Honors Chemistry
WINDSOR LOCKS HIGH SCHOOL
COURSE SYLLABUS
Course #: 331 Title: Honors Chemistry Level: H Credit: 1
COURSE OBJECTIVES
Students will be able to…
· Categorize matter, describe the properties and structure of matter, and classify changes of matter
· Describe the atomic behavior that results in chemical properties, reactions and energy
· Convert chemical quantities of measure using dimensional analysis
· Measure, observe, analyze and draw conclusions about chemical behavior in the laboratory
· Articulate the relevance of chemistry to real-world applications
MISSION
To prepare students with the knowledge and skills necessary to become scientific innovators and critical thinkers who make informed decisions through the use of scientific inquiry and problem solving in a world that is constantly being enriched by science.
VISION
Every student will strive to increase their scientific understandings, develop problem-solving skills, and gain an appreciation as to how science shapes daily life.
I believe that all students will …
6 be actively engaged in student-centered learning and accept responsibility for their academic success.
6 respectfully discuss and debate scientific and technological concerns and collaborate to analyze and develop solutions.
6 use scientific inquiry to ask questions, problem solve, and conduct research to seek answers.
6 engage in laboratory experiences, design experiments, and analyze data to develop conclusions based on scientific evidence.
6 justify conclusions with credible research by thinking critically and evaluating claims.
6 intelligently communicate scientific findings through discussions, scientific writings, analytical and graphical analysis, and engaging multimedia presentations.
6 communicate effectively and listen actively when collaborating and interacting with others.
6 articulate connections across the physical, biological, and earth sciences.
6 responsibly integrate technology to enhance learning in the 21st century.
6 relate how science impacts their world and is relevant to their lives.
CONTACT INFORMATION
Teacher: Ms. Shannon Verissimo
School Phone: 860-292-5810
e-mail:
School: Room #73
teacher website: Updates of weekly syllabi, homework, class handouts, and extra resources.
wikispace: https://chemistrycats.wikispaces.com/
COURSE CONTENT AND STRUCTURE
Unit / Chapter / Pacing / Performance TasksAtomic Structure,
Periodic Table / 3, 4 / 3 weeks; Sept. / Conductivity of Solutions, Flame Test analysis,
Metals vs. Non-metals, Periodic Table Trend analysis, Electron Configurations, Scientists of Atomic Theory Project
Ionic Compounds / 5, 8 / 3 weeks; Oct. / Empirical Formula of Magnesium Oxide
Covalent Compounds / 6 / 3 weeks;
Oct-Nov. / “Like Dissolves Like” (Solubility), VESPR models, Intermolecular Force Stations
Organic Compounds / 7 / 2 weeks; Nov. / Synthesis of Esters, Synthesis of Polymers, Isomer Models, Organic Compounds Project
Chemical Reactions / 8 / 2 weeks; Dec. / Four Types of Chemical Reaction Demos, Activity Series, Tie-Dying, Mission Impossible: Predicting Single and Double Replacement Reactions
The Mole / 9 / 2 weeks; Dec. / Empirical Formula of an Unknown Hydrate
Stoichiometry / 10 / 4 weeks; Jan. / Determination of Unknown Concentration, Percent Yield, Analysis of Freezing and Melting Points
Energy of Reactions / 11 / 2 weeks; Feb. / Calorimetry Lab, Common Sources of Energy and Alternative Energy Essay & Project Presentation
Gases and Particle Dynamics / 12 / 4 weeks; Mar. / Gas Law Demos, Combustion of Oxygen and Hydrogen, Molar Volume of a Gas
Solutions / 13 / 2 weeks; Apr. / Colligative Properties (Ice Cream), Solubility Curves, Mixtures Project
Equilibrium / 14 / 1 week; Apr. / Equilibrium
Acids and Bases / 15 / 3 weeks; May / Properties of Acids/Bases Intro Inquiry Lab, Drip-Drop Lab, Acid Base Titrations, Titration of Vinegar
Chemical Kinetics / 16 / 1 week; May / Alcohol Canons, Chemical Kinetics Lab
Electrochemistry / 17 / 1 week; June / Micro-Electrochemistry Lab
GRADING POLICY
· The grading policy, as decided up by the science department, will be as follows:
o Academic Chemistry:
§ 60% Assessment, 40% Performance
Assessment 60%
Tests
Quizzes
Performance 40%
Classwork
Projects
Labs
· iPass will be updated within a week of each assignment. Due to grading time, extensive performance tasks (projects and research papers) may take longer.
