08/04/2015
Mr. Lindsey
Mooresville High School
This is a CONTRACT.
PLEASE read it CAREFULLY.
Dear Parent(s) and/or Guardian(s):
I would like to take a little of your time to introduce myself. As teacher and
guide for your young students, I enthusiastically encourage open communications
between all of us, and would gladly welcome appointments to meet with me,
individually or together. None of us can do it all alone, so any time that you feel
that you can lend some insight into your student’s situation, it would be openly and
warmly greeted. In addition, I have some projects I will be practicing again as well
as new ones just starting, which have and will help students to better comprehend the
subjects they are studying IF we get sufficient interest. One such project is an
after-school “Study Party”. Contrary to how it sounds, this party will NOT be a
free-for-all, goof-off session. Instead, what I do, is offer to stay after school
the day before a test. On this day, we have made up study guides that the students
work on in class, and that will also be available at the study party. ALL of my
students and their parents/guardians are invited to these “parties”. Instead of
“teaching” the material again, what I do is tell the students to come prepared with
questions about what is stumping them, or has them in any way confused. It will be a
laid back, informal setting, designed to make it more welcoming for the students to
get to know me AND feel more comfortable about asking questions.
I feel that these parties are good for several reasons: First, I have tracked
performance of students who have attended them, and the scores went up most
assuredly. Second, I feel that it helps me to be more approachable to students, and
to help open the lines of communication between us. Third, it gives the parents and
guardians of our students a good excuse to come up and visit us, without it being a
confrontational situation for the student, as well as helping to build the
relationship between all of you and us.
I believe that our students are responsible young people, and in that vein,
will expect them to be models of maturity, promptness, and responsibility in general.
This includes having assignments done on time or early, keeping track of textbooks
and other supplies, and keeping excuses to the minimum. In short, I welcome the
challenges before all of us, and promise to strive to help our students excel at
overcoming them. I cannot offer storage space for binders or textbooks. I will
accept NO responsibility for lost materials upon receiving textbooks and other
materials, she/he accepts the risk. PLEASE understand this!
In this welcome packet is included this “Dear Parent Letter”, the Syllabus, the
Classroom Rules, a short briefing on the note-taking style we will be using, a copy
of the proper vocabulary format, and a copy of the Discipline letter students will
write if they make the mistake of earning a detention with us. I try to be as
honest, open, and “upfront” as possible with everyone. In the same vein, I do not
play mind games, and am not a “political” person. You can be assured I will have as
open a repoire with my parents as possible.
This packet should be read by the student and the parent(s)/guardian(s), and
ONLY page nine gets signed and returned – all else should be held in the
student’s binder, in the appropriate section.
BASIC CLASS RULES
1. Follow all community/school rules.
2. Be in your seat at the bell, prepared to work, backpacks on the floor, phones in backpacks.
3. Late work will be accepted at a 50% penalty the day after it was due.
4. Plagiarism and cheating will not be tolerated! If you have copied work from another student or source,
BOTH STUDENTS will receive a grade of zero for that assignment. Cheating on a test will also result in
a grade of zero for that test.
Mr. Lindsey - Earth Science Classroom Rules and Expectations
GUM AND OTHER CONSUMABLES – Are NOT Permissible in the room.
"A Clear voice transmits True Meaning"
"Disrespectful" Words - Respect is not shown by saying, “SHUT-UP” or otherwise speaking to or about someone
negatively!
"We will be respected by earning respect"
LAZY, LAZY, LAZY - Will not be accommodated!!!
Textbooks - Are Mandatory!!
"To succeed, we must EXCEL!"
"Reading is knowledge, Knowledge is power, Power changes the world."
Within the first 5 minutes  Pens or Pencils- Out & sharpened, will NOT be loaned by the teacher. Blue or black ink ONLY is accepted on
work.
"Memories are temporary- written words are not"
 Homework- MUST be placed in the proper IN tray.
"Promptness is admirable"
 Planners- look at the calendar, fill it out.
