Course Objectives:



AP( Chemistry Syllabus

Washington-Lee High School

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Instructor: Stacy Brasfield Room 4005 (703)228-6200

Course Objectives

AP( Chemistry is a college level course designed to develop an in-depth understanding of the major areas of chemistry. The course components are based on the curriculum guides provided by the College Board which can be viewed at

The course is structured around the enduring understandings within the big ideas as described in the AP Chemistry Curriculum Framework.

➢ Big Idea 1: Structure of Matter --The chemical elements are fundamental building materials of matter, and all matter can be understood in terms of arrangements of atoms. These atoms retain their identity in chemical reactions.

➢ Big Idea 2: Properties of Matter -- Chemical and physical properties of materials can be explained by the structure and the arrangement of atoms, ions or molecules and the forces between them.

➢ Big Idea 3: Chemical Reactions -- Changes in matter involve the rearrangement and/or reorganization of atoms and/or the transfer of electrons

➢ Big Idea 4: Rates of chemical reactions – These rates are determined by details of the molecular collisions.

➢ Big Idea 5: Thermodynamics -- The laws of thermodynamics describe the essential role of energy and explain and predict the direction of changes in matter.

➢ Big Idea 6: Chemical Equilibrium -- Any bond or intermolecular attraction that can be formed can be broken. These two processes are in dynamic competition, sensitive to initial conditions and external perturbations.

The course is a laboratory course. At least 25 percent of instructional time is spent in hands-on laboratory experiences integrated throughout the course. In the laboratory, students will address the 6 Science Practices for AP Chemistry

• Science Practice 1: The student can use representations and models to communicate scientific phenomena and solve scientific problems

• Science Practice 2: The student can use mathematics appropriately.

• Science Practice 3: The student can engage in scientific questioning to extend thinking or to guide investigations within the context of the AP course

• Science Practice 4: The student can plan and implement data collection strategies in relation to a particular scientific question.

• Science Practice 5: The student can perform data analysis and evaluation of evidence

• Science Practice 6: The student can work with scientific explanations and theories

• Science Practice 7: The student is able to connect and relate knowledge across various scales, concepts and representations and across domains.

This course emphasizes chemical calculations and the mathematic formulation of principles, including the application of significant figures, precision of measured values, the use of logarithmic and exponential relationships, and critical analysis of the reasonableness of results. Examples of types of calculation problems are

• Percentage composition

• Empirical & Molecular formulas from experimental data

• Molar masses from gas density, freezing point & boiling point measurements

• Gas Laws, including the ideal gas law, Dalton’s law & Graham’s law

• Stoichiometric relations using the concept of the mole; titration calculations

• Mole fractions, molar and molal solution concentrations

• Faraday’s law of electrolysis

• Equilibrium constants and their applications, including simultaneous equilibria

• Standard electrode potentials, their use & implications

• Thermodynamic & thermochemical calculations and their interpretations

• Kinetics calculations and their interpretations

Preparing to take the AP Chemistry Exam is another component of this course. The AP Chemistry test consists of two parts, worth 50% each. Part One consists entirely of multiple choice questions and calculations that are performed without a calculator. Part Two consists entirely of free response questions. Calculator use is permitted with a portion of Part Two. To help students score well on this test, test taking strategies, including mental math strategies are emphasized, reinforced and practiced throughout this course.

Prerequisites Successful completion of Intensified Chemistry or permission of the instructor must precede this course.

Requirements

• This course is a double course – 2 consecutive classes which meet every school day for 90 minutes. Students receive 2 credits upon successful completion of the course. The course includes a laboratory component comparable to college-level chemistry laboratories.

• The course provides opportunities for students to develop, record, and maintain evidence of their verbal, written, and graphic communication skills through laboratory reports, summaries of literature or scientific investigations, and oral, written, and graphic presentations. At least 25% of class time is spent engaged in laboratory work.

