AP CHEMISTRY - PBworks



AP CHEMISTRY SYLLABUS

2018-2019

PREREQUISITES:

Successful completion of either Pre-AP Chemistry or both Integrated Science I and II, and Algebra I.

TEXTBOOKS, LAB BOOKS, & WEB RESOURCES:

Zumdahl, Steven and Susan Zumdahl. Chemistry, Eight Edition. Belmont CA: Cengage Learning, 2012.

Masterson, William. Chemistry, Principles and Reactions, Fifth Edition. Belmont CA: Thomson/Brooks/Cole, 2006. (Reference)

The College Board. AP Chemistry Guided Inquiry Experiments: Applying the Science Practices. 2013

It is crucial that you have your class textbook and are able to access, login, and use the following online class resources within the first week of class.

CLASS REMIND: text this message, @apandre to this number, 81010

CLASS WEBSITE: nhscrazy4chem.

CANVAS: browardschools. (Login info is same as Pinnacle)

INSTRUCTOR EMAIL: basma.andre@

STRUCTURE OF THE COURSE:

AP Chemistry is built around six big ideas and seven science practices. The science practices for AP Chemistry are designed to get the students to think and act like scientists.

The Big Ideas

Big Idea 1: Structure of Matter 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-characteristics, states, and forces of attraction

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

Rates of chemical reactions 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: Equilibrium

Any bond or intermolecular attraction that can be formed can be broken. These two processes are in a dynamic competition, sensitive to initial conditions and external perturbations.

The Science Practices

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 students 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 in and across domains.

MATERIALS:

2”-3” Binder

Dividers (at least 20, they can be homemade)

Loose-leaf Paper

Composition/Spiral Notebook (Video Log)

Dry Erase Markers (1-2)

Large Index Cards (5” x 8”)

Scientific calculators

Pencil Sharpener

Writing utensils (pens, pencils, and highlighters are strongly encouraged for note-taking)

*If financial assistance is needed for course materials please speak to the instructor privately for the proper accommodations. Otherwise materials are expected to be in class every day.

COURSE NOTEBOOK:

Students will be required to outline/summarize (handwritten) each chapter before it is discussed in class. Key vocabulary words MUST be highlighted throughout the notes. Chapter outline notes will be due on the 1st day of lecture for that chapter. Chapter notes will be graded as homework. A 2”-3” 3-ring binder will also be required. All course materials, including notes, homework, practice problems; etc will be kept in this binder. All material is to be sorted by topic using dividers in the binder. The course notebook will be checked as a 50-point homework grade at least once per semester (or more frequently at the instructor’s discretion).

CONCEPT QUIZZES:

Every week (the last class day of that week) students will be given a quiz on critical concepts and vocabulary. The quizzes will assess 4-5 vocabulary words/concepts (5-4 points each). One of the questions may be on mental math/number sense instead of a vocabulary concept. There will be an emphasis on definition and understanding of the concept. Vocabulary words and concepts assessed will be cumulative throughout the year. They may be multiple choice or completion. No quiz will be given during a test week.

CHEM CARDS:

During a chapter lecture, students will be encouraged to write down important AP concepts on a large size index card. Students may use front and back. Chem cards will be collected for all chapters covered during a unit on the day of the unit test. Chem cards should place an emphasis on active listening and participation during lecture. Chem cards will count as 5 points extra credit on a unit test (post curve if applicable).

FRQ GROUPS:

At the start of the each quarter students will be assigned into groups of 4 by the instructor. In groups, students will complete AP free response questions (FRQ) or complete and instructional activity assigned by the instructor. This will be a classwork grade and will be based on participation of all group members and accuracy to answers of the question.

HOMEWORK:

Homework will be due the class after it is assigned. Homework will be assigned as practice for the quizzes and tests. Late homework will not be accepted under any circumstances. Homework is to be completed on loose-leaf paper (unless otherwise instructed by the instructor) in your course notebook.

