1. Textbook – Modern Chemistry Textbooks can be checked out from Ms. McCray in the bookroom/ computer lab area (rooms 261-
266) on the second floor.
2. Highlighters, Pencils, Pens, Colored Pencils.
3. Notebook for taking notes and completing Do Now assignments.
4. Folder for saving lab reports and projects.
5. Calculator with log and exponent functions.
6. Ruler (that measures in inches & centimeters)
IV. PROGRESSIVE DISCIPLINE PLAN
In the event that a student’s behavior prevents them or others from learning, the following steps are followed
to help students recognize the behavior as disruptive and eliminate the behavior from the classroom.
2. Processing – students reflect in writing about the reasons behind & consequences of their actions.
3. Parent/guardian contact.
4. Lunch Detention
5. Referral to an administrator for continuous or severe disruptions.
Students who are not sitting in their assigned seats when the bell rings are tardy.
Students entering after the bell has rung should enter quietly, fill in a tardy slip & leave it on the front counter.
2 5 minute lunch detention in room 325 (to be served at the beginning of lunch)
3 Parent contact and 10 min lunch detention in room 325 (to be served at the beginning of lunch)
4 30 minute lunch detention in room 221
5 Parent contact and 1 hour detention after school in room 325
6 + Referral to Administrator
Students with excused absences are given:
1 week to make up missed assignments and lab activities
1 day to make up missed tests and quizzes.
Students are responsible for finding out what work was completed during an absence. During the school
day, students can ask classmates or see Ms. Swanson before or after school. There will also be a calendar
of activities posted in the classroom as well as online.
Make-up work is not accepted for Unexcused Absences.
To have an absence excused, the attendance office must receive a note from your parent or guardian within
2 days of your absence.
VII. GRADING SYSTEM
Overall grades are established based on performance in the following areas: A 93 – 100%
A- 90 – 92%
Notes/Do Now assignments (15%)
B+ 87 – 89%
At the end of each unit I will collect your notebooks to see that you have taken all the B 83 – 86%
notes for the unit and have accurately completed the do now activities. B- 80 – 82%
Homework (15%) C+ 77 – 79%
C 73 – 76%
Homework will be assigned from handouts and the textbook.
C- 70 – 72%
Each homework assignment is worth 4 points. Three points are for completeness. The D+ 67 - 69%
fourth point will be earned when I check one problem of my own selection for accuracy. D 60 – 66%
F 59% & below
In general, there will be one lab every week or every two weeks. For each lab you will be required to complete a pre-lab
assignment. If that assignment is not completed prior to the lab you will lose two points on that lab and you are still
required to finish those questions prior to turning in your lab report to receive credit. Some lab reports will be completed
on the lab handouts themselves, others will require a full lab report write up or completion of a special project (specific
details and requirements will be provided with each of these labs).
In general, there will be a quiz every Friday. These quizzes will have questions from the current unit and previous units.
You will be able to drop your lowest two quizzes. If you are absent on quiz day, that will be a quiz you drop. If you miss
two quizzes with excused absences you can make up the second quiz the day you return.
There will be one test offered per unit. If you earn lower than a 75% on the exam but you have completed all of your
homework you will be eligible to retake the exam with the opportunity to earn up to 75%.
If you have not completed your homework before the test, you may finish the homework (without credit) and then take the
make up exam.
How will honors chemistry be different from non honors?
Honors chemistry should be considered a college prep class. This class should prepare you for the possibility of taking
AP chemistry or AP biology next year and for future college science classes. Furthermore, it should help you gain skills
that will be helpful in college regardless of your future major. This class will work with more challenging material in each
unit compared with the non honors class and we will also move faster, covering one additional unit during the year. Each
of the students in this class has been recommended by previous science teachers and has strong math skills that have
helped prepare you for this level of work, but please don’t hesitate to contact me with questions or concerns.