• Students are required to maintain a lab notebook or portfolio that includes all of their lab reports. Students are required to prepare adequately for laboratory work for the safety of themselves and others. Students who practice unsafe laboratory practices will not be permitted to continue working in the laboratory. The requirements for the laboratory notebook or portfolio are listed at the end of this syllabus.

• Students are required to take the AP( Chemistry exam that is administered in May. According to APS policy, students who fail to take the official exam will lose the GPA quality point for the course.

• Students are required to do an independent project. Seniors who participate in the Senior Experience satisfy this requirement with the Senior Experience Project.

Teaching Strategies/Conceptual Approaches

1) Promote a yearning for learning.

To tap into a student’s natural curiosity, the instructor poses timely questions. The questions “whet the students’ appetite” for learning by linking new ideas to prior learning. They bring to light misconceptions, and they encourage students to develop critical thinking skills by taking intellectual leaps into uncharted learning territory.

2) Develop reasoning skills.

Since students remember things that they find meaningful, great emphasis is placed on learning for meaning. Labs and class work activities use higher-level questioning to help students make sense of chemical concepts through use of particle level explanations.

3) Encourage and support intellectual risk taking.

By working together collaboratively in small groups, students can test out their ideas in a supportive, emotionally safe climate

4) Practice, practice, practice with problems from the AP( Chemistry Released Tests

These practice sessions take place both during class and after class. Students practice answering free response questions on Unit Assignments, and they practice answering multiple choice questions on the online Practice tests. Students explain how to solve problems in class and the teacher explains how the problems are graded on the AP( Test.

5) Write to learn and learn to write.

Writing lab reports and responses to questions requires that students organize and make sense of their ideas. As they put their thoughts on paper they learn how to complete the thought, and they recognize weaknesses in their thinking. To promote better written work, time is built into the schedule for lab groups to meet again to peer edit their papers before the submission deadline. Students can share ideas, but all lab work must be an original composition.

6) Students can learn from their mistakes.

They are given two weeks after each test to make test corrections. To “correct” an answer, students must explain in writing why the correct answer is the correct answer. There must be enough detail that it would make sense to a fellow student.

7) Hands-on learning is the most memorable.

Labs convey and cement the chemical principles presented in lectures and demonstrations. They make visual the language of chemistry. Different labs are assigned for different reasons; some are summative, some formative. The purpose and requirements of each laboratory are summarized on the lab assignment handout. Some lab reports are “complete lab reports”; others require fewer sections. Students maintain a lab portfolio of their completed lab reports.

AP( Chemistry Resources

Text: Ebbing & Gammon, General Chemistry, 9th Ed., 2009, Houghton Mifflin Co., NY

Online Classroom: Online practice assignments, additional copies of class handouts, weekly class calendars and student grades are posted at

Study Guide: Neuss, Geoff. Chemistry for the IB Diploma. Oxford Press, 2007

Labs are taken from several sources. Often they are modified to make them open-ended investigation. Several labs are student-designed.

Class Policies

▪ Course Supplies: Students need a scientific calculator, a binder for class notes and assignments, pens and pencils and a dedicated lab book. The lab book can be a composition book, a sturdy spiral graph paper notebook or a separate lab binder.

▪ Attendance: Good attendance is critically important. If a student must be absent, they are responsible for all work missed. Students can stay informed of assignments either by checking the class calendar or by calling/emailing the teacher at school. Since most work is assigned well in advance, missed work is due immediately upon return from the absence, within reason. Students should be ready to take a missed test or make up a missed lab on the day that they return to school whenever possible. In extreme cases, other arrangements can be negotiated with the instructor. The student must keep in mind that the course is cumulative, and it moves quickly, so it is not in their best interest to let the work pile up. If the absence is unexcused, the missed assignment should be made up, but it may not count for credit.

