Syllabus - Morgan Park High School



MORGAN PARK HIGH SCHOOL

1744 WEST PRYOR AVENUE

CHICAGO, ILLINOIS, 60643

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

PRINCIPAL ASSISTANT PRINCIPALS

Dr. Carolyn Epps Ms. Gail Tennial

IB MYP Chemistry 2015-2016

SCHOOL WEBSITE: MANAGEBAC:

PARENT PORTAL: STUDENT PORTAL:

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

|T. Hall |tshall@cps.edu |By appt. |2nd, 3rd, 4th, 7th, 8th |Morgan Park High School |

|G. King |gjking@cps.edu |By appt. |2nd, 3rd, 6th, 7th, 8th |1744 W. Pryor Ave. |

|D. Joseph |dvjoseph@cps.edu |By appt. |1st, 2nd, 3rd, 6th, 7th |Chicago, IL 60643 |

|A. Theen |actheen@cps.edu |By appt. |1st, 2nd, 4th, 6th, 8th |(773)-535-2550 |

|C. Lesley |cwlesley@cps.edu |By appt. |3rd, 4th, 6th, 7th, 8th | |

Dear Parents, Guardians and Students,

I would like to welcome you and your student to Morgan Park High School for the 2015-2016 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 3-ring binder (2”) 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 doing homework and studying to be successful in this course. He/she should keep you up to date with their progress by showing you their graded assignments and binder which should contain all graded work. In addition you can track your child’s progress with overall achievement levels and upcoming assignments with . Overall grades can be accessed via the parental portal every 5 weeks.

Your student is required to complete numerous IB Assessment Tasks such as a science fair project and other research papers. Students who do not turn in 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 rules as explained in the student handbook, in regards to discipline, attire, and conduct. Respect for each other, for one’s self and for the instructor is paramount for adequate learning. Usually student success breaks down when there is a lack of this respect.

Students will be required to pay a chemistry class fee of $35.00. This fee covers equipment and any expendable items that are required for laboratory investigation and classroom or student use. This is due October 9th, 2015.

I look forward to working with you and your student this year and meeting you during report card pick-up, on Thursday, November 19, 2015 and Thursday April 14, 2016. 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.

Thank you,

Glennie J. King

Instructor Credentials

Bachelor of Science in Chemical Engineering

Masters of Arts in Education

Masters of Arts in School Leadership

Certifications/Endorsements

Type 09 – Endorsements: Chemistry and Physics

Type 75 – General Administrative K-12

TEXTBOOK: Chemistry by Myers, Oldham, and Tocci

Students can access the textbook at home with their assigned access code 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 in 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, 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)

|3-ring binder (2”) with 8 dividers |Pens (black or blue ink only) and pencils |Scientific calculator |

|Loose-leaf Paper |Periodic Table |Textbook (only when told) |

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 these constitutes destruction of school property and could result in a $90.00 fee. A required class fee of $35 has been instituted to allow for numerous class materials and equipment used by the student in a lab science and is due to your teacher by October 9th, 2015. If students do not pay their teacher by October 9th, 2015, then it will become a debt on the student’s record.

ATTENDANCE AND PUNCTUALITY:

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. If a test is missed due to an excused absence, that test must be made up within one school day of the student’s return. This can be done during their lunch or after school. It is the student’s responsibility to make an appointment to make up the missed assessments. Students with EXCUSED absences will be given the same number of days as absent to turn in work that was missed (if a student misses one day, it will only take one day to complete the missed assignments). 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 a cut or a tardy CANNOT be made up. In addition, when students accumulate 3 tardies or cuts, a misconduct report will be submitted.

LATE ASSIGNMENTS

Assignments are due at the beginning of the class period. It is the student’s responsibility to turn in the assignment in the correct location. Assignments will be collected from tray during bellwork time. If not turned in at this time the assignment is considered late. Late assignments and work will not be accepted, for credit, unless the absence is excused.

Morgan Park High School’s Homework Policy *

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 50% of that student’s grade. Homework should be used in one of the following three areas: practice, preparation, or extension.

*This policy is based off of the National Education Association’s Research Spotlight on Homework (Feb. 2015)

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 performance, multiple choice tests, short answer tests, case studies, essays, binder 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.