· Extra credit will not be given.
Late Work/Make-Up Work Policies:
· Late work will be accepted up to 3 days, to receive credit beyond this time student must make arrangements to meet with teacher after school or a predetermined time.
· Make-up work for absent students will be a “day-for-day” policy so that the number of days absent will determine the number of days allotted to make up the assignments. Extended absences will be considered on a case-by-case basis.
· Make-up assessments because of absences will be completed during the following extra-help session after school. Students will need to complete and sign a make-up form.
o Students who do not attend the agreed upon time for make-up assessment will receive a 0 unless the parent has contacted the teacher.
Homework:
To be successful in science, it is important to apply what you learn and to practice independently by completing homework. You are encouraged to help each other with your work, but not to simply copy another’s work. You must individually work and think to learn the skills and information needed.
EXTRA HELP
I am available after school for extra help Tuesday-Friday until 4:00 or before school upon request. Please let me know if you are staying after ahead of time.
Academic Tutoring:
Any student who has below a 70 average will be strongly encouraged to come for academic tutoring after school until the grade improves, with parental communication to reinforce the importance of this extra support.
TEXTBOOK
Chemistry: Visualizing Matter. Holt Rinehart and Winston 2000.
SUGGESTED SUPPLIES
· Binder
· Notebook/Paper
· Scientific Calculator
SCIENCE EXPECTATIONS
ACADEMIC EXPECTATIONS
· Students work and thought processes are evident and articulated in both written documents and class discussions.
· Students are asking questions and seeking help in understanding and articulating underlying concepts in the topic under study.
· Students are employing existing and developing new learning strategies.
· Students are consistently exceeding minimal standards for performance and are enthusiastically immersing themselves in the topic of study.
· Students are maintaining focus on the concepts under study and completing all assigned tasks thoroughly and punctually.
· Students exhibit responsibility for their own learning by recording assessment/assignment completion due dates, homework, and other assignment information in an easily accessible format (agenda, iPad).
· Students come to class prepared and ready to learn; including having all necessary materials (writing utensils, homework, notebooks, text book, lab materials).
· In laboratory situations, students are able to present a clear description of the problem, design an experiment, collect, organize, and interpret data, and use that data to support conclusions, thereby demonstrating the scientific process.
BEHAVIORAL EXPECTATIONS
· Students are mentally and physically present and prepared to exhibit effort while engaging in classroom activities. This includes:
o Arriving to class on time.
o Eating breakfast before school.
o Having sufficient hours of sleep.
o Developing time management skills to succeed in class.
· Students are actively engaged in the study of the scientific concepts being presented in class. This includes:
o Actively participating on the task at hand.
o Listening attentively to the speaker.
o Being respectful to the learning environment of your peers.
o Cooperating and helping others within the classroom.
o Being aware of and following all classroom expectations.
· Students follow presented guidelines for lab implementation and demonstrate leadership skills.
o Zero tolerance policy for creating unsafe situations during lab.
CLASSROOM EXPECTATION PLAN
Classroom Expectations:
- Be a positive, cooperative, and productive learner.
- Be respectful to others and their belongings.
- Listen attentively to the speaker.
- Be prepared and ready to learn when the bell rings.
- Follow directions the first time.
- Follow all school/ district policies (electronic, food, backpacks, language).
Consequences for not following the Class Expectations:
First Time: warning
Second time: 30 minutes after school
Third time: 45 minutes after school, phone call home
Fourth time: 60 minutes after school, office referral
Severe disruptions: sent to office immediately, 60 minutes after school, office referral
Positive Outcomes for following the Class Expectations:
Positive praise
Positive notes home
Student: I have read and understand the course syllabus, grading policy, and academic and behavioral expectation plan and will honor it throughout my year in chemistry class.
Student Signature: ______Date: ______
Parent/Guardians: I have read and discussed the course syllabus, grading policy, and class expectations and will support the plan. Please email or call if you have any questions/ concerns.
Parent Signature: ______
Teacher: I will be fair and consistent in upholding the course syllabus, grading policy, and classroom expectation plan.
Teacher Signature: ______