▪ Late work: Students will be given ample time to do assigned work so they can do excellent, thoughtful work. Assignments are scheduled well in advance of the due date. That being said, the work is more meaningful for students if it is completed in a timely fashion in context with the unit, so the due dates are assigned for the maximum learning benefit of the student.

o Lab reports that are turned in late will be graded with a late grade penalty until the final deadline, after which the lab report will receive no points.

o Unit Assignments are take-home, open-note quizzes with free response questions. The purpose of the Unit Assignment is to give the students meaningful experience with free response questions, which is 50% of the AP Chemistry exam. The Unit Assignments are evaluated during class time for maximum feedback potential, so there will be no points awarded to students who turn in these assignments after they are evaluated in class.

o Blackboard Practice tests have a hard deadline since they must be completed the night prior to the unit test. No points are awarded for Bb Practice Tests completed after the corresponding test.

o Test corrections must be completed within 10 school days of the date that the tests are returned to the class. Test corrections work must be supervised by a science teacher.

▪ Collaboration vs. Cheating: Students are encouraged to work together in this class. Copying work, however, is not permitted. When students collaborate on laboratories, class work and homework, they are expected to record their work in their own words and design their own method for recording, organizing and displaying data even when working with others in a group. It is a violation of the honor code to use resources without giving proper credit, to pass off another’s work as one’s own work or to give or to receive help on a test. All honor code violations will be processed according to the W-L regulations as set forth in the handbook.

▪ I am available for extra help during General’s Period, both lunches on L days, and after school by appointment.

Grading Policy: Student grades reflect student achievement and not student behavior.

• Quarterly grades are calculated through the accumulation of summative and formative assessments, specifically laboratory work, Unit Assignments, Blackboard practice tests, quizzes, tests, exams (midterm, and mock exams), class participation and homework.

• Quarter grades are computed using a point system. Tests are 100 points, labs and Unit Assignments vary from 10 to 50 points, Blackboard practice tests vary from 10 to 30 points. According to APS policy, homework will not exceed 15% of any quarter grade. The percentage of the total points determines the letter grade, according to the chart below.

• Quarterly grades will round to the nearest 1%.

• Quarterly tests and mid-terms are calculated into the quarter grade.

• The Final Exam will count for a maximum of 20%, and the balance of the final grade for the year is equally divided across the four quarterly grades. Students who take the AP Exam, as required by APS policy, will be exempt from the W-L AP Chemistry Final Exam, and their final grade for the year will be an average of the four quarter grades.

• The College Board determines the AP Chemistry grade, based on the AP Chemistry test results alone.

|GRADING SCALE |

|Letter Grade |Percentages |Quality Points |AP & IB |

| | | |Quality Points |

| A |90,91,92,93,94,95,96,97,98, 99, 100 |4.0 |5.0 |

| B+ |87, 88, 89 |3.5 |4.5 |

| B |80, 81, 82, 83, 84, 85, 86 |3.0 |4.0 |

| C+ |77, 78, 79 |2.5 |3.5 |

| C |70, 71, 72, 73, 74, 75, 76 |2.0 |3.0 |

| D+ |67, 68, 69 |1.5 |2.5 |

| D |60, 61, 62, 63, 64, 65, 66 |1.0 |2.0 |

| E |0 – 59 |0.0 |0.0 |

Units of Study and Major Assignments:

The Summer Assignment: A review of high school chemistry

As this is a second year course, students should have a sound previous knowledge of

• Molar relationships

• Electronic structure

• History of Atomic Theory

• Periodicity

• Bonding and Intermolecular Forces

• Molecular geometry

• Gas laws

• Properties of solutions

• Laboratory practices and experimental design

This course will take full advantage of this previous knowledge, because although these topics will be covered again in detail, we will go over them quickly.