The grading system in this class is based on MYP Criteria. Each assignment assesses your mastery of the MYP criteria. STEP 1: Students are graded formatively and summatively every 5 weeks. Each subject has 4 criteria that are graded out of 8 total points. Students are graded at a given point in time based on their most recent progress. These scores are then added up to a score #/32. Formative assessments include homework, classwork, and quizzes. Summative assessments will be given at the end of each unit and may include projects, essays, tests, and presentations. Please see the below example:

|Subject |Criterion A: Knowing |Criterion B: Designing |Criterion C: processing |Criterion D: Reflecting |Sum |

|Chemistry |2/8 |3/8 |3/8 |2/8 |10/32 |

Step 2: The sum of the four criteria is used to determine an MYP Grade based on the IB MYP Grade Boundaries.

|Sum boundaries |MYP Grade |Step 3: Every 5 weeks, the MYP Grade |Step 4: Steps 1-3 should be computed for both formative and summative assessments. |

| | |is then converted to a CPS letter |Step 5: The teacher will enter the student’s grade in Gradebook. The final letter grade |

| | |grade. |will be comprised of two categories: formative (50%) and summative (50%). |

| | |MYP Grade 7 = 100% (A) |Example: |

| | |MYP Grade 6 = 90% (A) |Sum MYP Grade Enter this in Gradebook |

| | |MYP Grade 5 = 80% (B) |Formative Semester 1: 10/32 = 3 = 70% |

| | |MYP Grade 4 = 75% (C) |Summative Semester 1: 15/32 = 4 = 75% |

| | |MYP Grade 3 = 70% (C) | |

| | |MYP Grade 2 = 65% (D) |70(.5) + 75(.5) = 72.5’%, which will round up in Gradebook to 73% |

| | |MYP Grade 1 = 55% (F) | |

|1-5 |1 | | |

|6-9 |2 | | |

|10-14 |3 | | |

|15-18 |4 | | |

|19-23 |5 | | |

|24-27 |6 | | |

|28-32 |7 | | |

Criterion A: Knowing and understanding

i. explain scientific knowledge

ii. apply scientific knowledge and understanding to solve problems set in familiar and unfamiliar situations

iii. analyze and evaluate information to make scientifically supported judgments.

Criterion B: Inquiring and designing

i. explain a problem or question to be tested by a scientific investigation

ii. formulate and explain a testable hypothesis using correct scientific reasoning

iii. explain how to manipulate the variables, and explain how sufficient, relevant data will be collected

iv. design a logical, complete and safe method in which he or she selects appropriate materials and equipment.

Criterion C: Processing and evaluating

i. correctly collect, organize, transform and present data in numerical and/or visual forms

ii. accurately interpret data and explain results using correct scientific reasoning

iii. evaluate the validity of a hypothesis based on the outcome of a scientific investigation

iv. evaluate the validity of the method based on the outcome of a scientific investigation

v. explain improvements or extensions to the method that would benefit the scientific investigation.

Criterion D: Reflecting on the impacts of science

i. explain the ways in which science is applied and used to address a specific problem or issue

ii. discuss and evaluate the implications of using science and its application to solve a specific problem or issue, interacting with a factor

iii. consistently apply scientific language to communicate understanding clearly and precisely

iv. document sources completely.

STUDENT ASSISTANCE:

If a student is struggling with an assignment at home or with the class, it is their responsibility to email the teacher immediately and schedule a time for tutoring. After school tutoring is always available. Discussion of grades or missing work will not take place during class time.

Most Major Assignments can be corrected/retaken to earn a higher mark.

• After the assignment is returned, students have a week to make corrections on a separate piece of paper and staple it to the original work.

• Certain tests can be retaken for a replacement grade if:

o corrections are made on a separate piece of paper

o stapled to the original work

o turned in within a week.

Students may then retake the test during lunch or after school at the time they have pre-arranged with their teacher. The retake grade will replace the original grade.

ORGANIZED NOTEBOOK:

Students are required to have an organized 3-ring binder (2”) dedicated to Chemistry to keep all handouts, notes, homework and graded work. The notebook will provide a working portfolio and resource for the class. The binder will allow students to review their old work, study and be prepared for class. Binders can be used as evidence for Criterion A.

LABORATORY WORK:

Students will have to apply and learn scientific knowledge through laboratory activities. Students will work in small groups on laboratory activities or experimentation in class. However, each student is required to turn in a brief laboratory write-up after the activity has been completed.

PASSES FROM CLASS

Unless there is an emergency, the student has a medical reason or a prior arrangement has been made with the classroom teacher; no passes will be issued from class for any reason. Permission for excusal from class for an official school activity must be obtained from the teacher prior to the activity. It is difficult to learn if you are not in the room!!!

CLASS FEE (required):

There is a $35 class fee which includes expendable chemicals, glassware and breakage, maintenance and materials used by students. The $35 class fee is due by October 9th, 2015. After this date this fee will become a debt payable to the Main Office.

