Pre-AP CHEMISTRY COURSE SYLLABUS
Instructor: Eric Smart, firstname.lastname@example.org
The purpose of this course is to develop a solid understanding of chemical concepts and principles and how these concepts are used in practical applications. Throughout the course, key concepts will be related to real-world situations conceptually, with word problems, and with experimental data.
This is a demanding course. We will use mathematical concepts and algebraic concepts on a daily basis. It is essential that you participate and try. Most students do not immediately understand the concepts. It is important that you do not give up and keep trying. You can be successful if you do the work.
It is absolutely critical that you do not fall behind. The concepts build on each other and it is very difficult to catch up. We will work through numerous examples and problems sets together as a class to help everyone understand. However, to be successful you will have to put in additional work outside of the classroom.
We will develop a lab notebook for all of our experiments. This will take significant work outside of the classroom. It is important that these lab experiments be properly written up. We will have approximately one lab every three weeks. All labs are completed by the students individually or in groups of 2-3. If illness or a school scheduling problem prevents a student from completing a lab, attempts will be made to allow the student to complete the lab before or after school. Alternatively, a non-lab assignment may be given in place of the lab.
We will have homework 1 to 2 times a week. The only way to become proficient and to understand conceptual and mathematical problems is to practice them. Quizzes will often be given at the start of class. All homework, exams, quizzes, class discussions, and labs are designed to help you understand the concepts and to directly apply the concepts covered in class.
We will be using an on-line program called Moodle (http://icolonel.bourbon.kyschools.us) to provide expanded instruction, guided notes, homework, quizzes, etc. Moodle can be accessed from any computer or internet capable device, such as a tablet or phone. Write down and do not lose your username and password because I do not have direct access to this information and can not give them to you.
Textbook: Chemistry: Matter and Change-Buthelezi, Dingrando, Hainen, Wistrom, Zike, 2008
Supplies: Notebook for lecture notes, lab notebook (hard bound-no tear out sheets), graph paper, scientific calculator (cannot be your cell phone).
1. Exams are 70% of term grade
2. Lab reports, quizzes, homework, etc are 30% of term grade
3. The Mid-Term Exam and Final Exam are 20% of each semester grade.
Grades will be posted regularly on the classroom door by student ID number. It is the responsibility of each student to check their grades for missing work and to report any possible errors.
1. Be on time for each class.
2. Have the necessary supplies, such as, note paper, pencil, calculator, graph paper, etc.
3. Stay focused on the lesson and work.
4. Do not use cell phones or other electronic devices.
5. Do not use any ear listening devices without prior permission.
6. Complete all work (homework, quizzes, lab reports, etc) on time.
7. Make up all missing work when absent. All assignments are posted on the room door.
It is your responsibility to find out what you missed and complete the assignment.
8. If absent, obtain missing notes either from a friend or Dr. Smart.
9. Do not cheat.
I am available almost every day before school starts, at break, and after school to help students.
Exam Retakes/Late Work
Students can retake exams. The “retake” exam will have different questions that cover the same material as the original exam. The student will keep the highest grade, that is, their grade can NOT go down. In order to retake an exam, the student will have to demonstrate that they have made progress in learning the material, for instance,correcting previously wrong test questions, completing additional homework problems, or come in for tutoring. Once both the student and Dr. Smart are satisfied that they are prepared, the student can retake the exam.
It is important that all assignments are completed on time. However, if work is handed in late it will be graded without penalty with the following exception. Once the answer key is made available to students or lab reports are handed back the late work can no longer be accepted and the grade will become a zero. Students with excused absences will have time to make up the assignments according to school policy.
1. Students will be on time. Tardy students automatically receive break detention (according to school policy).
2. Students will bring necessary materials to class (textbook, paper, pen/pencil, calculator, etc).
3. Students may NOT eat/drink in the science lab. This is OSHA policy and school policy. Food or beverage being consumed may be stored, confiscated, or thrown out at the teacher’s discretion.
4. Electronic devices are NOT permitted to be used/displayed unless permission is given by the teacher. For example, phones may be used as calculators in certain instances. Ear buds must be removed for class. It is NOT the teacher’s responsibility to know if the electronic device is/is not functioning. The teacher may ask for any electronic device not used with permission for appropriate activities (ie. texting, checking messages, playing games, pretending to text, etc). Confiscated devices may be picked up at the end of the day in the office according to school policy. Parents: do not expect your student to return a message during class time. They may check phones between classes, during lunch, and during break.
5. Students will conduct themselves so as not to be a distraction to their own work or to others’.
6. While working in the lab, all safety procedures will be followed at all times. Disregarding safety procedures, disruptive behavior, or any uncooperative behavior will result in immediate removal of the student from the lab. The safety of the student and other students always receives top priority.