Unit 1: Chemistry Fundamentals: Review of 1st Year Chemistry (con’t) & Experimental Design

Lab safety, significant figures and measurement uncertainty, dimensional analysis, separation/ purification techniques, experimental design and data analysis. Writing formulas, computing oxidation states, nomenclature

Major Assignments:

▪ Unit Assignment

▪ Unit 1 Test (Ch 1 & 2)

▪ Labs #1 – 5

▪ Class Activity: Turning Point Game (Big Ideas 1& 2)

Unit 2: Stoichiometry & Reaction Types

The mole, molar mass, molecular and empirical formulas, molar volume of gases, reaction types, Stoichiometry of reactions, percent composition, limiting reactants, percent yield and solution stoichiometry

Major Assignments:

▪ Unit Assignment

▪ Labs 6 - 7

▪ Unit 2 Test (Ch 3 & 4)

▪ Class Activity: Electric Solutions (Big Idea 3)

▪ Class Activity: Turning Point Game (Big Idea 3)

Unit 3: Behavior of Gases and Electronic Structure & the Periodic Table

Laws of Ideal Gases: Boyle’s Law, Charles’s Law, Guy-Lussac’s Law, Ideal Gas Law, Combined Gas Law, Dalton’s Law of Partial Pressures, Kinetic Molecular Theory of Gases: Interpretation of gas laws on the basis of this theory, Avogadro’s hypothesis and the mole concept, Molar Volume at STP, Dependence of kinetic energy of molecules on Kelvin Temperature, Deviations from ideal gas laws. The history of atomic theory including Laws of Definite Composition and Multiple Proportion and Conservation of Mass, Dalton’s theory, Rutherford’s Gold Foil experiment, the CR Tube experiments, and the current model of the atom.

Major Assignments:

▪ Unit Assignment

▪ Labs 8 – 11

▪ Unit 3 Test (Ch 5, 7 & 8)

▪ Activity: Trends of the Periodic Table (Big Idea 1)

Unit 4: Calorimetry and Thermodynamics: Enthalpy, Entropy and Free Energy

Specific heat, calorimetry determinations, enthalpy of reactions, Hess’s law, heats of formation, bond energies and heats of reactions, work, endothermic and exothermic reactions, entropy, Laws of Thermodynamics, and Gibb’s Free Energy

Major Assignments:

▪ Unit Assignment

▪ Lab 12

▪ Unit 4 Test (Ch 6 & 18)

▪ Class Activity (Big Idea 5) : The Thermodynamics oin Making Ice Cream

▪ Class Activity (Big Idea 5) : Turning Point Game :Thermodynamics

Unit 5: Chemical Kinetics, Qualitative Analysis and Chemical Equilibrium

Reaction kinetics, rate law expressions, order of reactions, reaction mechanisms, rate constant, reaction half-life, activation energy, catalysts, reaction intermediates and activated complexes.

Law of Mass Action, equilibrium expressions, calculations of K and equilibrium concentrations from initial conditions, LeChatelier’s principle and how the equilibrium shifts with changes in temperature, pressure and concentration.

Major Assignments:

▪ Unit Assignment

▪ Labs 14 – 17

▪ Unit 5 Test (Ch 12 - 14)

▪ Class Activity: (Big Idea 4) A Simulation of Nuclear Decay using Candy Pieces

▪ Class Activities (Big Idea 5) Equilibrium Demos: Bucket Demo & Cobalt Chloride Equilibrium Shifting

▪ Class Activity: Turning Point Game; Kinetics (Big Idea 4)

Midterm Exam

Unit 6: Acids and Bases and Aqueous Equilibria (Buffers, Ion Solubility)

pH, Ka and Kb expressions, titration, ionization, Kw, indicators, equivalence points, buffers, Henderson-Hasselbach equation, Arrhenius, Bronsted-Lowry and Lewis definitions/theories, structural aspects of ionization, salt hydrolysis, the pH of salts and Kspexpressions.

Major Assignments:

▪ Unit Assignment

▪ Labs 18-20

▪ Unit 6 Test (Ch 15 & 16)

▪ Class Activitis: 2 Turning Point Games: Equilibrium (Big Idea 6)

Unit 7: Oxidation-Reduction Reactions & Electrochemistry

Oxidation and reduction, half cells and equations, galvanic and electrolytic cells, standard reduction potentials, Nernst equation, Faraday’s law, writing and balancing redox equations.

Societal issues of fuels and energies.