VIDOE LOG:

CANVAS will be used to offer a resource for supplemental videos and practice problems to deepen understanding of what you have learned. A composition/spiral book will be used to take notes on the videos assigned. The video log will be a 20% of the notebook grade checked at the end of the quarter. HOWEVER, it may also be collected for a separate homework grade at any time by the instructor.

Heading for each Video Entry:

(This should be in the top right hand corner of the page for every new video)

✓ Name of Video

✓ Date Watched

✓ Name of Narrator or Provider (if possible)[[

✓ Video time length

Entry Content:

✓ Entry should be logged while watching video

✓ List all critical vocabulary with definitions

✓ Include any examples worked out in video

✓ Include any pictures when diagrams or visuals are given

✓ Write any questions you have about content at the end of the video

TESTS/QUIZZES:

Tests will be prepared using multiple AP Chemistry resources. Most tests will be prepared using a format similar to that of the AP Chemistry Exam (part multiple choice and part free response). Tests given will be unit tests that will cover more than one chapter. The unit tests will be cumulative throughout the year.

*If a student is absent on the day of a test, it MUST be made up in class on the day they return to class.

COURSE GRADE DISTRIBUTION:

Tests 60%

Labs 15%

Vocab Quizzes 15%

Homework/Classwork 10%

INQUIRY LABS:

Inquiry labs will require the student to develop a set of procedures to solve a problem. An informal report from each lab group will be due at the end of the same class day the lab is performed. Each inquiry lab will generally be 25 points and there will be approximately 2-4 per quarter.

THE LABORATORY FORMAT & REPORT:

All labs must be turned in on the Inquiry Lab Form (distributed by instructor).

This document must be NEAT, articulate, clear, legible, and precise. There is to be NO crossing out or whiteout used. It should be written in the past tense and passive voice.

Incorrect: First, me and tom are measuring the 20 ml of the liquid. It’s hot.

Correct: Twenty milliliters of water was measured using a graduated cylinder. The temperature was 30 degrees Celsius.

Name 1_______________________________________ Name 2_________________________________________

Inquiry Lab Title_____________________________________________ Date___________________ Period_____

Objective/Purpose (Why did you do it?):

1. In this section the goals/purpose of the investigation are listed.

Materials (What did you use?):

1. All chemical toxicities/precautions MUST be stated!

2. Chemicals, safety devices, and any other science equipment are listed or place in table.

3. Specify amounts, units, and concentrations.

4. A drawing of the equipment set-up may be required.

Formulas/Constants/Needed Info:

1. Include any critical background information on the topic that applies to the lab.

2. Include ALL formulas needed to achieve purpose.

Experimental Design/Procedures (How did you do it?):

1. Must state safety goggles are put on and all necessary safety precautions for lab are taken.

2. List how the experiment was carried out, while maintaining the past tense and formal voice of the lab report.

Data & Observations (What happened?)

1. This data includes both qualitative (Ex: The solution turned red) and quantitative

(EX: The temperature was 89 C 0) observations.

2. Data MUST be presented in tables, graphs, drawings, and/or charts.

Data Analysis/Calculations (What does it mean?)

1. All calculations must be shown (when applicable).

2. Net Ionic equations for ALL reactions conducted must be shown (when applicable).

Error Discussion/Conclusion (What, how and WHY did it happen?)

1. Error analysis using data must also be discussed in paragraph form.

a. It will discuss what the results (data) mean.

b. Include a discussion of possible errors and a calculation of % error.

