Syllabus



MORGAN PARK HIGH SCHOOL

1744 WEST PRYOR AVENUE

CHICAGO, ILLINOIS, 60643

TELEPHONE: (773) 535-2550 FAX: (773) 535-2706

PRINCIPAL ASSISTANT PRINCIPALS

Dr. Femi Skanes Mr. Daniel Buys Mrs. Kai Erquhart Mrs. Lakeya Poston

IB MYP Chemistry 2018-2019

SCHOOL WEBSITE: MANAGEBAC:

PARENT PORTAL: STUDENT PORTAL:

|Instructors |e-mail |Availability |Teaching Schedule |Address |

|T. Hall |tshall@cps.edu |By appt. |1st, 2nd, 4th, 6th, 7th |Morgan Park High School |

|J. Cartman |jjcartman@cps.edu |By appt. |1st, 2nd, 3rd, 6th, 8th |1744 W. Pryor Ave. |

| | | | |Chicago, IL 60643 |

| | | | |(773)-535-2550 |

Dear Parents, Guardians and Students,

I would like to welcome you and your student to Morgan Park High School for the 2018-2019 school year. I am looking forward to working with your child and helping him/her to discover and explore the world through the eyes of chemistry.

During this school year your student will be required to keep a notebook to help your student to be organized, do research, read, study and/or complete assignments given. He/she should allot at least 10-15 minutes every night for studying notes, reading science text or, if assigned, homework, to be successful in this course. He/she should keep you up to date with their progress by showing you their graded assignments and notebook which should contain all work, both graded and ungraded practice. In addition you can track your child’s progress with overall grades on parental portal updated every 5 weeks or by reviewing overall marks on IB Assessments with updated whenever an IB Assessment task is due. Also, CPS high schools will now administer the PSAT 8/9 to freshman, PSAT 10 to sophomores, and SAT with writing to juniors in the spring of SY18-19, with the option to administer the PSAT/NMSQT in the fall to juniors. This is a change from the ACT being used to assess student ability to be successful in college.

Your student is required to complete numerous IB Assessment Tasks such as an independent science research project and other research papers. Students who do not complete ALL IB Assessment Tasks typically fail the course. More information and specific rubrics will be given at a later date. Your student is expected to be punctual and prepared for class daily. Your student is expected to follow all class rules, which are: Be Responsible, Be Respectful, Be Ready and Be Safe, as well as those explained in the student handbook, in regards to discipline, attire, and conduct. Hopefully, your student will decide to be ALL IN and follow the three R’s and S to have a smooth, successful and fun year!

I look forward to working with you and your student this year and meeting you during report card pick-up, on Thursday, November 15, 2018 and Thursday April 11, 2019. We hope that this year will be productive and provide a successful learning experience for your student. If you have any questions or concerns, please feel free to contact me through e-mail.

For specific expectations and information regarding the class please refer to the syllabus details attached before this letter.

Thank you,

Timothy Hall

tshall@cps.edu Credentials:

Teacher at MPHS for past 15 years

M.S. in Chemistry, University of Illinois at Chicago

200+ hours of graduate credit and research in Chemistry

B.S. in Biological Science, Northern Illinois University

Valid Illinois teaching certificate for Chemistry

IB Trained Educator

TEXTBOOK: Pearson Higher Level Chemistry by Brown and Ford also

Chemistry by Myers, Oldham, and Tocci and lastly, but importantly

cK-12 Online Chemistry an up to date online text for student use at



If you are unable to access the online text, please contact your teacher to make other arrangements.

DESCRIPTION and GOALS:

The objectives of MYP sciences encompass the factual, conceptual, procedural and metacognitive dimensions of knowledge. Together these objectives reflect the holistic nature of science and the real-world work of scientists. They enable students to engage with all aspects of science, either through individual objectives or connected processes. The goal of the IB/MYP program is to develop learners who are knowledgeable, thinking, caring, principled, communicative, courageous risk-takers, inquirers, balanced, open-minded, and reflective.