Major Assignments:

▪ Labs 21 – 23

▪ Unit Assignment: Ksp & Electrochemistry Sample Problems

▪ Unit 7 Test (Ch 19 & 20)

▪ Class Activity – Turning Point Game: Electrochemistry (Big Idea 3)

Unit 8: Bonding & Intermolecular Forces, Molecular Geometry, and Complex Ions

Lewis structures, ionic bonding, covalent bonding, polarity, exceptions to octet rule, resonance, VSEPR theory, molecular geometries, hybridization, molecular orbitals, dipole-dipole interactions, dispersion forces, hydrogen bonding, network solids, complex ion formation

Major Assignments:

▪ Labs 24-27

▪ Unit Assignment

▪ Unit 8 Test (Ch 9-12, 17)

▪ Class Activity (Big Idea 2: Molecular Shapes and Bond Angles: Octet Rule and Beyond

▪ Class Activity (Big Idea 2) – Turning Point Game on Bonding, Geometries & Intermolecular Forces

Unit 9: Organic Chemistry

Hydrocarbons, physical properties and reactions, nomenclature, general formulas, functional groups.

Major Assignments:

▪ Unit Assignment

▪ Labs 28 & 29

▪ Unit 9 Test (Ch 23)

Unit 10: Solutions (Colligative Properties, Redox Titration, Beer’s Law) and Descriptive Chemistry

Electrolytes and nonelectrolytes, molarity vs. Molality, mole fraction, colligative properties, Raoult’s law, Henry’s law, freezing point depression & boiling point elevation, osmotic pressure, vapor pressure, changes of state and phase diagrams

Major Assignments:

▪ Labs 29 – 32

▪ Unit Assignment (Ch 12 & 22)

▪ Class Activity : (Big Idea 2) Tour of US Secret Service Headquarter Laboratories and the International Ink Library

Course Review

Mock Exam/Final Exam

AP Exam

Independent Project

The Laboratory Program

The Instructor provides this schedule as a guideline, but it is not written in stone. Other laboratories may be substituted, and timing may change due to availability of resources and field trip opportunities, and the needs and interests of the class.

|Laboratory Activity Description | |Associated |

|The seven lab titles marked with an asterix* are guided inquiry laboratory investigations where students|Big Idea |Science Practice |

|make significant decision-making in the process of satisfying a purpose of the investigation. | | |

|Investigating Solutions* | | |

|A guided inquiry activity to investigate a property of solutions. Students design a method to collect | |3 & 4 |

|appropriate data to investigate solutions and their properties | | |

|Resolution of Mixtures: Paper Chromatography* |2 |4 |

|A guided inquiry activity to investigate the separation of dyes using a variety of mixtures, mobile and | | |

|stationery phases | | |

|Resolution of Mixtures: Distillation |2 |1 & 3 |

|Distillation Demonstration with related models, applications and evidence of success | | |

|Resolution of Mixtures: Filtration and Recrystallization |2 |3 |

|A laboratory exploration of the solubility separation, filtration and recrystallization of an impure | | |

|benzoic acid mixture with analysis of evidence and applications to geologic formations in nature. | | |

|Resolution of Mixtures: Column Chromatography |2 |5 |

|A laboratory exploration of the separation of dye into components, involving the collection and analysis| | |

|of quantitative and qualitative data | | |

|Precipitation Reactions and Solubility Rules |1 & 3 |1 & 5 |

|Collecting reaction data in order to deduce common solubility rules and write net ionic equations for | | |

|the reactions that take place | | |

|Gravimetric Analysis of a Carbonate |1 & 3 |2 & 3 |

|Using stoichiomety of a precipitation reactions and mass data to determine the identity of an unknown | | |

|carbonate compounds. | | |

|Boyle’s Law* |2 |2, 4, 5 & 6 |

|To empirically deduce Boyle’s law using open-ended volume and pressure data. | | |

|The Molar Volume of a Gas |1 & 2 |5 & 6 |

|To quantitatively determine the molar volume of a gas at STP using empirical data | | |