Finally, you should consider the classroom your workplace and thus you should only use
language that would be appropriate in a work setting. This includes not swearing or using
otherwise unacceptable language. I will not accept inappropriate or degrading language or
references even if you are a member of the group to which the word refers. Please choose
your words carefully when you express your frustration or annoyance.
For example: I think I just heard you say...
“That’s so gay!” or “That’s Retarded” or….
Here are some other things you could say…
absurd irrational daft aimless laughable
preposterous archaic dense backward mindless
ridiculous blah miserable dim worthless
boring monotonous rotten brainless moronic
dismal colorless naïve senseless common
nonsensical ditzy crass odd shortsighted
crazy pointless dopey simple drear
silly dry stupid dull tedious
dumb tiresome flaky trivial foolish
unimaginative frivolous uninspiring freaky unexciting
fruitless unintelligent futile uninteresting harebrained
unnecessary idiotic unproductive ill-advised illogical
unreasonable unthinking inadequate useless inane
vacant inconsequential vacuous irrelevant vague
insipid vapid wacky weak ludicrous
Thank you for taking the time to read and understand the class policies and expectations (attached). Please sign and
date the following 3 pages and then take it home to your parent/guardian to sign and date.
RENTON SCHOOL DISTRICT
300 SW 7th Street Renton WA 98055
SAFETY RULES IN THE SCIENCE CLASSROOM
1. Every person shall wear eye protection devices when participating in, observing or performing any function in connection with
laboratory activities taking place in the science classroom.
2. Any area or demonstration designation off-limits is to be strictly observed by students.
3. If any chemical is spilled or splashed on your skin or in your eyes, flood with water immediately, then notify your instructor.
4. Notify your instructor of any accident or potentially hazardous situation.
5. Keep the work space at your station and your apparatus clean and in good order.
6. Learn the location of the eyewash station and fire extinguishing devices and how to use them.
7. Never mix or heat chemicals unless you are directed to do so.
8. Know what you are doing. Be wary of what neighboring students are doing.
9. Throw all solids and paper to be discarded into an appropriate waste container. Never discard matches, filter paper, paper
towels or other solids in the sink.
10. Read an assigned investigation carefully before beginning it. Note every caution listed in the experiment and be fully prepared
to heed each one. Follow closely, but not blindly, all oral and written directions.
11. Read the label carefully before taking anything from a bottle or container. Using the wrong material could result in a serious
12. When mixing acids and water always pour a concentrated acid into water slowly and stir constantly.
13. When heating a test tube do not heat just one spot on the test tube. Never have the open end of the test tube pointed at anyone.
Never look down at a test tube.
14. When observing the odor of any liquid, do not smell it directly. Use your hand to fan the odor toward you.
15. All chemical should be regarded as hazardous unless informed otherwise by your instructor. Wash your hands before leaving
16. Always allow ample time for cooling materials that have been heat.
17. Work deliberately and with definite purpose, but do not try to hurry.
18. Never be a practical joker in the laboratory.
19. Before leaving the laboratory be certain that gas and water lines at your station are shut tightly and that all equipment and
supplies are placed in their proper places.
20. Laboratory aprons must be worn when working with solutions.
21. When inserting glass tubing or thermometers into stoppers, use a towel, grasping the tubing close to the stopper which has been
moistened with water or a lubricant.
22. If you do not understand how or why to do a task, ask your instructor for help.
23. Some chemicals are known to be harmful to our health. Individuals that are pregnant have potential for concern around these
chemicals and are asked to make it known to their science teacher or counselor so steps can be taken to insure their safety in the
24. Any person not complying with these regulations is subject to removal from the science laboratory.
I have read, understand and will abide by the above science safety rules and laboratory regulations and have explained the items
______ Location and use of fire extinguisher ________ Emergency evacuation procedures
______ Location and use of eyewash devices ________ Noncompliance will result in classroom removal
(Parent Signature) Date
(Signature of Student) Date
FORM 3105 R3/05
Renton School District 403
300 SW 7th Street, Renton, Washington 98055-2307
DEPARTMENT OF INSTRUCTION
Dear Parent or Guardian,
Your student has indicated that he/she wears contact lenses. Recently, concerns about wearing contacts in the chemistry
lab have come to our attention. The following is an article from the Washington Science Teacher’s Journal.