2. Was the purpose met? Explain.

3. Students may also be expected to answer questions given by instructor.

AP Chemistry Unit Overview

First Nine Weeks

UNIT #1: Stoichiometry & Types of Reactions

Number of Quizzes: 3-4

|Chapter |Topics |Big Ideas |Learning |Activities |

| | | |Objective | |

|1: Chemical Foundations |Units of measurement |1 |1.1 | |

| |Uncertainty in measurement | |1.2 | |

| |Significant figures | |3.1 | |

| |Dimensional analysis | | | |

| |Temperature | | | |

| |Density | | | |

| |Classification of matter | | | |

|2: Atoms, Molecules, & Ions |Early history of chemistry |1, 2, 3 |1.1 | |

| |Fundamental chemical laws | |1.17 | |

| |Isotopes | |2.17 | |

| |Molecules and ions | |3.5 | |

| |Introduction to the Periodic Table | |3.6 | |

| |Naming simple compounds | | | |

|3: Stoichiometry |Atomic masses |1,2,3 |1.1 |Web Based Activity: |

| |The mole | |1.2 |Elemental Analysis -weight percents of |

| |Molar mass | |1.3 |carbon and hydrogen in an unknown |

| |Percent composition of compounds | |1.4 |compound are determined, and this |

| |Chemical equations | |1.14 |information is used to determine the |

| |Stoichiometric calculations | |1.17 |empirical formula. |

| |The limiting reactant | |1.18 | |

| | | |1.19 | |

| | | |3.1 | |

| | | |3.3 | |

| | | |3.4 | |

| | | |3.6 | |

|4: Types of Chemical Reactions and Solution|How water dissolves |1, 2,3 |1.4 | |

|Stoichiometry |Roles of Ions in Aqueous | |1.17 | |

| |Writing net ionic equations | |1.18 | |

| |Double replacement reactions | |2.8 | |

| |Strong Acid- Strong Base Reactions | |2.9 | |

| |Balancing Redox Reactions | |2.14 | |

| |Titrations | |3.1 | |

| |Stoichiometric application to reactions in | |3.2 | |

| |solution. | |3.3 | |

| | | |3.4 | |

| | | |3.8 | |

| | | |3.9 | |

| | | |3.10 | |

| | | | |Instructional Activity: |

| | | | |Students will work in groups to answer |

| | | | |teacher prepared free response |

| | | | |questions as a group. |

UNIT #2: Structure of Matter

Number of Quizzes: 4-5

|Chapter |Topics |Big Ideas |Learning |Activities |

| | | |Objective | |

|7: Atomic Structure & Periodicity |Electromagnetic Radiation |1,5 |1.5 |Web Based Activity: |

| |The dual nature of matter | |1.6 |Students will measure transmittance|

| |The atomic spectra of Hydrogen | |1.7 |and absorbance for a sample. |

| |The Bohr Model | |1.8 | |

| |The Quantum Mechanical Model | |1.9 | |

| |Orbital Shapes and energies | |1.10 | |

| |Electron Configuration and the Aufbau Principle | |1.12 | |

| |Periodic Trends | |1.13 | |

| |Spectroscopy | |1.15 | |

|8: Bonding: General Concepts |Types of Chemical Bonds |1,2,5 |1.7 |Web Based Activity: |

| |Ions: configurations & sizes | |1.8 |In pairs students will predict the |

| |Lattice energies | |1.15 |shapes of molecules. |

| |Electronegativity | |2.1 | |

| |Lewis Structures | |2.17 | |

| |Bond polarity and dipole moments | |2.18 | |

| |Polarity of molecules | |2.21 | |

| |Localized electron bonding model | |2.23 | |

| |Resonance structures | |2.24 | |

| |VSEPR models & molecular shape | |5.1 | |

| |Hybridization | |5.8 | |

| | | | |Unit 1 Instructional Activity: |

| | | | |Students will work in assigned |

| | | | |groups and answer teacher prepared |

| | | | |practice free response questions as|

| | | | |the group. |

Second Nine Weeks

UNIT #3: States of Matter & Reaction Rates (Chemical Kinetics)