IB MYP Chemistry is the study of the composition, properties, and reactions of matter, particularly at the level of atoms and molecules and how these ideas can solve real world issues. The year will focus on developing a deeper understanding of the world we live through knowledge and explanation of our observations of matter, inquiry-based activities, experimentation and research. IB MYP Chemistry is a full year lab science course that fulfills the physical science credit needed for graduation. In our chemistry class, the first semester lays the foundation of the course, including: exploration of matter, using scientific reasoning; calculating using dimensional analysis and the metric system; explaining gas laws; modeling atomic structure; using the Periodic Table and describing reactions. The second semester will include: determining products; relating properties to types of compounds, explaining how chemical balance is maintained; exploring the usefulness of different types of reactions; investigating the role of energy in chemical reactions; and evaluating technology. All of these topics will help the student better understand and explain the natural world around them and prepare their mind for complex general problem solving.

Chemistry curriculum is based on several sets of standards:

IB MYP Objectives and Assessment Criteria

•Criterion A: Knowing and understanding*

•Criterion B: Inquiring and designing*

•Criterion C: Processing and evaluating*

•Criterion D: Reflecting on the impacts of science*

Next Generation Science Standards (NGSS)

PS1 Matter and Its Interactions

PS1A Structure and Properties of matter

PS1B Chemical Reactions PS1C Nuclear Processes

PS2 Motion and Stability: Forces and Interactions

PS2B Types of Interactions

PS2C Stability and Instability in Physical Systems

PS3 Energy

PS3A Definitions of Energy

PS3B Conservation of Energy and Energy Transfer

PS3D Energy and Chemical Processes in Everyday Life

Full List of standards can be found at . ,

Science and Engineering Practices:

• Asking questions and defining problems

• Developing and using models

• Planning and carrying out investigations

• Analyzing and interpreting data

• Using mathematics and computational thinking

• Construction explanations and designing solutions

• Engaging in argument from evidence

• Obtaining, evaluating and communicating information

Common Core State Standards (CCSS):

Reading

•Cite strong and thorough textual evidence to support analysis of text. (RL/RI.11-12.1)

Writing

•Write arguments to support claims in an analysis of substantive topics/texts. (W.11-12.1)

Production and Distribution of Writing

•Produce clear and coherent writing that are appropriate to task, purpose, and audience. (W. 11-12.4)

•Conduct short as well as more sustained research projects to answer a question, narrow the inquiry, and/or synthesize multiple sources on the subject. (W. 11-12.7)

•Draw evidence from literary or informational texts to support analysis, reflection, and research. (W. 11-12.9)

Full List of standards can be found at

REQUIREMENTS:

Students should have taken either earth science or biology, and have had or is currently enrolled in geometry. Students are required to complete daily homework assignments, lab write-ups, exams, quizzes and independent reading, participate in class, and complete all assigned IB Assessment Tasks.

MATERIALS:

Students are expected to bring the following items every class: (in order of importance)

|Bound/spiral notebook or binder |Pens and pencils |Scientific calculator |

|Paper |Periodic Table |Textbook (always online) |

LABORATORY SAFETY:

The student is responsible for his/her personal safety as well as those around him/her. This is the most important requirement of any laboratory science. Guidelines are attached to the end of this document for the student, as well as the parent/guardian, to look over and acknowledge with a signature. It is expected that all students will know how to respond to an emergency situation with the appropriate action or equipment (Instructor notification, fire extinguisher, eye wash, chemical shower, etc.). Students will not be able to conduct laboratory investigations without earning at least a 90% on the safety quiz which will be given the 2nd week of school.

RESOURCES:

Students will have access to a variety of resources to ensure learning. These include, but are not limited to textbooks, scientific lab equipment, worksheets and supplemental readings. Students in some classes will use “clickers” for assessments. Breakage due to mishandling of clickers constitutes destruction of school property and could result in a $90.00 fee. A required class fee has been built into the school registration and should have already been paid. This fee makes possible certain materials and learning experiences for students that would not otherwise happen.

ATTENDANCE AND PUNCTUALITY:

It is the student and parent’s responsibility to utilize IMPACT for information about attendance at: Good attendance and punctuality are necessary for academic excellence. Most students have difficulty with chemistry due to poor attendance and failure to keep up with assignments. A student returning from an absence must submit written notification signed by the parent or guardian to the Attendance Office within 3 days to obtain an excused absence. All work that is missed is the responsibility of the student, regardless of the reason. Make-ups can be done before school, during their lunch or after school. It is the student’s responsibility to make an appointment to make up the missed assessments. Assignments that are due on a day of an absence need to be turned in the day the student returns. Work that is missing due to an unexcused absence or tardy CANNOT be made up. In addition, when students accumulate 3 tardies or cuts, the behavior will be logged and reported to the dean.