"A successful journey demands a roadmap"
Noise - Must be controlled, about our lessons, and always respectful. Private Discussions (Including TEXTS and Social
Media messages) may be held IN private, between classes.
"The good and the wise lead quiet lives"
Assignment Headings - Name, Date, Period, and Assignment Title MUST be on the top RIGHT corner of every page of
ALL assignments!! If a space is not provided, put it in the upper right corner, AND it must be
readable – points will be subtracted for extremely messy or missing information!
"Be Proud of Your Name and your work"
Passes – Will be monitored, and issued sparingly. Substitutes will NOT issue passes for any Non-emergency reason, AT
ALL!!! NO ONE is allowed to leave class without permission.
“Presence is more than just being there”
Due Dates - MUST ALWAYS be observed. Unless otherwise noted, NO LATE PAPERS WILL BE ACCEPTED!!!
“Careful planning is key to safe and swift travel”
EXPECTATIONS
:
My expectations for each of you this year in both the quality of work that you submit and the manner that you
conduct yourselves on a personal level in this classroom are very high. Each of you should bring to every class an open
mind, a respect of your peers and their views, a willingness to question the unknown and investigate your interests, an
eagerness to participate in class, and finally, a sense of humor and the expectation of yourselves to work hard and have
fun. It is important to note that since this class is essentially a COLLEGE class, students will be held to a higher standard
(i.e. – Notes are HIGHLY recommended, but will not be checked). Students need to step up to a high level of maturity
and responsibility. It is also worth noting that traditionally, AP Environmental Test scores tend to be the lowest of all AP
scores, due to the difficulty of the subject matter.
Required Materials: (EVERY DAY)
 Text – Environment, Raven | Hassenzahl | Hager | Gift | Berg (Wiley)
 Pencil, and/or a blue or black ink pen. No work will be accepted in any other color, unless
previously noted.
 Notebook Paper (College Rule preferred)
 Binder specific to THIS class
 Open mind and an eagerness to learn!
AP® Environmental Science
Course Description & Syllabus – Mooresville High School, Mooresville, IN
Class Profile
Section size can range from 12 to 28 students. The course meets the entire academic year, each day.
Each class is 44 minutes long, with possible extensions into the PEP period. The class meets for a total
of 220 minutes per week.
Course Prerequisites
Students will have taken biology during the eighth or freshman year and chemistry during the freshman
or sophomore year. Students enrolled in AP Environmental Science must have already taken chemistry
or are taking chemistry concurrently. Many students take AP Biology, AP Chemistry and/or AP Physics
at the same time. Algebra I is also recommended. The course requires a great deal of fieldwork and
outside activities.
Textbook
The text is Environment (9th edition) by Peter H. Raven, David M. Hassenzahl, Mary Catherine Hager,
Nancy Y. Gift, Linda R. Berg (John Wiley & Sons, Inc.). Pond Life: A Golden Guide is also a required
text. Students are assigned summer reading that varies year to year. There is a first-year exemption to
the last two statements.
Course Outline
Because this is the equivalent of a college level one-semester environmental science class, lecture is
normally given twice a week and labs, fieldwork and hands-on activities are the tools used to convey
scientific concepts. Great emphasis is placed on the “science” of environmental science. The two key
themes of this course are evolution (altering natural ecosystems so abruptly through human actions that
species are unable to adapt) and energy use (all organisms must seek energy in some form and must
compete to obtain it). The first semester deals with how ecosystems function naturally; the second
semester deals with environmental problems and ways of resolving and/or preventing them.
Students enrolled in AP Environmental Science are sent an assignment to complete during the
summer. They are required to complete the first chapter in the text and the summer reading. A written
assignment on the chapter and the reading are due the first day of class. (Exempted for first-year).
During the course of the year students are expected to complete the reading in the text, and any other
supplemental readings (case studies, news articles). In addition to lecture, each chapter includes a lab
component, and may include hands-on activities, films with corresponding study guide and analysis
questions, demonstrations and computer simulations. Math is integrated into the curriculum where
appropriate. Students calculate primary productivity, doubling time, total population and energy
conversion problems that are similar to those found on the AP exam. Students are also assigned a major
inquiry-based project each quarter. There is a comprehensive midterm in December. All students
enrolled in the course are required by the school to take the AP exam in June.