COURSE SCHEDULE:

Note: Schedule may change due to continued planning by teachers and administration.

|Time |Related Concept |Key Concept |Global Context |Content Objective |

|HS-ETS1-3. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, |

|safety, reliability, and aesthetics as well as possible social, cultural, and environmental impacts. |

|Sustainable environments are consequences of the system’s conditions |

|Quarter 1:|Consequence |System |Globalization and |I can define chemistry. |

|4 weeks |Conditions | |Sustainability |I can find a career involving chemistry. |

|20 hours | | | |I can define what matter is. |

| | | | |I can classify matter as an element, compound, or mixture. |

| | | | |I can explain what physical and chemical properties are, and list examples. |

| | | | |I can explain what happens to matter during a physical or chemical change. |

| | | | |I can relate composition of a substance to its properties |

| | | | |I can create a number line containing numbers with negative, zero and positive exponents |

| | | | |I can convert a number into scientific notation |

| | | | |I can use scientific notation and interpret the meaning of the power of ten. |

| | | | |I can state the values for metric units |

| | | | |I can create equivalence factor between two units |

| | | | |I can choose appropriate SI units and convert between them |

| | | | |I can collect data safely |

| | | | |I can choose relevant materials |

| | | | |I can take accurate and precise measurements |

| | | | |I can transform data into a graph |

| | | | |I can analyze graphs |

| | | | |I can make conclusions |

| | | | |I can find credible sources of information |

| | | | |I can document sources |

| | | | |I can find main ideas |

| | | | |I can list pros and cons of arguments |

| | | | |I can create an opinion based on evidence |

|HS-PS3-2. Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motions of |

|particles (objects) and energy associated with the relative position of particles (objects). |

|Scientists use models and evidence to construct systems that explain and provide solutions to how the world works. |

|Quarter 1:|Evidence |Systems |Science and Technical |I can differentiate between a solid, liquid, and gas. |

|4 weeks |Models | |Innovation |I can identify that energy changes occurring during phase changes. |

|20 hours | | | |I can show the relationship between the independent and dependent variables in graphs. |

| | | | |I can interpret graphical data that illustrate the relationship between P, T, V, and n. |

| | | | |I can explain how when P, T, V, n changes in a gas, the others change in response. |

| | | | |I can determine the relationship between temperature and speed of molecules. |

| | | | |I can explain how the interaction between gas molecules and the sides of a closed container |

| | | | |creates gas pressure. |

| | | | |I can relate the constant, random motion of molecules to the volume a gas will occupy. |

| | | | |I can define kinetic and potential energy. |

| | | | |I can identify examples of kinetic and potential energy. |

| | | | |I can relate the Kelvin temperature to molecular motion. |

| | | | |I can relate the molar mass to molecular motion. |

| | | | | |

|Time |Related Concept |Key Concept |Global Context |Content Objective |

|HS-PS1-1. Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms. |

|Models can be used to organize systems and make predictions based on the patterns found in its orientation. |

|Quarter 2:|Pattern |System |Orientation in Space |I can find the pattern in the properties of elements. |

|4 weeks |Model | |and Time |I can explain common about elements within a group. |

|20 hours | | | |I can predict the properties of unknown elements. |

| | | | |I can identify the pattern of atomic number on the periodic table. |

| | | | |I can identify the locations of metals, nonmetals and metalloids on a periodic table. |

| | | | |I can differentiate the properties of metals, nonmetals and metalloids. |

| | | | |I can differentiate between groups and periods. |

| | | | |I can identify the main families on a periodic table. |

| | | | |I can identify the location, charge, and relative mass of each subatomic particle. |

| | | | |I can identify the element based on the number of protons. |

| | | | |I can explain how the number of protons and neutrons relates to the mass number. |

| | | | |I can explain how the number of protons and electrons relates to the charge of an atom. |

| | | | |I can determine the number of electrons available in each energy level. |

| | | | |I can place electrons into the correct energy levels. |

| | | | |I can explain the main difference between orbitals. |

| | | | |I can determine the order for filling orbitals. |

| | | | |I can determine the number of valence electrons for representative elements. |

|HS-PS1-7. Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction. |

|Matter changes throughout time and space keeping the total amount of atoms balanced. |

|Quarter 2:|Balance |Change |Orientation in Space |I can relate the number of capitals to the type of matter present. |

|5 weeks |Form | |and Time |I can relate the number of capitals to the type of matter present. |

|25 hours | | | |I can identify reactants and products in a chemical reaction in a chemical equation. |