LATE WORK POLICY

● Students who do not turn in assignments and/or miss an assessment on the due date will receive a M (missing) in Gradebook which will be calculated as a zero. Once the student completes the assignment/assessment, their grade in Gradebook should be updated to reflect the score received.

● Students who cut class and/or miss first period because they are tardy to school/class will not be allowed to make-up missing work.

● All students will have one week from the date of the absence to complete all excused missing assignments/assessments.

● Teachers should provide missing work and instructional supports in a timely fashion upon the return of the student. If requested by the student, parents or administration students who are suspended or who are out due to a long-term illness should be provided work.

● No grading penalty such as point or percentage deductions should be applied to excused late work.

HOMEWORK:

Homework is one of the components of formative assessment at Morgan Park High School. A student’s progress in formative assessments, including homework, classwork, quizzes, etc. equates to 70% of that student’s grade. Homework should be used for all of the following areas: practice, preparation, and/or extension.

FORMATIVE/SUMMATIVE RE-ASSESSMENT EXPECTATIONS (MYP)

● Students who earn a grade of 3 or below on a rubric aligned formative assessment may be allowed a re-take at the teacher’s discretion.

● Any student who receives a 2 or below on a summative assessment will be required to re-take or complete the task.

EVALUATION:

Grades will be based on holistic achievement levels of IB Assessment tasks based on the IB MYP Science Assessment Criterion. IB Assessment tasks require students to show their understanding of Chemistry by applying and explaining their knowledge. Assessment tasks will include but are not limited to lab reports, lab meetings, multiple choice tests, short answer tests, case studies, essays, notebook checks, brochures and presentations. Each IB Assessment Task will be given a mark from 0 to 8, where marks of 7 and 8 are exceptional, 5 and 6 above average, 3 and 4 average, 1 and 2 below average and 0 does not meet any objective.

|Category Name |Possible Tasks to Include in this Category |Category Percentage |

|Individual Learning |Homework |10% |

| |Bellringers | |

| |Summary/reflection of learning objective | |

| |Exit Tickets | |

|Summative Assessments |Project |30% |

|(Must use the MYP rubric) |Paper | |

| |Lab | |

| |Presentation | |

|Formative assessment |Collaborative tasks |60% |

|(May use the MYP rubric as needed) |Classwork | |

| |Quizzes | |

| |Academic Approach Mini-Assessments | |

MYP Common Grading Scale

|Letter Grade |IB Grade |Grade Descriptor |

|100/A |8 |Consistently produces superior-quality, frequently innovative work. Communicates comprehensive understanding of concepts|

| | |and contexts. Consistently demonstrates a thorough understanding of critical and creative thinking. Frequently |

| | |transfers knowledge and skills with independence and expertise in a variety of complex classroom and real-world |

| | |situations. |

|95/A |7 |Produces high quality, frequently innovative work. Communicates comprehensive understanding of concepts and contexts. |

| | |Demonstrates critical and creative thinking. Transfers knowledge and skills with independence and expertise in a variety|

| | |of complex classroom and real-world situations. |

|90/A |6 |Produces high quality, occasionally innovative work. Communicates understanding of concepts and contexts. Demonstrates |

| | |critical and creative thinking, sometimes with sophistication. Uses knowledge and skills in familiar and unfamiliar |

| | |classroom and real-world situations, often with independence. |

|B/85 |5 |Produces generally high quality work. Communicates understanding of concepts and contexts. Demonstrates critical and |

| | |creative thinking. Uses knowledge and skills in familiar classroom an d real world situations and, with support, some |

| | |unfamiliar real-world situations. |

|B/80 |4 |Produces, occasionally innovative work. Communicates understanding of concepts and contexts. Demonstrates critical and |

| | |creative thinking, sometimes with sophistication. Uses knowledge and skills in familiar and unfamiliar classroom and |