|Emission Spectrometry |1, 2, 3 |1 & 6 |

|A hands-on experience with simple spectroscopes and line spectra | | |

|Flame Tests |1, 2, 3 |5 & 6 |

|To learn and apply the basic principles of emission spectroscopy, including identification of an unknown| | |

|Enthalpy of Solution |3 & 5 |2, 5 & 6 |

|To determine the enthalpy change associated with 3 reactions and to empirically verify Hess’s Law | | |

|Reaction Rates* |4 |4 & 5 |

|Guided Inquiry -- Students determine methods of data collection and analysis of data to determine the | | |

|order and rate law of the iodine clock reaction with respect to the iodate ion concentration. | | |

|From Reactions to Equations |2 & 3 |1 |

|The descriptive chemistry of 3 gases: Production reactions & Verification of identity with splint tests | | |

|Qualitative Analysis of Anions* |2 |3, 4 & 5 |

|Part1: Wet chemistry qualitative analysis techniques using precipitation reactions | | |

|Part 2: A guided inquiry where each student develops a unique investigation protocol and tests it with 2| | |

|unknowns. | | |

|LeChatelier's Principle |6 |6 |

|A hands-on experience with shifting equilibrium systems to validate LeChatelier’s Principle | | |

|pH of Salts |6 |6 |

|To predict and verify the acid-base properties of salts | | |

|Acid-Base Titration |6 |2, 3 & 5 |

|The titration with primary standard to standardize a NaOH solution and then use it to quantitatively | | |

|determine the molar mass of an unknown solid acid or the percent composition of an unknown acid solution| | |

|Determination of Ka for an unknown weak acid* |6 |4 & 5 |

|Students devise a method for the determination of the equilibrium constant, Ka, of an unknown acid | | |

|Activity Series |3 & 5 |3, 5 & 6 |

|To determine an electrochemical series of metals and nonmetals and write the net ionic equations for the| | |

|reactions | | |

|Models of Covalent Molecules |2 |1 & 6 |

|A hands-on inquiry experience with molecular bonding, geometries and polarity | | |

|Hydrocarbons Activity |2 |1 & 3 |

|An inquiry experience with deducing the structural patterns & properties of alkanes, alkenes and alkynes| | |

|Polymer Synthesis |2 & 3 |1 & 6 |

|The synthesis and properties of an organic polymer | | |

|Complex Ions Lab |2 & 6 |1 & 3 |

|The synthesis and analysis of coordination compounds of copper | | |

|Beer-Lambert Law * |2 |2 & 5 |

|Using spectrophotometric techniques to investigate the concentration of an unknown solution | | |

|A Sequence of Copper Reactions |3 |1 |

|A 5-step series of reactions involving the compounds of copper that demonstrates the characteristics of | | |

|transition metal compounds. | | |

|Optional Field Studies | | |

|A tour of the Secret Service forensics lab at the DC Headquarters | | |

|A visit to a local stream site for water testing | | |

|A tour of the Smithsonian Museum of Natural History’s Gems, Minerals and Rocks Exhibit | | |

|A tour of the National Museum of Medical History | | |

The Laboratory Notebook or Portfolio

Traditionally chemists have used a composition book as a lab notebook. This still works. Alternatively you may use a graph paper spiral notebook, a carbonless copy notebook or you may staple loose leaf pages as a report and keep them in a dedicated lab binder. Whichever you choose, you will need to hand in the lab book or binder with all labs in it at each checkpoint. These will occur 2 or 3 times per quarter. At the end of the course you should save your lab book to take to college because credit for the college chemistry laboratory courses sometimes requires proof of lab work.

Organizing the new lab book:

Title page Record your name, your teacher’s name, and class information on this

page. You may wish to design an attractive cover on this page.

Table of Contents As you add your labs to the lab book, number the pages and record the lab in the Table of Contents. If you wish, you may use stick-on tabs to mark the first page of each lab. Consider using multiple colors or highlighters to emphasize important information.