| | | | |I can determine products based on what was made in a chemical reaction. |

| | | | |I can define and provide an example of a coefficient. |

| | | | |I can define and provide an example of a subscript. |

| | | | |I can use coefficients and subscripts to determine the total amount of atoms present |

| | | | |I can balance equations. |

| | | | |I can use coefficients and subscripts to determine the total amount of atoms present. |

| | | | |I can state the definition of the law of conservation of matter. |

| | | | |I can explain that matter cannot be created or destroyed. |

| | | | |I can use an electronic balance. |

| | | | |I can relate the idea of a mole to a dozen. |

| | | | |I can define the mole in terms of 6.02 x 1023 (Avogadro’s number) particles. |

| | | | |I can calculate molar mass. |

| | | | |I can apply the mole concept to convert between mass and moles. |

| | | | |I can predict the mass of product from given reactants. |

|HS-PS1-2. Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, |

|and knowledge of the patterns of chemical properties. |

|Models explain how the type of interaction determines relationships. |

|Quarter 3:|Model |Relationship |Science and |I can identify a compound as ionic by the types of elements in the compound. |

|5 weeks |Interaction | |Technical Innovation|I can identify a compound as covalently bonded by the types of elements. |

|50 hours | | | |I can identify a compound as ionic by the types of elements in the compound. |

| | | | |I can relate the formation of ions to the octet rule. |

| | | | |I can determine the charge of a main block (representative) ion. |

| | | | |I can determine how many anions and cations are needed to make a compound neutral. |

| | | | |I can write the formula for ionic compounds. |

| | | | |I can show how electrons are transferred in an ionic bond. |

| | | | |I can relate the formation of covalent bonds to the octet rule. |

| | | | |I can determine if single, double or triple bonds are present. |

| | | | |I can show how electrons are shared in a covalent bond. |

| | | | |I can count the number of reactants and products. |

| | | | |I can identify a given chemical reaction as single replacement, double replacement decomposition,|

| | | | |synthesis and combustion. |

|HS-PS1-4. Develop a model to illustrate that the release or absorption of energy from a chemical reaction system depends upon the changes in total bond energy. |

|The transfer of energy allows our world to change. |

|Quarter 3:|Energy |Change |Science and |I can calculate the total chemical potential energy present. |

|2 Weeks |Transfer | |Technical |I can identify the components of an energy graph. |

|10 hours | | |Innovation |I can determine if the products or reactants have more chemical potential energy. |

| | | | |I can calculate the chemical potential energy difference between reactants and products. |

| | | | |I can explain that energy cannot be created or destroyed. |

| | | | |I can use an energy graph to determine if a reaction is endothermic or exothermic. |

| | | | |I can use the location of heat in a chemical equation to determine if a reaction is endothermic |

| | | | |or exothermic. |

| | | | |I can define the law of conservation of energy. |

| | | | |I can explain that energy transfers conserve energy. |

|Time |Related Concept |Key Concept |Global Context |Content Objective |

|HS-PS1-8. Develop models to illustrate the changes in the composition of the nucleus of the atom and the energy released during the processes of fission, fusion, and |

|radioactive decay. |

|Changes in our consumption of energy have consequences. |

|Quarter 4:|Energy |Change |Science and |I can explain the effect of radiation on humans. |

|2 weeks |Consequences | |Technical Innovation|I can define half-life. |

|10 hours | | |. |I can determine how much material present after a given number of half-lives. |

| | | | |I can create a half-life graph. |

| | | | |I can describe the pattern of decay. |

| | | | |I can define alpha, gamma and beta decay. |

| | | | |I can state what particles are involved with alpha, gamma and beta decay. |

| | | | |I can calculate what happens to the nucleus after decay. |

| | | | |I can explain what nuclear fission is. |

| | | | |I can manipulate variables to determine what conditions would create enough energy. |

| | | | |I can research the number and use of power plants in Illinois. |

| | | | |I can determine the benefits and limitations of power plants. |

|Quarter 4:|Balance |Relationships |Globalization and |I can calculate a carbon footprint. |

|3 weeks |Consequences | |Sustainability |I can analyze my score. |

|15 hours | | | |I can find credible sources. |

| | | | |I can summarize main ideas. |

| | | | |I can evaluate the options. |

| | | | |I can find the pros and cons of my choices. |

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.

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 11, 2015 in order for you to participate in the laboratory.

Student Name:__________________________________

Student Signature: _______________________________

List any student allergies:

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

Are contacts worn by the student? Yes or No

|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 ______________________________ |

Circle the preferred method of contact above

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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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