Course Outline:
Unit I: Introduction to Environmental Science
Topic
Introduction to Environmental Issues
Science, Systems, Matter & Energy
Labs & Activities
Watching of The Lorax by Dr. Seuss
Activity: Tragedy of the Commons
Lab: What is Energy?
Mini Project: Design Your Own Experiment
Duration
1 week
2 weeks
Unit II: Ecology
Ecosystems, Energy Flow & Matter Cycling
Evolution, & Biodiversity: Origins Niches, &
Adaptation
Biogeography: Climate, Biomes & Terrestrial
Biodiversity
Aquatic Ecology: Biodiversity in Aquatic Systems
Activity: Using Forestry Tools
Lab: Learning to Use a Field Guide
Project: Terrestrial Land Survey (Pioneer Park)
Lab: Investigating Bird Beak Adaptations
1 week
Field Trip: Indianapolis Zoo & Hilbert Conservatory
Film: Chasing El Nino
Project: Hopkins Sand /Gravel Ponds and/or White Lick Creek
Ecosystem Study
Lab: Dissolved Oxygen & Primary Productivity
Activity: Depth Profile & Compensation Point
1 week
1 week
2 weeks
Unit III: Population & Conservation Biology
Community Ecology: Structure, Species
Interactions, Succession
Population Dynamics, Carrying Capacity &
Conservation Biology
Geology: Processes & Soil
Film: Cane Toad: An Unnatural
History
Activity: NSTA Introduced Species Case Studies
Lab: Capture & Release
Stella Computer Simulation: S & J Curves, predator – prey
relationships
Computer Simulation: Tectonic Plates
Lab: Soil Science
Lab: Chemical Weathering
Film: The Dustbowl
1 week
1 week
2 weeks
Unit IV: Human Population & Resources
Topic
Labs & Activities
Human Population: Growth, Demography
& Carrying Capacity
Food Resources
Water Resources
Geologic Resources
Energy Efficiency & Renewable Resources
Film: NOVA Population Bomb
Activity: The Material World
Field Trip/Lab: Mooresville Cemetery
Activity: Survivorship Curves
Activity: Making an Age Pyramid
Lab: Human Carrying Capacity
Activity: Estimating Carrying Capacity
Film: Supersize Me
Field Trip: Meijer Grocery – Origins of Food
Demonstration: Groundwater Simulation Tank
Film: Cadillac Desert
Field Trip: Harding Street Coal Burning Plant
Lab: Cookie Mining & Reclamation
Slide Show: Susquehanna Nuclear Power Plant
Lab: Black Lung Disease
Film: Chernobyl Heart
Field Trip: Purdue University Nuclear Reactor (alternative
energy)
Demonstration: hydrogen car, windmill, solar cooker
Slide show: green home building
Project: Making Biodiesel from Waste Oil
Duration
1 week
2 weeks
1 week
2 weeks
2 weeks
Unit V: Environmental Quality & Pollution
Risk, Toxicology & Human Health
Air & Air Pollution
Climate Change & Ozone Loss
Water Pollution
Pesticides & Pest Control
Solid & Hazardous Waste
Sustaining Wild Species
Sustaining Terrestrial Biodiversity
Demonstration: Meaning of ppm & ppb
Lab: Toxicity Detection of Pollutants in Freshwater
Film: Estrogen Effect: Assault on the Male
Demonstration: Temperature Inversion
Lab: Acid rain
Activity: Air Pollution Microslides
Lab: Detecting Ozone
Film: An Inconvenient Truth
Project: Negotiating for a Cooler Planet
Lab: Watershed Model
Film: Black Tide: A History of Oil Spills
Field Trip: Indianapolis Wastewater Treatment Plant
Demonstration: Organic Pest Control Methods & Organic Foods
Film: Silent Spring
Activity: Comparing Trash over the Last Century
Field Trip: Southside Landfill
Activity: Cloth vs. Disposable Diapers
Film: Waste Management and Recycling
Film: What is a Brownfield?