Number of Quizzes: 4-5

|Chapter |Topics |Big Ideas |Learning |Activities |

| | | |Objective | |

|5: Gases |Pressure |1,2,3,5 |1.3 |Web Based Activity: |

| |The gas laws | |1.4 |Validity of the ideal gas law is |

| |The ideal gas law | |2.4 |tested by measuring the pressure of|

| |Gas stoichiometry | |2.5 |a gas at various molar |

| |Effusion and diffusion | |2.6 |concentrations. The value of the |

| |Real gases | |2.12 |gas constant is determined |

| | | |2.15 |graphically. |

| | | |3.4 | |

| | | |5.2 | |

|10: Liquids & Solids |Intermolecular forces |1,2,5,6 |1.11 | |

| |The liquid state | |2.1 | |

| |Molecular solids | |2.3 | |

| |Ionic solids | |2.8 | |

| |Phase diagrams | |2.9 | |

| | | |2.11 | |

| | | |2.13 | |

| | | |2.14 | |

| | | |2.15 | |

| | | |2.16 | |

| | | |2.19 | |

| | | |2.20 | |

| | | |2.22 | |

| | | |2.23 | |

| | | |2.24 | |

| | | |2.25 | |

| | | |2.26 | |

| | | |2.27 | |

| | | |2.28 | |

| | | |2.29 | |

| | | |2.30 | |

| | | |2.31 | |

| | | |2.32 | |

| | | | |Unit 3 Instructional Activity: |

| | | | |Students will work in assigned |

| | | | |groups and answer teacher prepared |

| | | | |practice free response questions as|

| | | | |the group. |

|12: Chemical Kinetics |Reaction rates |4 |4.1 |Web Based Activity: |

| |Rate laws | |4..2 |Stoichiometric coefficients in |

| |The integrated rate law | |4.3 |chemical equations determined by |

| |Graphical methods for 0,1st, and 2nd order rate | |4.4 |comparing slopes of |

| |laws | |4.5 |concentration-time plots for the |

| |Reaction Mechanisms | |4.6 |reactants and products. |

| |Catalysis | |4.7 | |

| | | |4.8 | |

Third Nine Weeks

UNIT #4: Thermochemistry, Gaseous Equilibrium & Solubility Equilibrium

Number of Quizzes: 3-4

|Chapter |Topics |Big Ideas |Learning |Activities |

| | | |Objective | |

|6: Thermochemistry |Nature of energy |3,5 |3.11 |Web Based Activity: |

| |Enthalpy & calorimetry | |5.3 |Heat of Combustion of Methane - the|

| |Hess’s Law | |5.4 |molar enthalpy of methane is |

| |Standard enthalpies of formation | |5.5 |determined and used to determine |

| | | |5.6 |the standard molar enthalpy of |

| | | |5.7 |formation of methane. |

|17: Spontaneity, Entropy, & Free Energy |Spontaneous processes and entropy |2,5,6 |2.15 | |

| |Three laws of thermodynamics | |5.3 | |

| |Free energy | |5.12 | |

| |Free energy and equilibrium | |5.13 | |

| |Free energy and work | |5.14 | |

| | | |5.15 | |

| | | |5.16 | |

| | | |5.17 | |

| | | |5.18 | |

| | | |6.25 | |

|13: Chemical Equilibrium |The equilibrium constant |6 |6.1 |The Keq Constant: Equilibrium |

| |Equilibrium expression involving pressures | |6.2 |constants for two reactions with a |

| |Heterogeneous equilibria | |6.3 |single gas-phase product are |

| |Applications of the equilibrium constant | |6.4 |measured. |

| |Solving equilibrium problems | |6.5 |Web Based Activity: |

| |Le Chatelier’s Principle | |6.6 |Le Chatelier’s Principle - the |

| | | |6.7 |equilibrium amounts of carbon, |

| | | |6.8 |water, carbon monoxide, & hydrogen |

| | | |6.9 |for steam reforming reaction are |

| | | |6.10 |measured. |

|16: Solubility Equilibrium |Solubility equilibria & the solubility product |6 |6.3 | |

| | | | |Unit 4 Instructional Activity: |

| | | | |Students will work in assigned |

| | | | |groups and answer teacher prepared |

| | | | |practice free response questions as|

| | | | |the group. |

Fourth Nine Weeks

UNIT #5: Acids-Base Equilibrium, Buffers, & Electrochemistry

Number of Quizzes: 2-3

|Chapter |Topics |Big Ideas |Learning |Activities |

| | | |Objective | |

|14: Acids & Bases |Nature of acids & bases |2,6 |2.1 |Web Based Activity: |

| |Acid-base strength | |2.2 |Heat of Combustion of Methane - the|

| |The pH scale | |6.1 |molar enthalpy of methane is |

| |Calculating pH of strong acid & base solutions | |6.11 |determined and used to determine |

