MVHS
COURSE INFORMATION SHEET
Course Title: Chemistry
Instructor: Dr. Thornburg
UC/CSU: Yes/Yes
Textbook and other learning resource: : Holt Chemistry,
CA Ed., Myers, Oldham, & Tocci
What Students Can Expect From This Course
Course Description:
Chemistry is the branch of science that deals with the composition of matter and the changes
in composition that matter can undergo. In investigating the composition of matter, we will
explore the structure of the atom and the ways in which that structure determines the kinds of
substances that can be formed. In studying changes in composition, we will integrate this
structure with the energy considerations that govern chemical reactions. We will see how the
science has developed and how its models have been tested and shown to have predictive
power.
Our exploration will take us from the fundamental ideas associated with chemical
and physical change, to an understanding of the interactions of atoms, ions, and molecules,
quantifying their reactions, and predicting reaction products. As well as learning about the
unique properties of gases, we will address equilibrium situations and the rates of reactions,
and conclude our studies with an in depth treatment of aqueous chemistry. to understand
behavior of gases, the conditions of for the properties of liquids and solids. We consider the
electronic structure inside the atom, chemical equilibrium and reaction rates. Then we
elaborate our theoretical ideas in an extended treatment of aqueous chemistry. Finally we
apply the principles we have learned to the realm of organic chemistry as we examine a few of
the basic building blocks of life.
This course is designed to provide you with knowledge of the fundamental concepts
called chemistry. It will also reinforce your understanding of the chemical basis of the
biology you encountered last year. We will focus on strengthening your logical reasoning
processes, enhancing your problem solving strategies, and developing your skill in organizing
the products of scientific thought and experimentation into coherent reports. As you continue
to grow in your ability to use the scientific method in approaching problems, you will become
familiar with a wide variety of laboratory techniques.
Thus, your expected learning outcomes lie in the development of:
Critical thinking skills - as you employ the scientific method of reasoning to proceed logically
from observations to inferences and conclusions based on those inferences. You will draw on
your analytical abilities when you connect experimental error to the source of that error in
your execution of experiments. You will apply your knowledge of relevant chemical
concepts as you solve problem sets that are designed to expand your knowledge of
the physical implications of those concepts. On the completion of each unit you will
reflect on the key ideas embodied in that unit, and be able to highlight those ideas in
written form.
Problem-solving skills - as you identify the given information and apply
relations that connect the pieces of a scientific problem to produce logical and
testable solutions both on paper and in the lab. Specifically, you will learn to
extract meaningful information from written problem situations using a
reciprocal teaching model. Even more important, you will become able to use
the technique of dimensional analysis to solve problems in a logically
consistent format.
Communication skills - as you discuss concepts and problem solve together,
and as you present the results of scientific investigations in lab notebook writeups. In addition, you will be presenting solved problems to the class as a
whole, and will field questions from your classmates as they attend to your
solution process.
Learning acquisition skills - as you interact with the scientific concepts,
hypothesize and test your hypotheses and come fully to understand that
learning chemistry is not a spectator sport. Learning science involves a
constant back and forth interaction between the source of concept learning
(class notes and text) and the application of those concepts to the solution of
the problems in your problem sets. The problems in your problem sets were
selected to promote this interaction. You will also be developing your ability
to use this technique of learning science when you analyze your data and
results from your laboratory experiments.
Creativity - as you build mental models of the behavior of atoms and
molecules.. You will have the opportunity to illustrate concepts associated
with the electronic structure of atoms and molecules and periodic table trends
via writing fanciful stories and develop thematic posters that
anthropomorphize aspects of these entities.
Computer skills - as you develop and present projects using word processing and
graphing programs and work with chemistry simulation programs. In particular,
we will be using Exploring Chemistry software in group discussion formats to give
meaning to equilibrium notions and solution reactions.
Integrated reading/math/writing skills - as you master logical arguments in text
form, apply mathematical operations in the expression of scientific laws and
transmit the results of those activities in written form.
An appreciation for the role of science and technology in modern society - as you
explore applications of chemical principles to the development of materials,
technologies, and to the preservation of our environment. You will be reading
many articles that link chemistry to real world situations. These articles appear in
Chemistry Matters, a magazine written especially for high school students.
Mountain View High School Mission
To increase the instructional coherence within and between departments while raising the achievement of all students
Assessment and Grading:
Per BP/AR 5121, teachers of the same course are expected to align their grading and assessment practices
in the following areas: (a) the weight of assignments for the various categories of assessment, (b)
homework policies, late/make up policies, opportunities for revision, extra credit and grading scales, (c)
degrees of proficiency. In addition, the policy specifies that “group work is to be considered an essential
part of the learning experience, and that grades earned through group participation are to reflect an
individual student’s achievement on a designated academic standard and to be awarded to individuals rather
than to groups of students. Extra credit is to be given only when it supports student achievement of
academic standards for the course and when it is equitable for all students.
Grading practices are determined by course teams. All
teachers of this course will determine grades as defined below:
1.
2.
3.
4.
5.
6.
7.
8.
Weight of assignments and/or components of the grade
Grading Scale
Homework policy
Late work, missing work and opportunities for revision
Group work
Extra credit
How proficiency is determined/how student work is assessed
Grade Book Update Policy
Students are expected to master the details of the following concepts and skills·
Concepts
The chemical elements are fundamental building
materials of matter. All matter can be
understood in terms of arrangements of atoms.
Atoms retain their identity in chemical
reactions.