| | |real-world situation, often with independence. |

|C/75 |3 |Produces work of reasonable quality. Communicates basic understanding of many concepts and contexts, with occasionally |

| | |significant misunderstandings or gaps. Begins to demonstrate some basic critical and creative thinking. Is often |

| | |inflexible in the use of knowledge and skills. Requiring support even in familiar classroom situations. |

|D/65 |2 |Produces work of limited quality. Expresses misunderstandings or significant gaps in understanding for many concepts and|

| | |contexts. Infrequently demonstrates critical or creative thinking. Generally inflexible in the use of knowledge and |

| | |skills, infrequently applying knowledge and skills. |

|F/59 |1 |Produces work of very limited quality. Conveys many significant misunderstandings or lacks understanding of most |

| | |concepts and contexts. Very rarely demonstrates critical or creative thinking. Very inflexible, rarely using knowledge |

| | |or skills. |

|0/F |0 |Unacceptable or insufficient evidence of performance or understanding of concepts and contexts of the course. |

*Adapted from Workman Middle IB MYP Overall Levels of Achievement

MYP Common Grading Scale for Assessing Multiple Criteria

|Letter Grade |1 criteria |2 criterion |3 criterion |4 criterion |

|100/A |8 |16 |24 |32 |

|95/A |7 |14 |21 |28 |

|90/A |6 |12 |18 |24 |

|B/85 |5 |10 |15 |20 |

|B/80 |4 |8 |12 |16 |

|C/75 |3 |6 |9 |12 |

|D/65 |2 |4 |6 |8 |

|F/59 |1 |2 |3 |4 |

|0/F |0 |0 |0 |0 |

Teachers in all classes (with the exception of PE, ROTC, and World Language) will utilize the MYP rubric for all summative assessments.

Teachers will administer one MYP rubric based summative and one Academic Approach (SAT aligned) summative per quarter.

How to Use the Grading Scale When Assessing Multiple Criteria?

| |1 criteria |

|Unit |01Matter and Materials |02Measurement |03Atomic Structure and the Periodic Table |

|Length |4 weeks - 20 hrs |4 weeks - 20 hrs |3 weeks - 15 hrs |

|Statement of Inquiry |Materials are systems of the building |Evidence derived from the pattern in data is the |Organized systems in space and time follow |

| |blocks of matter which have recognizable|basis for scientific solutions. |patterns allowing models to predict |

| |patterns and relationships | |properties. |

|Content to be Assessed |States of matter, safety, experimental |Metric system, scales, accuracy, precision, |Atomic structure, protons, neutrons, |

| |design, polymers |significant figures, scientific notation, |electrons, electron configuration, valence |

| | |average, standard deviation, density, error |electrons, Periodic Table, families |

| |HS-PS1-3 Plan and conduct an | | |

| |investigation to gather evidence to |HS-ETS1-3. Evaluate a solution to a complex |HS-PS1-1. Use the periodic table as a model to|

| |compare the structure of substances at |real-world problem based on prioritized criteria |predict the relative properties of elements |

| |the bulk scale to infer the strength of |and trade-offs that account for a range of |based on the patterns of electrons in the |

| |electrical forces between particles. |constraints, including cost, safety, reliability,|outermost energy level of atoms |

| | |and aesthetics as well as possible social, | |

| | |cultural, and environmental impacts. | |

|IB Objectives |Criterion B i, ii and iii |Criterion A i Criterion B iii |Criterion A i Criterion C i and ii |

|Global Context |Orientation in space and time What is the meaning of "where" and "when"?  |

| |Exploration to Develop: Scale, duration, frequency and variability |

| | |

|Quarter |Two |

|Unit |04Gas Laws |05Compounds Around You |

|Length |4 weeks - 20 hrs |4 weeks - 20 hrs |

|Statement of Inquiry |Scientific solutions are formed by evaluating relationships, |The interaction and transfer of matter produce new products. |

| |evidence and models | |

|Content to be Assessed |States of matter, Solid, Liquid, Gas, Kinetic Molecular Theory, |Formula writing, ions, compounds, bonds, ionic compounds, covalent |

| |Gas Laws, temperature, pressure, volume, mole |molecules, electrolyte, conductivity, polarity, like dissolves like |