Correcting student misbehavior always begins with addressing the issue and allowing the student the opportunity to correct the behavior themselves.
Chapter 1 Introduction pp 2-29
Chapter 2 Analyzing Data pp 30-67
Chapter 3 Matter—Properties and Changes pp 68-99
Chapter 4 Structure of the Atom pp 100-133
Chapter 5 Electrons in Atoms pp 134-171
Chapter 6 Periodic Table and Periodic Law pp 172-203
Chapter 7 Ionic Compounds and Metals pp 204-237
Chapter 8 Covalent Bonding pp 238-279
Chapter 9 Chemical Reactions pp 280-317
Chapter 10 The Mole pp 318-365
Chapter 11 Stoichiometry pp 366-399
Chapter 12 States of Matter pp 400-439
Chapter 13 Gases pp 440-473
Chapter 14 Mixtures and Solutions pp 474-513
Chapter 15 Energy and Chemical Change pp 514-557
Chapter 16 Reactions Rates pp 558-591
Chapter 17 Chemical Equilibrium pp 592-631
Chapter 18 Acids and Bases pp 632-677
Chapter 19 Redox Reactions pp 678-705
Chapter 20 Electrochemistry pp 706-742
Chapter 24 Nuclear Chemistry pp 858-885
Laboratory skills are an essential component of your chemistry experience.
• You will gain valuable experience in using and manipulating chemistry equipment such as: beakers, burners, funnels, balances, thermometers, graduated cylinders , pH meter, spectrophotometers, burets, and many more.
• You will become familiar with general types of chemical laboratory work such as synthesis of compounds, titrations, gravimetric analysis, separations, spectrophotometry, and more.
• You will learn to make accurate and objective observations in your lab notebook.
• You will learn to record what you see and not what you think you should see.
• You will become familiar with evidence of chemical change, such as, precipitation, color change, temperature change, gas formation, and more.
• You will learn how to make, record, and interpret quantitative and qualitative measurements.
• You will learn how to organize your data in your lab notebook and anticipate the type of presentation best suited for your data.
• You will learn to distinguish between mistakes and scientific errors.
• You will learn to draw conclusions.
• You will learn to communicate with your peers by working in small groups, sharing reagents, sharing equipment, and sharing data.
• You will develop a detailed laboratory notebook that documents your experimental studies. Universities and colleges may ask to see your notebook before credit is given.
Unless otherwise state, the following format will be used when writing up all lab experiments.
I. Title, Date, Lab Partners (if applicable)
V. Analysis of Results
I. Title, Date, Lab Partners (if applicable)
Descriptive title of the experiment and the date or dates, if more than one day, that the experiment was performed. It is important to keep track of all lab partners.
Describe the overall goal(s) of the experiment. What are you trying to do or determine in the experiment? You hypothesis should be in this section. Briefly summarize relevant background information concerning the experiment or the theoretical principles on which the experiment is based. This section should include relevant chemical equations or mathematical equations.
This section details what you did and how you did it. This section does not require extensive detail but should provide enough detail that a competent reader can understand what you did. Unusual or specialized techniques should contain more detail.
Neatly record all measurements and observations made during the experiment. The use of data tables can greatly facilitate the recording of the data. Make sure that detailed notes are taken, paying attention to units, significant figures, and appropriate labels. The data/observations should be understandable by any competent reader so enough detail (titles, labels, text) needs to be included to ensure this. Do not discuss or interpret your data in this section.
V. Analysis of Results
This section will include all calculations, graphs, analyses, and the discussion of your results. All calculations need to be clearly labeled as to the purpose (what are you calculating), contain significant figures, and contain the appropriate units. A sample
calculation can be shown if the same calculation is done repeatedly. All graphs must have a descriptive title, labeled axis, units, and any other text that aids in understanding. The graphs can be computer generated or done by hand (use a ruler). If questions were assigned with the lab, answer all of the questions in this section (clearly numbered). In this section you should address all of the appropriate following points:
-What conclusions can be drawn and how you arrived at these conclusions
-Support your conclusions with specific observations or calculations that you made
-Explain any inconsistencies with your predictions (mistakes, experimental error, incorrect prediction, etc)—be specific and detailed
-Discussion any major sources of error and explain how these errors impacted on the results. Identify possible sources of bias. Be specific.
-Identify any unpredicted problems that occurred during the experiment and how they can be avoided in the future
-Discuss any unexpected results
-Compare your results with your classmates
-Recommend modifications or future work that could improve or extend your results.
Concisely state your major conclusions. Using “bullets” often helps organize this section. Conclusions should relate to the stated goals of the experiment and be supported with specific examples from the results. Always support your conclusions with specific data.