Film: Transforming a brownfield site
Film: The Sixth Extinction
Film: Save the Rainforests
Film: Can Tropical Rainforests be Saved?
Activity: Understanding Urban Sprawl
1 week
2 weeks
2 weeks
2 weeks
1 week
1 week
1 week
1 week
Labs, Fieldwork and Activities:
1. Tragedy of the Commons: demonstrates how individuals using a common resource for their own
personal gain will inevitably result in the degradation of the commons, decreasing the yield for both the
group and the individual.
2. What is Energy?: students determine how much energy a human can produce and relate that to the
energy needed to power common machines. Energy conversion calculations.
3. Design your own Experiment: students are given seeds and directed to design a very simple controlled
experiment based on a single variable. They may use light, water, fertilizer, etc. as their independent
variable. They must use the scientific method, develop a hypothesis, take measurements and collect data,
and submit a formal lab report.
4. Using Forestry Tools: Students go outside and learn to use a diameter tape, clinometer, tangent, and
Biltmore stick.
5. Learning to use a Field Guide: Student use a tree field guide to key out various tree species.
6. Investigating Bird Beak Adaptations: Students use different tools as “beaks” to feed on islands with
different environments (food resources). Simulates natural selection.
7. Hilbert Conservatory: Students compare and contrast the biotic and abiotic factors in a desert and
tropical rainforest biome.
8. Dissolved Oxygen and Primary Productivity: Students use the Winkler method to determine dissolved
oxygen levels in a series of screened bottles simulating light levels in a pond.
9. Depth Profile & Compensation Point: Students convert and calculate the rate of primary productivity,
graph their data and determine the compensation point for two different ponds.
10. Introduced Species case Study: Students read about fire ants, research different native, introduced and
invasive species, then study maps and determine the range and barriers that Africanized Bees encounter
in the U.S.
11. Capture and Release Lab: Students estimate the population size by marking and releasing mealworms
and then use the Petersen method of determining population size.
12. S & J Curves and Predator-Prey Relations: computer simulation that allows students to follow logistic
and exponential growth of a population and also shows the time lag between growth curves of a predator
and its prey.
13. Tectonic Plates: computer simulation/animation of the movement of tectonic plates and erosion and
weathering. Both internal and external processes.
14. Characteristics of Soil: investigate nutrient levels, soil texture, porosity and permeability, percolation
rate, and water-holding capacity.
15. Chemical Weathering: demonstrates the effects of chemical weathering on surface rocks of varying
composition.
16. The Material World: students examine posters of typical families and all of their possessions in various
countries around the world. They determine their relative environmental impact based on family size,
consumption and available technology in that country.
17. Making an Age Pyramid: age and gender data is collected for each student in the class, the pool of data
is used to construct a histogram for the class.
18. Mooresville Cemetery – Survivorship Curves: two sets of data are collected for individuals dying during
this century and before 1900. Students plot survivorship curves based on gender and age of death for
both centuries.
19. Estimating Human Carrying Capacity: students track what they eat for one typical day and then
determine how much arable land they require for one year to feed themselves. Students then use their
data to determine the carrying capacity of the earth based on a variety of diets and other factors.
20. Origins of Food: Students visit a grocery store and investigate different aspects regarding the food they
consume.
21. Groundwater Simulation: students observe the movement of groundwater in a simulation tank.
22. Cookie Mining and Reclamation: provides an introduction to the economics of mining. Students
purchase land areas and mining equipment and must pay for mining operations and reclamation. They
receive payment for ore mined.
23. Black Lung: slides of diseased and healthy lung tissue are viewed under the microscope and the causes
of black lung disease are researched.
24. Indianapolis International Airport Solar Farm: Students tour an award-winning solar farm engaged in
“alternative energy” production.