| | | |

| |HS-PS3-2. Develop and use models to illustrate that energy at the|HS-PS1-2. Construct and revise an explanation for the outcome of a |

| |macroscopic scale can be accounted for as a combination of energy|simple chemical reaction based on the outermost electron states of |

| |associated with the motions of particles (objects) and energy |atoms, trends in the periodic table, and knowledge of the patterns of |

| |associated with the relative position of particles (objects). |chemical propertie |

|IB Objectives |Criterion A ii, Criterion B ii, Criterion C ii and iii |Criterion A ii and iii, Criterion B iv, Criterion C ii, Criterion D i |

| | |and iv |

|Global Context |Scientific and technical innovation How do we understand the world in which we live? |

| |Exploration to Develop: Systems, models, methods; products, processes and solutions |

|Quarter |Three |

|Unit |06Chemical Reactions |07Speed it up |

|Length |5 weeks - 25 hrs |3 weeks- 15 hrs |

|Statement of Inquiry |The interaction of systems leads to a stable form. |Evidence shows the consequences of change |

|Content to be Assessed |Reactants, Products, Balancing Chemical Reaction, Law of |Reaction rate, collision theory |

| |Conservation of Mass, Types of Reactions | |

| | |HS-PS1-5. Apply scientific principles and evidence to provide an |

| |HS-PS1-7. Use mathematical representations to support the |explanation about the effects of changing the temperature or |

| |claim that atoms, and therefore mass, are conserved during a |concentration of the reacting particles on the rate at which a reaction |

| |chemical reaction |occurs |

|IB Objectives |Criterion A ii, Criterion B i, ii and iii, Criterion C i, ii |Criterion A i and iii, Criterion C ii and iv |

| |and iv | |

|Global Context |Scientific and technical innovation How do we understand the world in which we live? |

| |Exploration to Develop: Systems, models, methods; products, processes and solutions |

| | |

|Quarter |Four |

|Unit |08Stoichiometry |09Acids and Bases |

|Length |5 weeks - 25 hrs |3 weeks- 15 hrs |

|Statement of Inquiry |The function of the system relies on the transfer of atoms. |Evidence shows when materials in a system are balanced. |

| | | |

|Content to be Assessed |Moles, dimensional analysis, mass-mass conversion, limiting |Acid, base, pH, neutralization reaction, molarity, solutions, |

| |reagent, excess reagent, percent yield |titrations |

| | | |

| |HS-PS1-7. Use mathematical representations to support the claim |HS-PS1-6. Refine the design of a chemical system by specifying a change|

| |that atoms, and therefore mass, are conserved during a chemical |in conditions that would produce increased amounts of products at |

| |reaction |equilibrium. |

|IB Objectives |Criterion A i and ii, Criterion B iii Criterion C i, ii, iv and v|Criterion A ii and iii, Criterion B ii and iv, Criterion C i, ii, iv |

| | |and v Criterion D i and iv |

|Global Context |Scientific and technical innovation How do we understand the world in which we live? |

| |Exploration to Develop: Systems, models, methods; products, processes and solutions |

The instructor retains the right to vary this syllabus due to school schedule changes or as the instructor deems necessary due to circumstances.

Science Laboratory Safety Contract

The student is responsible for his/her personal safety as well as those around him/her. This is the most important requirement of any laboratory science. Refer to the attached safety contract for specific guidelines. It is expected that all students will know how to respond to an emergency situation with the appropriate action. If you are unable to follow laboratory procedures you will lose lab privileges.

PURPOSE

Science is a hands-on laboratory class. You will be doing many laboratory activities which require the use of hazardous chemicals. Safety in the science classroom is the #1 priority for students, teachers, and parents. To ensure a safe science classroom, a list of rules has been developed and provided to you in this student safety contract. These rules must be followed at all times.

GENERAL RULES

1. Conduct yourself in a responsible manner at all times in the laboratory.

2. Follow all written and verbal instructions carefully. If you do not understand a direction or part of a procedure, ask the instructor before proceeding.

3. Never work alone. No student may work in the laboratory without an instructor present.

4. When first entering a science room, do not touch any equipment, chemicals, or other materials in the laboratory area until you are instructed to do so.

