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2011-2012 Ms. Swanson’s Honors Chemistry Syllabus 2011 - 2012 This packet contains: Class Syllabus Science Safety Agreement Parent Questionnaire Student Questionnaire Instructions: 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 _____________________ 2011-2012 2011-2012 Honors Chemistry Ms. Swanson firstname.lastname@example.org (425) 204-3515 http://staff.rentonschools.us/rhs/rswanson/index.php I. COURSE SYLLABUS st nd 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 nd nd (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. styles 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 is due 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 perspectives Provide students with one copy of each assignment Keep assignments organized. Replace lost assignments by printing them off from The class website 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. 2011-2012 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 have learned.” TEACHER SIGNATURE: STUDENT SIGNATURE: III. MATERIALS 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. 1. Warning 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. V. TARDINESS 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. Tardy Consequences: st 1 Warning nd 2 5 minute lunch detention in room 325 (to be served at the beginning of lunch) rd 3 Parent contact and 10 min lunch detention in room 325 (to be served at the beginning of lunch) th 4 30 minute lunch detention in room 221 th 5 Parent contact and 1 hour detention after school in room 325 th 6 + Referral to Administrator 2011-2012 VI. ABSENCES 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 Grade Scale 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 Labs/Projects (35%) 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). Assessments (35%) 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. 2011-2012 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 ETC…. Honors Chemistry Ms. Swanson email@example.com http://staff.rentonschools.us/rhs/rswanson/index.php (425) 204-3515 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. 2011-2012 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 injury. 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 the laboratory. 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 laboratory. 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 checked below. ______ 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 2011-2012 Renton School District 403 300 SW 7th Street, Renton, Washington 98055-2307 DEPARTMENT OF INSTRUCTION SCIENCE OFFICE 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. 2011-2012 This is one of your first assignments and is worth 5 points if signed by you and your parent/guardian and returned by: ____________________. Parent Questionnaire 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? Yes No If so, please print your email address below: 2. What communication method works best for you? Telephone Email 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) 2011-2012 Student Questionnaire 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? _____________________ Why? What class or subject do you consider your weakest or least favorite? ____________________ Why? 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?
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