| |Calculating pH of weak acid & base solutions | |6.12 |the standard molar enthalpy of |

| |Polyprotic acids | |6.14 |formation of methane. |

| |Acid-base properties of salt solutions | |6.15 | |

| | | |6.16 | |

|15: Acid-Base Equilibria |The common-ion effect |3,6 |3.3 | |

| |Buffered solutions | |6.1 | |

| |Buffer capacity | |6.12 | |

| |Titration & pH curves | |6.13 | |

| |Acid-base indicators | |6.15 | |

| | | |6.16 | |

| | | |6.17 | |

| | | |6.18 | |

| | | |6.19 | |

| | | |6.20 | |

| | | |6.21 | |

| | | |6.22 | |

| | | |6.23 | |

|18: Electrochemistry |Balancing oxidation-reduction equations |3,5,6 |3.2 | |

| |Galvanic cells | |3.8 | |

| |Standard reduction potentials | |3.12 | |

| |Cell potential, electrical work, & free energy | |3.13 | |

| |Dependence of cell potential on concentration | |5.15 | |

| |Electrolysis | |6.1 | |

| | | | |Unit 6 Instructional Activity: |

| | | | |Students will work in assigned |

| | | | |groups and answer teacher prepared |

| | | | |practice free response questions as|

| | | | |the group. |

AP CHEMISTRY LAB LIST:

The following labs will be completed during the school year. Labs will comprise at least 25% of instructional time. Guided Inquiry Labs are bolded and indicated with an asterisk (*)

*1. Solution Mystery – students will identify 7 unknown solutions using principles of solubility and chemical reactions.

2. Math and Measurement in Science & Density of an Organic Liquid – students learn how to measure mass and volume with varied pieces of equipment and focus on the accuracy of those pieces of equipment in their calculation and determination of significant figures. Students also determine the identity of an unknown organic liquid using density determination.

*3. Discovery of Physical & Chemical Properties – students are given the materials to conduct various procedures. They construct a procedure for each of the eight changes to be observed, have their procedures approved by the instructor, and then carry out the procedures. The data collected is used to develop a set of criteria for determining whether a given change is chemical or physical.

4. Stiochiometry Lab – students determine the correct mole ratio of reactants in an exothermic reaction by mixing different amounts of reactants and graphing temperature changes.

5. Copper Cycle Lab – students will perform a series of reactions, starting with copper and ending with copper. Students will calculate the percent recovered.

6. pH Titration Lab – students perform a titration and then determine the concentration of an HCl solution by using a pontiometric titration curve and finding the equivalence point. Data is graphed in a graphing program.

7. Molar Volume of Gas Lab – students will collect a gas by water displacement and compare actual volume collected to theoretical volume.

8. Molar Mass of a Volatile Liquid – students use the Dumas method for determination of the molar mass of an unknown liquid.

*9. Bonding Lab – students experimentally investigate ionic and molecular substances deducing properties of their bonds in the process.

*10. Investigation of Solids – students investigate types of solids using various experimental techniques.

11. Preparation of solutions – students make solutions of specified concentrations gravimetrically and by dilution. Solution concentrations will be checked for accuracy using a spectrophotometer.

12. Hess’s Law – students perform a series of reactions and calculate enthalpy, proving Hess’s law.

*13. Determining the Rate Law of a Crystal Violet Reaction – using colorimetry and Beer’s law, students determine the order of a reaction and its rate law.

14. Determining Kc with Various Initial Concentrations – students use a spectrophotometer to determine the Kc series of reactions.

*15. Types of Titrations – Students investigate titration curves by doing titrations of different combinations of weak and strong acids and bases.

*16. Preparation of a Buffer – given a selection of chemicals, students prepare a buffer of a given pH.

17. Voltaic Cell Lab – Students find the reduction potentials of a series of reactions using voltaic cells and build their own reduction potential table. Dilutions will be made and the Nernst equation will also be tested.