Safety Rules This important reference should be at the front where you can refer to it often.

Equipment Activity This early activity will become a reference page for your lab book.

This handout is another important reference since it serves as a quick guide for every lab.

The PreLab Assignment:

Before each lab, you must prepare for the experiment by determining and recording the following prelab information. This is due at the beginning of the class on the designated lab day, before data collection may begin.

▪ The title of the lab and the date.

▪ The purpose (objective) of the lab.

▪ The prelab assignment (if appl.)

▪ The lab procedures: 3-5 sentences that describe the intended procedure. Include all the quantities that need to be measured and the intended analysis in 1-2 sentences

▪ Safety and disposal issues

▪ Prepare data tables to organize the data you are expecting to record. (1st draft)

During each experiment: Data & Analysis

▪ Record all raw data, both quantitative and qualitative. Quantitative data must be organized in a chart. Record qualitative observations, both before and after changes and anything that seems odd. They may help you make sense of your results.

▪ Record measurement units and the proper number of significant figures. Estimate the uncertainty of all raw data.

▪ It is okay to reorganize the data in a new way after it is collected. If you do so, leave the rough draft of the data in the lab book and write where to find the revised table. Do not remove pages from the book, whiteout or blacken out your data. (You may draw a line through it.)

▪ Add notes and observations as qualitative data. A diagram may also be needed in this section. You know what they say about pictures!

▪ Record the calculations. The method of calculation must be clearly specified (i.e. show your work). For repeated calculations, only one sample calculation must be shown. The calculated data should also be organized in a table with units and significant figures recorded.

Post Lab work:

Conclusion- 2-5 sentences on what you can conclude from your data

▪ Note the main points of the experiment. (Write how the purpose of the lab was satisfied.)

▪ Note any unusual or unexpected results from the experiment, or any other comments that would explain an unusually large error.

▪ Conclusions also need a discussion of the possible errors in the lab and suggestions for improving the lab that would address the errors that occurred. The possible errors listed should be specific in nature. Instead of saying “human error was possible,” you should say that the “mass measurements may have been slightly high due to possible contamination of the sample,” (or some other appropriate statement.) Suggestions should relate to the errors listed. For example, a suggestion might be that if more trials were performed, one would be more confident in the conclusions drawn.

▪ Finally, record any personal comments or interesting experiments to follow up the lab.

See the lab instructions for details on what is expected in the lab report. Each lab has different specific criteria to satisfy the purpose of the laboratory activity.

Student Laboratory Safety Contract

© 2015 Flinn Scientific, Inc. All Rights Reserved. Reproduction permission is granted to science teachers who are customers of Flinn Scientific, Inc. Batavia, Illinois, U.S.A. No part of this material may be reproduced or

transmitted in any form or by any means, electronic or mechanical, including, but not limited to photocopy, recording, or any information storage and retrieval system, without permission in writing from Flinn Scientific, Inc.

Washington Lee High School

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.

A paper copy of these rules will be provided to each student to be included in the laboratory notebook for reference.

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. Push your chair under

the desk when not in use.

11. Know the locations and operating procedures

of all safety equipment including

the first aid kit, eyewash station, safety

shower, fire extinguisher, and fire blanket.

Know where the fire alarm and the

exits are located.

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 knives and other sharp

instruments, 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 mercury thermometers are broken,

mercury must not be touched. 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. Never use mouth suction to fill a pipet.

Use a rubber bulb or pipet pump.

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 glass have the same visual

appearance. Determine if an object is hot

by bringing the back of your hand close

to it prior to grasping it.

© 2015 Flinn Scientific, Inc. All Rights Reserved. Reproduction permission is granted to science teachers who are customers of Flinn Scientific, Inc. Batavia, Illinois, U.S.A. No part of this material may be reproduced or

transmitted in any form or by any means, electronic or mechanical, including, but not limited to photocopy, recording, or any information storage and retrieval system, without permission in writing from Flinn Scientific, Inc.

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