Lab Chem Syllabus
Lab Chemistry
Course Syllabus
DMr. Briggs – my modifications for possible adoption
From Mr. Lucchese
eEmail: ; web: behschem.pbworks.com
phone: (207) 642-9080 ext. 917
Phone: 207.648.7885
COURSE OVERVIEW
Each of you has arrived at this point by different paths and your reasons for taking this course are equally varied. Some of you are simply trying to fulfill a graduation requirement. Others are preparing for college or some other post-secondary pursuit. Still others have a genuine interest in science and may be planning for a career in a science related field. This class is designed to help each of you reach your goals.
Our world is made up of “stuff,” and that stuff is made up of smaller stuff, and that stuff is made up of even smaller stuff. And on it goes. Understanding how all that microscopic (or submicroscopic) stuff fits together can tell us an awful lot about the world we actually experience. That is the purpose of a course in chemistry. We will be asking some very profound and intriguing questions about the very nature of our universeworld. This is a laboratory-oriented, problem-solving course, so, we will be investigating these questions ; through scientific inquiry, lab experiments, critical thinking, and collaboration. My intention is to have you not only understand these questions, but to make life-long use of your problem- solving skills, to become a self-directed learner who contributes positively to your community, and to be a clear and effective communicator who makes responsible and informed decisions. we use the laboratory to solve real problems which affect you and your world.
Regardless of who you are outside of this class, within these walls, you are a scientist. You will be expected to ask questions, to make predictions, and to design experiments to answer those questions. Hopefully, you will also have fun along the way.
ENDURING UNDERSTANDINGS
Students (that’s you) will understand THAT...
· the world we experience in our daily lives is the result of reactions and properties which that exist on a sub-microscopic level.
· science is not a collection of facts, but rather a process by which we discover and explain those facts.
· science is a highly social, collaborative process which that requires detailed and careful communication
TOPICS (UNITS)
1 / Intro to Chemistry, Measurement, Structure & Classification of Matter / 5 / Chemical Calculations2 / Atomic Theory & Chemical Compounds / 6 / Gases
3 / Chemical Reactions & Acids & Bases / 7 / Process of Chemical Reactions
4 / Oxidation Reactions / 8 / Nuclear Chemistry
COURSE STANDARDS
A2 ModelsStudents evaluate the effectiveness of a model by comparing its predictions to actual observations from the physical setting, the living environment, and the technological world.
A4 Scale
Students apply understanding of scale to explain phenomena in physical, biological, and technological systems.
B1 Skills and Traits of Scientific Inquiry
Students methodically plan, conduct, analyze data from, and communicate results of in-depth scientific investigations, including experiments guided by a testable hypothesis.
C1 Understandings of Inquiry
Students describe key aspects of scientific investigations: that they are guided by scientific principles and knowledge, that they are performed to test ideas, and that they are communicated and defended publicly.
C2 Understandings About Science and Technology
Students explain how the relationship between scientific inquiry and technological design influences the advancement of ideas, products, and systems.
C3 Science, Technology, and Society
Students describe the role of science and technology in creating and solving contemporary issues and challenges.
C4 History and Nature of Science
Students describe the human dimensions and traditions of science, the nature of scientific knowledge, and historical episodes in science that impacted science and society.
D3 Matter and Energy
Students describe the structure, behavior, and interactions of matter at the atomic level and the relationship between matter and energy.
D4 Force and Motion
Students understand that the laws of force and motion are the same across the universe.
A2 Models
Students evaluate the effectiveness of a model by comparing its predictions to actual observations from the physical setting, the living environment, and the technological world.
A4 Scale
Students apply understanding of scale to explain phenomena in physical, biological, and technological systems.
B1 Skills and Traits of Scientific Inquiry
Students methodically plan, conduct, analyze data from, and communicate results of in-depth scientific investigations, including experiments guided by a testable hypothesis.
C1 Understandings of Inquiry
Students describe key aspects of scientific investigations: that they are guided by scientific principles and knowledge, that they are performed to test ideas, and that they are communicated and defended publicly.
C2 Understandings About Science and Technology
Students explain how the relationship between scientific inquiry and technological design influences the advancement of ideas, products, and systems.
C3 Science, Technology, and Society
Students describe the role of science and technology in creating and solving contemporary issues and challenges.
C4 History and Nature of Science
Students describe the human dimensions and traditions of science, the nature of scientific knowledge, and historical episodes in science that impacted science and society.
D3 Matter and Energy
Students describe the structure, behavior, and interactions of matter at the atomic level and the relationship between matter and energy
D4 Force and Motion
Students understand that the laws of force and motion are the same across the universe.
COURSE ASSESSMENTS
There will be a variety of formative and summative assessments throughout the semester. Formative assessments will help the teacher (and you) evaluate how well you are mastering the course content. Summative assessments evaluate how well you have mastered the key concepts, procedures, and content standards.
Graded Assessment types will include:
1. Tests (to assess how well you have mastered the content, i.e. have met the standards)
2. Quizzes (as a progress check and to check for understanding of homework)
3. Lab Reports (since this is a lab class, these address standards B1 & C1, as well as integrate content knowledge, practice, and communication)
4. Projects/Writing (to assess your ability to apply what you learn, as well as a chance to learn by doing)
5. Reflections (your chance to think about what you are learning, as well as to evaluate your class performance)
POLICIES
1. Re-Doing assignments.
You may retake tests for a maximum score of 90%. The retake will replace your original grade. You may be required to do a “qualifying assignment” first, to assess your readiness to retake the test.
2. Missed & Late Work
Late work: In the past, I have tried to be lenient with late work and have been made to regret it. Therefore, if I collect homework for grading, and you turn it in late, I will only accept it if you stay after on the next makeup day (or before) to complete it. You will receive a maximum of 70% on late homework. For other work, such as lab reports and projects, there will probably be late penalties built into the rubric.
Missed Labs must be made up on the next makeup day.
3. Grading
Grading will be based mainly on a total point system. Dividing the total number of points you’ve received by the total possible gives you your percent grade.
LATE WORK
In the past, I have tried to be lenient with late work and have been made to regret it. Unless there are extenuating circumstances, NO LATE WORK will be accepted. However, you may replace the original assignment with an alternate one of my choosing to receive full credit.
PREPAREDNESS
You are expected to be prepared for class each day. That means more than just showing up for class. You need to bring your brain and a willingness to use it, along with the following items.
· Scientific calculator (NOT YOUR PHONE, PDA, IPOD, etc.)
· Pencil
· Blue or black pen
· Lab Notebook
· Dry erase marker
· Chemistry notebook
We will be using two text books
1) a regular text book: Introductory Chemistry, by Zumdahl & DeCoste
2) a downloadable book: An Introduction to Chemistry, Atoms First, by Mark Bishop: http://preparatorychemistry.com/Bishop_Atoms_First.htm
NOTE: There are about a millionare so many other details about this course involved in conducting a high school science class and I can’t possibly discuss them all here. The rest we will have to figure out along the waythat we’ll discuss them as we encounter them.
Lab Chemistry Syllabus Signature Page
Student:
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Parent/Guardian:
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