*THIS SYLLABUS IS TENTATIVE AND IS SUBJECT TO CHANGE BASED ON THE INSTRUCTORS DISCRETION*.

AP Chemistry Study Tips

1. Know the format of the exam. Don’t be confused about the format of the AP Chemistry exam; you may have found conflicting information online. That’s because the exam’s format completely changed starting with the 2015 exam. Let’s get it straight: the AP Chem exam is a total of 3 hours and 15 minutes long, with a 90-minute multiple-choice section and a 105-minute free-response section. Each section counts for half of your score, so they are both equally important to study for. The multiple-choice section has 60 questions, and the free-response section consists of a mix of 7 short or long essay questions. We’ll go into greater detail on the individual sections later on.

2. Buy a review book. Investing in a good AP Chemistry review book is absolutely essential. Why do you need a review book? Well, review books contain only the most important information, written concisely and organized into important topics. Textbooks, on the other hand, throw so much information at you that there’s no way you can get through it all a second time efficiently and actually understand everything you’ve read. AP review books are often written by AP teachers and other AP professionals. They know the exam format in and out and know the most critical information you need to know for the exam. Most also come with diagnostic exams and practice exams. For AP Chemistry review books, be sure to get a version published after 2014. Try Barron’s, the Princeton Review, or 5 Steps to a 5.

3. Know what is NOT included on the exam. There are a few concepts and ideas that are considered to be beyond the scope of the AP Chemistry exam. This means that you will not have to know them for the test. Don’t spend very much time, if any at all, studying the following ideas. Keep in mind, though, that these concepts may still be useful as background knowledge.

•  Memorization of exceptions to the Aufbau principle •  Assignment of quantum numbers to electrons •  Phase diagrams •  Colligative properties

•  Calculations of molality, percent by mass, and percent by volume •  Knowledge of specific types of crystal structures

•  The study of the specific varieties of crystal lattices for ionic compounds •  The Nernst equation •  Extensive Organic Chemistry

•  Learning how to defend Lewis models based on assumptions about the limitations of the models •  Lewis acid-base concepts

•  Labeling an electrode as positive or negative •  Calculations involving the Arrhenius equation •  Molecular Orbital Theory

•  Numerical computation of the concentration of each species present in the titration curve for polyprotic acids

•  The production of the Henderson-Hasselbalch equation by algebraic manipulation of the relevant equilibrium constant expression

•  Computations of solubility as a function of pH •  Nuclear Chemistry (but need to know half-life in terms of kinetics)

4. Learn to draw connections between concepts. Most chemistry tests you’ve taken up to this point have probably been mostly based on recalling facts and calculations that you’ve had to memorize. The AP Chemistry exam is a little different. Instead of relying on rote memorization, the exam focuses on connections between concepts and the analysis of data using information you’ve learned. That being said, spend less time trying to memorize facts and more time on inquiry-based learning and reasoning skills. Learn to apply concepts to certain situations, learn how to use calculations, and most importantly, learn how to make connections between everything you’re learning in your chemistry class.

5. Do chemistry EVERYDAY. Ideally, you will dedicate a portion of your day, every single day of the week to studying for AP Chemistry. But life happens, and this isn’t always an option for every student. Still, it’s important to make chemistry a part of your day, even if it’s only for 5 minutes. Make it a habit to go over notes discussed in class and REDO examples done in class. There are websites that you can even sign up to have the daily problems sent to your email inbox every day, that way you won’t forget.

DO NOT FALL BEHIND……UNFORTUNATELY THERE IS A POINT OF NO RETURN!!!!!!!!!!!!!!

Classroom Guidelines ______________________________________________________________

Attendance

▪ Attendance is mandatory as per school rules.

▪ Students will receive automatic referrals for skipping class.

▪ SKIPPING WILL NOT BE TOLERATED!

Make-Up Work

▪ Students will be allowed only 2 SCHOOL DAYS to make up work for absences.

▪ It is the student’s responsibility to find out what work they missed (notes, assignment, etc.) during their absence on the day they return to class.