5. Do not eat food, drink beverages, or chew gum in the laboratory. Do not use laboratory glassware as containers for food or beverages.

6. Perform only those experiments authorized by the instructor. Never do anything in the laboratory that is not called for in the laboratory procedures or by your instructor. Carefully follow all instructions, both written and oral. Unauthorized experiments are prohibited.

7. Be prepared for your work in the laboratory. Read all procedures thoroughly before entering the laboratory.

8. Never fool around in the laboratory. Horseplay, practical jokes, and pranks are dangerous and prohibited.

9. Observe good housekeeping practices. Work areas should be kept clean and tidy at all times. Bring only your laboratory instructions, worksheets, and/or reports to the work area. Other materials (books, purses, backpacks, etc.) should be stored in the classroom area.

10. Keep aisles clear. Be mindful of the location of your bag and chair.

11. Know the locations and operating procedures of all safety equipment present in your room.

12. Always work in a well-ventilated area. Use the fume hood when working with volatile substances or poisonous vapors. Never place your head into the fume hood.

13. Be alert and proceed with caution at all times in the laboratory. Notify the instructor immediately of any unsafe conditions you observe.

14. Dispose of all chemical waste properly. Never mix chemicals in sink drains. Sinks are to be used only for water and those solutions designated by the instructor. Solid chemicals, metals, matches, filter paper, and all other insoluble materials are to be disposed of in the proper waste containers, not in the sink. Check the label of all waste containers twice before adding your chemical waste to the container.

15. Labels and equipment instructions must be read carefully before use. Set up and use the prescribed apparatus as directed in the laboratory instructions or by your instructor.

16. Keep hands away from face, eyes, mouth and body while using chemicals or preserved specimens. Wash your hands with soap and water after performing all experiments. Clean all work surfaces and apparatus at the end of the experiment. Return all equipment clean and in working order to the proper storage area.

17. Experiments must be personally monitored at all times. You will be assigned a laboratory station at which to work. Do not wander around the room, distract other students, or interfere with the laboratory experiments of others.

18. Students are never permitted in the science storage rooms or preparation areas unless given specific permission by their instructor.

19. Know what to do if there is a fire drill during a laboratory period; containers must be closed, gas valves turned off, fume hoods turned off, and any electrical equipment turned off.

20. Handle all living organisms used in a laboratory activity in a humane manner. Preserved biological materials are to be treated with respect and disposed of properly.

21. When using scissors and scalpels, always carry with tips and points pointing down and away. Always cut away from your body. Never try to catch falling sharp instruments. Grasp sharp instruments only by the handles.

22. If you have a medical condition (e.g.,allergies, pregnancy, etc.), check with your physician prior to working in lab.

CLOTHING

23. Any time chemicals, heat, or glassware are used, students will wear laboratory goggles. There will be no exceptions to this rule!

24. Contact lenses should not be worn in the laboratory unless you have permission from your instructor.

25. Dress properly during a laboratory activity. Long hair, dangling jewelry, and loose or baggy clothing are a hazard in the laboratory. Long hair must be tied back and dangling jewelry and loose or baggy clothing must be secured. Shoes must completely cover the foot. No sandals allowed.

26. Lab aprons have been provided for your use and should be worn during laboratory activities.

ACCIDENTS AND INJURIES

27. Report any accident (spill, breakage, etc.) or injury (cut, burn, etc.) to the instructor immediately, no matter how trivial it may appear.

28. If you or your lab partner are hurt, immediately yell out “Code one, Code one” to get the instructor’s attention.

29. If a chemical splashes in your eye(s) or on your skin, immediately flush with running water from the eyewash station or safety shower for at least 20 minutes. Notify the instructor immediately.

30. When materials are broken, notify the instructor immediately.

HANDLING CHEMICALS

31. All chemicals in the laboratory are to be considered dangerous. Do not touch, taste, or smell any chemicals unless specifically instructed to do so. The proper technique for smelling chemical fumes will be demonstrated to you.

32. Check the label on chemical bottles twice before removing any of the contents. Take only as much chemical as you need.