25. IPL Harding Street Plant: Students tour a factory engaged in “alternative energy” production.
26. Alternative Energy Machines: students observe and calculate how much energy is generated by a
hydrogen fuel cell car, windmill and solar cooker.
27. Meaning of ppb and ppm: students perform a serial dilution that illustrates the concept of ppb and ppm.
28. Toxicity Detection of Pollutants in Freshwater: the toxicological effect of pollutants in freshwater is
determined by using Daphnia magna.
29. Temperature Inversion: students observe a temperature inversion using an inversion chamber.
30. Acid Rain: students learn the chemical equations explaining the formation of acid rain in the
atmosphere, predict where deposition will occur in the U.S. and Canada, test various solutions for pH
and determine the buffering capacity of different types of bedrock.
31. Air Pollution Microslides: observation of different types of particulate
32. Detecting Ozone: Students track ozone formation at ground level using ozone badges.
33. Watershed Model: as a group, students pollute a watershed and determine point and nonpoint sources of
pollution.
34. Organic Pest Control Methods and Organic Foods: Students investigate alternative methods of pest
control and learn about organic farming methods
35. Southside Landfill: Students tour a turn-around “green” landfill that once was an environmental
concern.
36. Comparing Trash over the last Century: trash generated over the last two centuries is compared.
37. Cloth vs. Disposable Diapers: students compare the production, use and disposal of cloth vs. disposable
diapers and determine which is more environmentally friendly.
Marking Period Projects
Each quarter students are required to complete an inquiry-based project on a particular environmental topic.
Terrestrial Land Survey
Students act as employees of an environmental consulting firm. Each member in the group of four takes on a
different role in analyzing a randomly chosen quadrat in a deciduous forest. The Forester uses forestry tools to
determine the age of the largest tree, measure the diameters and heights of harvestable trees, and calculates
board feet available within the quadrat. The Soil Scientist measures the depth of the topsoil, measures soil
nutrients, determines pH, soil texture and soil color. The Cartographer constructs a simple scale map of the
area, of the quadrat, calculates percent vegetation cover and constructs a profile of the quadrat. The
Naturalist/Photographer collects samples in the field and identifies plants and animals, photographs soil layers,
creates a photo essay of the project. Students put together a written inventory of their findings, an appendix of
photographs and an inventory of identified organisms. The objective is for students to work together as a team,
hone their observational skills, develop an appreciation for nature, and learn to follow directions and use field
equipment appropriately.
Freshwater Pond Study
Students assess the health of a freshwater pond using chemical, physical, and biological tests. Students
calculate species diversity and abundance using Simpson’s Diversity Index. Students record data for both biotic
and abiotic factors. They use a variety of water chemistry kits to determine nutrients, pH, dissolved oxygen,
etc. Atmospheric conditions are determined using appropriate meteorological equipment. Physical tests such as
turbidity and temperature are conducted. Plants and animals are collected and identified using a pond guide. A
benthic macroinvertebrate inventory biologically determines the health of the pond. Students submit a report of
their findings, including an analysis of their data and determination of the relative health of the pond. They also
construct a food web including trophic levels of twenty-five organisms that they have identified. The purpose is
to teach students about freshwater ecosystems, the importance of biodiversity, the influence of abiotic factors on
pond organisms, and the interrelatedness between living organisms as demonstrated in food webs.
Renewable Fuel Production from Waste Oil
Students make biodiesel fuel from both new vegetable oil and varying qualities of waste oil. After learning the
chemical process, students design their own home system for making large quantities of oil. Students must
include in their project a flowchart depicting the process of making biodiesel from waste oil, an illustrated plan
for building a home brew system, and a written component discussing economic and environmental pros and
cons of making biodiesel. They must thoroughly research the cost of equipment and supplies, consider any
economic or environmental drawbacks, and consider the impact on the American economy and environment if
there was a wholesale change in the source of fuel for transportation, manufacturing and energy production.
The objectives are to investigate and create an alternative energy source, to determine the economic feasibility
in the real world, and to determine the environmental impact compared to traditional energy sources.
