Course Description:



|I. |Course Description: |This is an accelerated course designed to prepare students for success in Advanced Placement Chemistry. This |

| | |class is designed to foster independent learning, good study habits, and critical thinking. This course involves|

| | |a great deal of mathematical thinking and problem solving. Students are expected to do a great deal of |

| | |independent study and come to class prepared to discuss, practice and ask questions. Prerequisite: Biology AND |

| | |Corequisite: Algebra II w/ Trigonometry |

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|II. |Course Objectives: |Students will: |

| | |Obtain and communicate information from historical experiments (e.g., work by Mendeleev and Moseley, |

| | |Rutherford's gold foil experiment, Thomson's cathode ray experiment, Millikan's oil drop experiment, Bohr's |

| | |interpretation of bright line spectra) to determine the structure and function of an atom and to analyze the |

| | |patterns represented in the periodic table. |

| | |Develop and use models of atomic nuclei to explain why the abundance-weighted average of isotopes of an element |

| | |yields the published atomic mass. |

| | |Use the periodic table as a systematic representation to predict properties of elements based on their valence |

| | |electron arrangement. |

| | |Plan and conduct an investigation to classify properties of matter as intensive (e.g., density, viscosity, |

| | |specific heat, melting point, boiling point) or extensive (e.g., mass, volume, heat) and demonstrate how |

| | |intensive properties can be used to identify a compound. |

| | |Plan and conduct investigations to demonstrate different types of simple chemical reactions based on valence |

| | |electron arrangements of the reactants and determine the quantity of products and reactants. |

| | |Use mathematics and computational thinking to express the concentrations of solutions quantitatively using |

| | |molarity. |

| | |Plan and carry out investigations to explain the behavior of ideal gases in terms of pressure, volume, |

| | |temperature, and number of particles. |

| | |Refine the design of a given chemical system to illustrate how LeChâtelier's principle affects a dynamic |

| | |chemical equilibrium when subjected to an outside stress (e.g., heating and cooling a saturated sugar- water |

| | |solution).* |

| | |Analyze and interpret data (e.g., melting point, boiling point, solubility, phase-change diagrams) to compare |

| | |the strength of intermolecular forces and how these forces affect physical properties and changes. |

| | |Plan and conduct experiments that demonstrate how changes in a system (e.g., phase changes, pressure of a gas) |

| | |validate the kinetic molecular theory. |

| | |Construct an explanation that describes how the release or absorption of energy from a system depends upon |

| | |changes in the components of the system. |

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|III. |Classroom Expectations: |See more “Virtual” related expectations on my teacher web page under “Online Classroom Expectations & Policies.”|

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| | |1. BE ON TIME. Tardy means that you are not in the room and getting seated when the bell rings. JCHS policy |

| | |governs the consequences for tardiness. |

| | |2. BE RESPECTFUL: Practice courtesy and mutual respect. Treat others as you would like to be treated. The |

| | |classroom and laboratory is to be regarded as a safe and supportive learning environment. |

| | |3. BE PREPARED: Mentally focused on reaching your goals and following class expectations; and physically |

| | |bringing proper materials EVERY DAY. |

| | |4. BE RESOURCEFUL: Thoroughly review assignments, videos, textbooks, and notes to answer questions before |

| | |asking me. |

| | |4. BE YOUR OWN PERSON: Many assignments are to be completed by lab partners or within a group. However, ALL |

| | |students are expected to contribute and/or work is to be done individually. Plagiarizing/copying assignments |

| | |from lab partners is not acceptable and can result in a “0” or partial credit. |

| | |5. Come prepared for class—mentally and with proper materials. |

| | |6. BE WHERE YOUR FEET ARE: Anything distracting to you, your classmates, or your teacher should be put away |

| | |during class (food, candy, drinks, music players, etc.) Cell phones should always be on silent and put away |

| | |unless you have permission to use them for class assignments. The use of cell phones during tests/quizzes, |

| | |lecture, and group work can result in a lower grade or “0” on the assignment. Please practice proper cell phone|

| | |etiquette! |

| | |Please try to take care of any personal business before or after class. I do not want you to miss valuable |

| | |class time! |

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| | |*Choosing not to follow these classroom guidelines will result in the following: warning, student conference, |

| | |parent notification/conference, school detention, or office referral. |

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| | |Accommodations: |

| | |Requests for accommodations for this course or any school event are welcomed from students and parents. |

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| | |Concerning laptop utilization: |

| | |1. Student laptops should not be hard wired to the network or have print capabilities. |

| | |2. Use of discs, flash drives, jump drives, or other USB devices will not be allowed on Madison City computers. |

| | |3. Neither the teacher, nor the school is responsible for broken, stolen, or lost laptops. |

| | |4. Laptops and other electronic devices will be used at the individual discretion of the teacher. |

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|IV. |Grading Policy: |Test grades will account for 70% of the 9-weeks grade, with the remaining 30% being determined by labs, quizzes,|

| | |and daily grades. The grading scale is as follows: A (90-100), B (80-89), C (70-79), D (65-69), and F (below |

| | |65). Grades will be a reflection of mastery of the standards. Make sure all absences are excused as class work|

| | |can be made up and graded for excused absences only. The Final Exam counts for 1/5 of final grade. |

| | |There may be projects assigned. Students should be prepared to work in the home with several students. All |

| | |safety rules learned in class should be applied at home. Be aware that some of the materials students use at |

| | |home may damage household contents. Students should be thoughtful of their working environment. |

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|V. |Make-up Test Policy: |Make-up tests are only allowed for excused absences. You must communicate with me to schedule your makeup test |

| | |within 3 days of your absence. It is YOUR responsibility to set up a time and make up your test or quiz. |

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| | |Late work will not be accepted due to the given amount of time allowed to complete assignments in class and to |

| | |submit online. Please monitor Schoology for assignment deadlines. |

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|VI. |Text and Other Required Reading: |Text: Introductory Chemistry: A Foundation, Zumdahl and DeCoste, 2015 |

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|VII. |Materials and Supplies Needed: | |

| |1” 3 ring binder (for class notes) |

| |200 sheets of loose-leaf college ruled paper |

| |Graph paper composition notebook for all labs |

| |Black or blue ink pens |

| |Highlighter |

| |Pencil |

| |Scientific calculator or graphing calculator |

| |(Optional) Nitrile lab gloves in a sandwich bag with your name written on them (NO LATEX) and (optional) safety |

| |glasses that cover sides of eyes |

| |Student lab manual (paid at schedule pick-up). |

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|18 – WEEK PLAN (starts first full week) |

|Week 1 |Particle View States of Matter |

|Week 2 |Phase Changes & Particle Interactions |

|Week 3 |Phase Changes & Particle Interactions |

|Week 4 |Kinetic Molecular Theory |

|Week 5 |Classification & Interactions of Matter |

|Week 6 |Classification & Interactions of Matter |

|Week 7 |Molecular Structure & Properties |

|Week 8 |Molecular Structure & Properties |

|Week 9 |Covalent & Ionic Bonds |

|Week 10 |Covalent & Ionic Bonds |

|Week 11 |Counting Particles in Substances |

|Week 12 |Counting Particles in Reactions |

|Week 13 |Counting Particles in Reactions |

|Week 14 |Precipitation Chemistry |

|Week 15 |Oxidation-Reduction Chemistry |

|Week 16 |Acid-Base Chemistry |

|Week 17 |Thermochemistry |

|Week |Reaction Rates |

|18 | |

* The syllabus serves as a flexible guide for both the teacher and student; however, during the term it may become necessary to make additions, deletions, or substitutions. Adequate notice will be provided to students of any necessary changes.

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