A. ALL CONTACT LENSES – It has often been argued that contact lenses offer a great deal of protection from
damage by particles and chemicals in the science lab. According to the National Institute of Occupational
Safety and Health, nothing could be further from the truth. An eye that has received a chemical splash should
be irrigated with water until the material has been completely removed. The recommended time for this is
fifteen minutes as a minimum. If a contact lens is present, the chemical may be drawn under the lens by
capillary action where it is not reached by normal irrigation with water. Therefore, the lens must be removed
to permit effective washing. Under the traumatic conditions of pain and possible fear, it may prove almost
impossible to remove a lens from a victim’s eye. Thus, contact lenses should be discouraged or if possible
prohibited in school labs.
B. SOFT CONTACT LENSES – Students and teachers should pay heed to restrictions suggested by
manufacturers of contact lenses. For example, a brochure issued by Bausch and Lomb, Inc. reads as follows:
“Softlens Contact Lenses (polymacon) should be removed before sleeping or swimming and in the presence
of noxious and irritating vapors.”
Some vapors can readily be absorbed by the Softlens contact lenses. Not only can there be irritation to the
eye, but as some vapors are soluble in the plastic of the lens, there is a possibility that a lens might adhere to
the cornea of the eye.
In light of this article, and for the maximum protection of your student, we:
1. Provide safety goggles which accommodate normal glasses in all the science classrooms, and we recommend that
a. Glasses be worn instead of contact lenses for laboratory work, OR
b. If glasses are not worn, contact lenses should be removed before laboratory work is done, if visual acuity
will so allow.
Please sign and return the lower portion of this form with your student. Thank you.
CONTACT LENS FORM
I have read this form and understand the risks of wearing contact lenses in the chemistry laboratory.
(Student’s name) (Date)
(Signature of Parent or Guardian) (Date)
Please return to science teacher.
This is one of your first assignments and is worth 5 points if signed by you and your parent/guardian
and returned by: ____________________.
Student Name (printed) ______________________________
Student Name (signed) _______________________________ Date ______________
Parent/ Guardian Name (printed) __________________________
Parent/ Guardian Name (signed) ___________________________ Date ______________
Dear Parent or Guardian,
Please answer the following questions to help me learn how to best work and communicate with you and your student this year:
1. Email is the communication method that often works best for me. Is it possible for me to communicate with you by email?
If so, please print your email address below:
2. What communication method works best for you?
If by telephone, please list as many contact phone numbers as you can, in the order you would like me to try them:
First try: home/ work/ cell/ other __________________________
Then try: home/ work/ cell/ other __________________________
Then try: home/ work/ cell/ other __________________________
Then try: home/ work/ cell/ other __________________________
3. I am interested in knowing more about your child’s strengths and weaknesses as a student. What can you tell me that
will help me know and work with your child better as a student? As a person?
(If you prefer you may email a response to this question to firstname.lastname@example.org)
Where were you born? _______________________
What was the first language you spoke? ______________________
How many languages do you speak well? ________________ What are these languages?
(You understand these languages when they are spoken and can respond easily)
How many times have you moved since you started going to school? _______
Who do you live with?
How many years have you studied science in school? _______
What class or subject do you consider your strongest or favorite? _____________________
What class or subject do you consider your weakest or least favorite? ____________________
Think of a teacher you have had who was really good at teaching you.
What is one thing that teacher did that really helped you learn?
What do you hope or expect to do as a job or career after High School?
Do you think you will use science in your career or personal life after High School? __________
If yes, when/ how?
What do you usually do after school?
Do you (or do you plan to) participate in school clubs, activities or sports? Which ones?
What is your favorite thing to do?
What else should I know about you?