Negotiating for a Cooler Planet
Students take on the roles of representatives of various countries negotiating a United Nations treaty to curb
carbon dioxide emissions. Students research vital statistics about their assigned country, research the science of
global warming, the specific impacts of global warming on their country and choose an environmental
worldview that best represents the culture of their country. During one class session students negotiate with
other counties to set limits on carbon dioxide emissions. They may form alliances with other countries and try
to come to some agreement on the percent reduction in emissions based on ethical arguments, the science of
global warming, economics and the culture of their country. Students then present the results of their
negotiations and their country’s position based on the interaction during the negotiation session. Finally,
students submit a paper outlining their own response to the ethical, scientific, economic and cultural
motivations of their assigned country. The objectives are for students to gain an appreciation of ethical and
political motivations when dealing with climate change and to apply ethical concepts to real-world issues.
Assessment
Student grades are calculated as follows: ALL assignments will be graded with the “Total Points” method.
There is no final exam in June, but all students are required to take the AP exam.
Disclaimer: This Syllabus is merely a plan. We will make every attempt to stay on schedule, but as
there are many unknowns that surface throughout the year, it IS subject to change.
Grading Scale
97 - 100%
“A+”
87 - 89%
“B+”
77 - 79%
“C+”
67 - 69%
“D+”
59%
93 - 96%
“A”
83 - 86%
“B”
73 - 76%
“C”
63 - 66%
“D”
and Below
90 - 92%
“A-”
80 - 82%
“B-"
70 - 72%
“C-"
60 - 62%
“D-"
– “F”
I have learned in the AP training, that the APES students across the Country
generally have a lower success rate on their AP tests than any other AP subject.
Knowing this, I expect and STRONGLY urge students to set a goal of NOTHING below
and 87% throughout the year. I want my students to be in the top percentiles in
the nation.
Classroom & Lab Safety Rules
GENERAL
1. Conduct yourself in a responsible manner at all times in the laboratory.
GUIDELINES 2. Follow all written and verbal instructions carefully. If you do not understand a direction or part of a procedure, ASK
YOUR TEACHER BEFORE PROCEEDING WITH THE ACTIVITY.
3. Never work alone in the laboratory. No student may work in the science classroom without the presence of the
teacher.
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. Perform only those experiments authorized by your teacher. Carefully follow all instructions, both written and
oral. Unauthorized experiments are not allowed.
6 . Do not eat food, drink beverages, or chew gum in the laboratory. Do not use laboratory glassware as containers for
food or beverages.
CLOTHING 7 . Be prepared for your work in the laboratory. Read all procedures thoroughly before entering the laboratory. Never
fool around in the laboratory. Horseplay, practical jokes, and pranks are dangerous and prohibited.
8. Always work in a well-ventilated area.
9. Observe good housekeeping practices. Work areas should be kept clean and tidy at all times.
10. Be alert and proceed with caution at all times in the laboratory. Notify the teacher immediately of any unsafe
conditions you observe.
11. Dispose of all chemical waste properly. Never mix chemicals in sink drains. Sinks are to be used only for water.
Check with your teacher for disposal of chemicals and solutions.
12. Labels and equipment instructions must be read carefully before use. Set up and use the equipment as directed by
your teacher.
13. Keep hands away from face, eyes, mouth, and body while using chemicals or lab equipment. Wash your hands with
soap and water after performing all experiments.
14. Experiments must be personally monitored at all times. Do not wander around the room, distract other students,
startle other students or interfere with the laboratory experiments of others.
15. Know the locations and operating procedures of all safety equipment including: first aid kit(s), and fire
extinguisher. Know where the fire alarm and the exits are located.
16 . Know what to do if there is a fire drill during a laboratory period; containers must be closed, and any electrical
equipment turned off.
17. Any time chemicals, heat, or glassware are used, students will wear safety goggles. NO EXCEPTIONS TO THIS
RULE!
18. 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 baggy clothing must be secured.
ACCIDENTS 19. Report any accident (spill, breakage, etc.) or injury (cut, burn, etc.) to the teacher immediately, no matter how trivial
& INJURIES it seems. Do not panic.