▪ A “Z” will be put in Pinnacle until the work is made up.

▪ Make-up tests will be a different version given from the original test. Make-Up tests will be given on the day the student returns.

▪ If a student is absent on a test review day they must still take the test.

Tardiness

▪ Tardiness is not tolerated, after the first tardy students will receive a verbal warning.

▪ ON the fourth tardy the student will receive a Saturday detention.

Restroom/Hall Passes

▪ No restroom/hall passes will be allowed during the first and last 10 minutes of class.

▪ Students are encouraged to use the restroom during passing time or lunch so that they do not miss any classroom instruction.

▪ If a student has any health issues, requiring them to use the rest room OFTEN must bring in documentation to support this, otherwise excessive restroom use will result in pass restrictions.

▪ Any student exceeding 10 minutes on a restroom pass will receive a detention.

▪ Passes to other classes, guidance, or the front office will not be given during class time unless the student is called down.

Cell Phones/Pagers/Electronic Devices

▪ Cell phones and electronic devices (other than those necessary for class as expressed by the instructor) are not to be on or used during class.

▪ If they go off or are in use during class they will be confiscated and turned in to administration with a referral.

▪ If a cell phone or electronic device (such as a smart watch) is being used during a test, this will constitute as cheating and result in a zero on that test.

Food

▪ No food, eating or drinking is permitted in class.

Notebooks

▪ Notebooks are a requirement and to be kept organized, neat and orderly (see materials in syllabus).

▪ Must have the rubric present in front pocket when being graded.

▪ Notebooks will be checked for a grade, with prior notice from the instructor

Respect

▪ There will be no use of derogatory, oppressive, or any language that is harmful to any person.

▪ Be courteous and respectful at all times to everyone in the class.

▪ Respect towards one another and all of your instructors is always expected anything less will NOT be tolerated.

Student Code of Conduct

▪ These class guidelines are in addition to all guidelines and rules in the student handbook and Code of Conduct.

AP CHEMISTRY SYLLABUS

Andre 2018-2019

Acknowledgement Form

Student Name (print) ________________________________________ Period ____

Parent/Guardian Contact Information

Parent/Guardian Name 1 (Print) ________________________________________________

Parent/Guardian Name 2 (Print) ________________________________________________

Parent/Guardian Contact #1 ________________________________________________

Parent/Guardian Contact #2 ________________________________________________

Parent/Guardian Email (optional)________________________________________________

I acknowledge that I have received, read, and understand all components of the AP Chemistry Syllabus attached for the 2018-2019 school year.

Parent/Guardian Signature Date

______________________________________ ________________

Student Signature Date

______________________________________ _________________

Student Laboratory Contract 2018-2019

I have been instructed in the necessary safety procedures required in this course. I agree to abide by the following guidelines:

1. Safety apparel will be worn when specified by the instructor (lab apron, lab coat, etc.)

2. Long or loose hair will be tied back. Excessively loose clothing or jewelry will not be worn.

3. All safety rules and regulations will be followed.

4. There will be no eating or drinking in the laboratory.

5. Experiments will be done in the specified order with the prescribed quantities of chemicals.

6. Only the chemicals specified by the instructor will be used. No unauthorized experimentation will be done.

7. The proper use of safety equipment and correct evacuation procedures will be followed.

8. Wash hands thoroughly before beginning and after completing an experiment.

9. Contact lenses will not be worn during specified experiments.

10. Horseplay or other inappropriate behavior will not be tolerated during laboratory experiments.

11. Never taste or directly smell chemicals.

12. Never pick up broken or hot glass with bare hands.

13. Report all accidents, no matter how minor, to the instructor.

14. Never work without teacher supervision in the lab.

15. Do not remove any chemicals or equipment from the lab without the instructor’s permission.

Failure to follow these guidelines may result in reduction in grade, disciplinary action, and/or exclusion from laboratory activities.

Student Name (print)______________________________________ Date_____________ Period _____

Signature________________________________________________

Parent Name (print)_______________________________________ Date_____________

Signature________________________________________________

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