33. Never return unused chemicals to their original containers.

34. Handle micropipets with care. Follow proper instructions and never over-twist the dial.

35. When transferring reagents from one container to another, hold the containers away from your body.

36. Acids must be handled with extreme care. You will be shown the proper method for diluting strong acids. Always add acid to water, swirl or stir the solution and be careful of the heat produced, particularly with sulfuric acid.

37. Handle flammable hazardous liquids over a pan to contain spills. Never dispense flammable liquids anywhere near an open flame or source of heat.

38. Never remove chemicals or other materials from the laboratory area.

39. Take great care when transporting acids and other chemicals from one part of the laboratory to another. Hold them securely and walk carefully.

HANDLING GLASSWARE AND EQUIPMENT

40. Carry glass tubing, especially long pieces, in a vertical position to minimize the likelihood of breakage and injury.

41. Never handle broken glass with your bare hands. Use a brush and dustpan to clean up broken glass. Place broken or waste glassware in the designated glass disposal container.

42. Inserting and removing glass tubing from rubber stoppers can be dangerous. Always lubricate glassware (tubing, thistle tubes, thermometers, etc.) before attempting to insert it in a stopper. Always protect your hands with towels or cotton gloves when inserting glass tubing into, or removing it from, a rubber stopper. If a piece of glassware becomes “frozen” in a stopper, take it to your instructor for removal.

43. Fill wash bottles only with distilled water and use only as intended, e.g., rinsing glassware and equipment, or adding water to a container.

44. When removing an electrical plug from its socket, grasp the plug, not the electrical cord. Hands must be completely dry before touching an electrical switch, plug, or outlet.

45. Examine glassware before each use. Never use chipped or cracked glassware. Never use dirty glassware.

46. Report damaged electrical equipment immediately. Look for things such as frayed cords, exposed wires, and loose connections. Do not use damaged electrical equipment.

47. If you do not understand how to use a piece of equipment, ask the instructor for help.

48. Do not immerse hot glassware in cold water; it may shatter.

HEATING SUBSTANCES

49. Exercise extreme caution when using a gas burner. Take care that hair, clothing and hands are a safe distance from the flame at all times. Do not put any substance into the flame unless specifically instructed to do so. Never reach over an exposed flame. Light gas (or alcohol) burners only as instructed by the teacher.

50. Never leave a lit burner unattended. Never leave anything that is being heated or is visibly reacting unattended.

Always turn the burner or hot plate off when not in use.

51. You will be instructed in the proper method of heating and boiling liquids in test tubes. Do not point the open end of a test tube being heated at yourself or anyone else.

52. Heated metals and glass remain very hot for a long time. They should be set aside to cool and picked up with caution. Use tongs or heat-protective gloves if necessary.

53. Never look into a container that is being heated.

54. Do not place hot apparatus directly on the laboratory desk. Always use an insulating pad. Allow plenty of time for hot apparatus to cool before touching it.

55. When bending glass, allow time for the glass to cool before further handling. Hot and cold glassware look the same. Determine if an object is hot by bringing the back of your hand close to it prior to grasping it.

PLEASE PRINT AND RETURN THIS PAGE ONLY TO YOUR STUDENT’S INSTRUCTOR.

Please look at the following link to get to the electronic version of the syllabus for this class:



must use exact address above or full link



Complete the following information and sign below, indicating that you and your student have read and understood the syllabus, safety contract and what is expected of the student. This signed sheet needs to be turned in by September 19, 2018 in order for your student to participate in laboratory.

Student Name:__________________________________

Student Signature: _______________________________

List any student allergies:

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

Are contacts worn by the student? Yes or No

Circle the preferred method of contact below: (please remember your email might be fastest and I will only provide homework passes via email so you can distribute to your student!)

|Parent/Guardian Name |Parent/Guardian Name |

| | |

|___________________________________ |___________________________________ |

|Parent/Guardian Signature: |Parent/Guardian Signature: |

| | |

|___________________________________ |___________________________________ |

|Contact Numbers |Contact Numbers |

|(h)_________________________________ |(h)_________________________________ |

| | |

|(c)_________________________________ |(c)_________________________________ |

| | |

|(w)_________________________________ |(w)_________________________________ |

| | |

|E-mail______________________________ |E-mail ______________________________ |

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*These will be explained in more detail with a rubric page that will be given to students and posted online.

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