20. If you or your lab partner is hurt, immediately (and loudly) yell out the teacher's name to get the teacher's
attention. Do not panic.
21. If a chemical should splash in your eye(s) or on your skin, immediately flush with running water for at least 20
minutes. Immediately (and loudly) yell out the teacher's name to get the teacher's attention.
HANDLING 22. All chemicals in the laboratory are to be considered dangerous. Avoid handling chemicals with fingers. Always use a
CHEMICALS tweezer. When making an observation, keep at least 1 foot away from the specimen. Do not taste, or smell any chemicals.
23. Check the label on all chemical bottles twice before removing any of the contents. Take only as much chemical as you
need.
24. Never return unused chemicals to their original container.
25. Never remove chemicals or other materials from the laboratory area.
26. Never handle broken glass with your bare hands. Use a brush and dustpan to clean up broken glass. Place broken
HANDLING glass in the designated glass disposal container.
GLASSWARE 27. Examine glassware before each use. Never use chipped, cracked, or dirty glassware.
&
28. If you do not understand how to use a piece of equipment, ASK THE TEACHER FOR HELP!
EQUIPMENT 29. Do not immerse hot glassware in cold water. The glassware may shatter.
HEATING
30. Do not operate a hot plate by yourself. Take care that hair, clothing, and hands are a safe distance from the hot plate
SUBSTANCES at all times. Use of hot plate is only allowed in the presence of the teacher.
31. Heated glassware remains very hot for a long time. They should be set aside in a designated place to cool, and picked
up with caution. Use tongs or heat protective gloves if necessary.
32. Never look into a container that is being heated.
33. Do not place hot apparatus directly on the laboratory desk. Always use an insulated pad. Allow plenty of time for hot
apparatus to cool before touching it.
Mr. Lindsey Earth Science Room B207 Classroom Policy: “LEAP” –
L – Learning
E - Excellence
A - Applied
P - Practically
WORKS LIKE THIS
In an effort to help students help themselves by learning information they may not have grasped fully the
first time they attempted it, Mr. Lindsey has adopted this classroom policy regarding “makeup” work. This is
NOT in any way affecting the work policy as pertains to absentee students – the school rule still applies to
work in this category. What “LEAP” is, is a helping hand to students who do care about their education, work
and their grades, by allowing them to work hard on those assignments they have earned less than they feel
their potential was to earn.
1. Every Five (5) weeks, a student may choose UP
TO 3 assignments (NOT tests or quizzes) they
feel they can improve their grade on.
2. The student MUST HAVE the original copy, and
must recreate the part they are correcting in its
entirety to get credit (Rewrite the question AND
the answers in COMPLETE SENTENCES).
3. The student must staple the corrected portion
ON TOP of the original document, and turn the
WHOLE thing in.
4. ONCE every NINE (9) weeks, a student may
choose ONE (1) test OR quiz that they feel they
can improve.
5. The Student MUST have the original copy of their
completed test or quiz.
6. The student may NOT take the LEAP opportunity
for test or quiz retakes during my class period –
the LEAP can be completed before school, during
lunch, during a study hall, or after school (IF prior
arrangements are made).
7. The higher score of the two (original vs. retake)
will be recorded.
Student Technology Use Agreement – Mr. Lindsey’s Room
The use of technology tools at Mooresville High School is a privilege, not a right. The privilege is given to
those who act responsibly. Mr. Lindsey encourages the use of technology and there are times when it will be
required. However, it is imperative that students know, understand, and practice appropriate and accepted use.
The rules listed below are in addition to, not replacing, any school corporation rules.
 At times, Mr. Lindsey will allow students to listen to music. When this occurs, students must use
headphones, and must keep volume low enough to hear Mr. Lindsey and others talking at a normal
volume. Failure to follow the appropriate behavior will result in the outlined procedure in the cell phone
section (Numbered 1-4, below).
 Cell phones are to be off and away in Mr. Lindsey’s class, the only exception being IF they need a
calculator and have no other option is available, or as directed by Mr. Lindsey. Cell phones being used for
any reason other than as a calculator (AP regulations prohibit calculator use on tests, anyway) will
result in a stepped discipline policy:
1) First step – Mr. Lindsey will issue a verbal warning followed up with a documented conversation
with the student’s parent.
2) Second step – Mr. Lindsey will confiscate the phone until the end of class, and the student will serve
a detention with Mr. Lindsey. (Detention with Mr. Lindsey requires completion of the Discipline
Letter included in the Welcome Packet, distributed the first day of school.)
3) Third step – Mr. Lindsey will confiscate the phone until the end of the period, and the student will be
sent to the office.
4) Fourth step – Mr. Lindsey will send student to office with a report sent to an administrator complete
with documentation of all previous incidents, for further disciplinary action.
 Laptops are encouraged and at times, required – However, laptops may only be used when instructed to use
them for a lesson, or when taking electronic notes during lectures. IF students are using laptops for taking
notes, they must ONLY be taking notes on them. Failure to maintain this responsibility will result in the
student losing the electronic note-taking privilege. Failure to follow the appropriate behavior will result in
the outlined procedure in the cell phone section (Numbered 1-4, above).
 ALL technology is allowed in Mr. Lindsey’s PER MR. LINDSEY’S DISCRETION – If he instructs
students to turn any or all technology off, the student MUST follow his request.
 At no time during lecture or group instruction, should students have ANY technology operating, with the
exception of laptops. However, laptops may only be operated at this time for taking “electronic notes”.
ONLY electronic notes will be allowed at this time on the laptop. Failure to follow the appropriate
behavior will result in the outlined procedure in the cell phone section (Numbered 1-4, above).
Student Agreement and Parent Permission Form
As a user of the Mooresville High School technology resources in Mr. Lindsey’s, I agree to comply with all the
rules. I understand that violations will result in disciplinary action.
By completing and returning this form, I hereby signify that the student and/or
guardians have read and understand the entire welcome packet sent home by Mr. Lindsey
concerning Earth Science class. Furthermore, we agree that the student will follow
the rules and work to exceed the expectations set forth therein. This receipt will
remain file as record of our mutual understanding with Mr. Lindsey.
Student Name (PLEASE PRINT):_________________________________________________________
Parent / Guardian Signature: ________________________________________________________
Contact Information:
Home phone:
Mother’s Cell:
Father’s Cell:
Email addresses:
Other:
AGREEMENT I, __________________________________ (student's name, printed) have read and agree to follow all of the safety
rules set forth in this contract. I realize that I must obey these rules to insure my own safety and that of my fellow students and
teachers. I will cooperate to the fullest extent with my instructor and fellow students to maintain a safe science lab environment. I
will also closely follow the oral and written instructions provided by the instructor. I am aware that any violation of this safety
contract that results in unsafe conduct in the laboratory or misbehavior on my part, may result in my being removed from classroom,
detention, receiving a failing grade, and/or further disciplinary action.
_________________________________________________________
Student signature
_____________________________
Date
Dear Parent or Guardian:
We feel that you should be informed regarding Mooresville High School's effort to create and maintain a safe science classroom and
laboratory environment. With the cooperation of the teachers, parents, and students, a safety instruction program can eliminate,
prevent, and correct possible hazards. You should be aware of the safety instructions your son or daughter will receive before
engaging in any laboratory work. Please read the list of safety rules above. Student participation in laboratory activities will be
restricted until this contract is signed by both the student and parent/guardian and is on file with the teacher. Your signature on this
contract indicates that you have read this Student Safety Contract, are aware of the measures taken to insure the safety of your son or
daughter in the science classroom and laboratory and that you will instruct your son or daughter to uphold his or her agreement to
follow these rules and procedures in the classroom laboratory.
_________________________________________________________
Signature - Parent/Guardian
_____________________________
Date
This packet should be read by the student and the parent(s)/guardian(s), and ONLY
this page gets signed and returned – all else should be held in the student’s binder,
in the appropriate section.