Chemical and physical properties of materials
can be explained by the structure and the
arrangement of atoms, ions, or molecules and
the forces between them.
Skills
The student can use representations and models to
explain scientific observations and solve scientific
problems.
The student can use dimensional analysis in
problem solving.
Changes in matter involve the rearrangement
and/or reorganization of atoms and/or the
transfer of electrons.
The student exercises scientific reasoning when
planning and carrying out experiments. The
student can connect the outcome of an experiment
to the methodology of the experiment.
Rates of chemical reactions are determined by
the details of molecular collisions.
The student can work with scientific explanations
and theories.
Energy plays an essential role in the changes
matter undergoes. The laws that describe this
role can be used to predict what changes will
occur.
The student can identify relevant information in
chemical problems and can connect that
information appropriately in arriving at problem
solutions.
Although grades are determined on a percentage of "total points" basis, assignment
point values are scaled so that Summative Test scores determine roughly SO% of your grade, Lab
Reports amount to about 38% of the grade, Miscellaneous Assignments and In-Class Work
are worth 6-8%, and a Work Habits grade is 4-6%. Work habits are assessed by the
number of daily homework stamps you accumulate and by your cooperation in making the
class go well.
The “total points” grade ranges are 80-100% A – Exemplary,
60-79% B – Proficient, 40-59% C – Progressing, 20-39% D – Basic,
0-19% F- Below Basic.
Proficient on Tests means:
 The student has demonstrated an above average ability to extract relevant
information from the questions to solve the problems effectively.
 The student can select and apply relevant standards-based concepts in solving
chemical problems.
 The student has an adequate understanding of the use of chemical language and
mathematical conversion in representing concepts symbolically and in
manipulating those concepts mathematically.
 The student has a limited understanding of the scope of the standard and thus can
occasionally d draw together some related concepts and integrate them correctly
in problem solving.
Proficient in writing Lab Reports means:
 The student has demonstrated an above average grasp of the purpose and outcome
of the experiment.
 The report proceeds logically from the data obtained through the means of
obtaining it to the results obtained and the conclusions that can legitimately be
drawn from those results.
 Calculations may be incomplete or results not fully discussed. Minor omissions
with respect to units or equipment specification may exist.
 Error possibilities are too general and not clearly linked to the outcome or not
supported by procedural and observational details.
A separate rubric defines the remaining levels of mastery for Tests and Lab Reports. Multiple
opportunities for demonstrating your level of mastery are offered. Extra Credit, however is not
offered, with the exception of Mole Day. Mole Day Extra Credit will appear in the Work
Habits category.
Any bond or intermolecular attraction that
can be formed can be broken. Reaction
conditions can influence which of these
two competing processes will prevail.
Mountain View High School Mission
To increase the instructional coherence within and between departments while raising the achievement of all students
What Is Expected Of The Student
Daily Assignments:
Please purchase a laboratory notebook and a scientific calculator. You will need to
have a three-ring binder with dividers for your notes and workbook sheet storage. Colored
pencils are an optional asset.
The notes you take in class are invaluable in helping you to master the material of this
course. You will need to spend 10 - 15 minutes each night learning these class notes, as
well as an additional 15 - 20 minutes working problems, writing up labs, reading the
referenced text sections, and/or completing related homework. Each day’s lesson builds
on the preceding day’s work. Do not let yourself get behind.
You will be asked to apply the information presented to solve chemical
problems. This process requires you first familiarize yourself with the concepts and
techniques presented in class. As you attempt the problems you may find you need to go
back and reread your notes or text and rethink through the ideas that have been presented.
This is normal.
Because of the sequential and cumulative nature of teaching and learning chemistry,
dally assignments that constitute make-up work (arising from absences) will generally be
stamped. In the case of unexcused absence, no stamp will be issued. There is no leeway granted on
stamping dally work that is not done. A few days leeway Is customarily granted on other work
provided you are seeking help from me or In the Tutorial Center to enable you to complete the
given assignment.
Attendance:
ABSENCES: An “unexcused absence” is an absence in excess of a 30-minute period
occurring in a given class. Students may not exceed 14 unexcused absences across their
entire schedule. A full day, unexcused absence counts as 5, 6 or 7 absences depending on
how many classes a student carries toward the total of 14. On the 15th unexcused absence,
students may be referred to an alternative educational program/site pursuant to the
District’s involuntary transfer policy (AR/OP 5113).
TARDIES: Students may not exceed 19 unexcused tardies across their entire schedule. An
unexcused tardy is an absence from class from when the bell rings until up to 30 minutes
of a class period. At the 15th unexcused tardy, there will be a mandatory parent conference
with the student’s Assistant Principal. This conference will be scheduled to occur the
morning after the family is contacted by the school. At the student/parent conference,
consequences for continued tardiness are discussed and the student is assigned to Saturday
School. An attendance contract will also be signed at this meeting. Failure to attend
Saturday School may result in a transfer to an alternative educational program/site.
Classroom Rules:
We operate In an atmosphere of mutual respect and consideration. That respect
extends to the chemicals and the equipment you will be using. I will not allow anyone to work
in the laboratory who Is not wearing SAFETY GOGGLES/FACE MASK or who is not following
safe operating procedures. There is no eating or drinking In the lab area.
Students are invited to review past tests during their free periods and at lunch. However, no
problems may be copied, and under no circumstances may a test be removed from the Science
building unless done so under the auspices of a Special Education Teacher or Special Education
Aide. Scratch work should be turned In to me before leaving the building. Students are
encouraged to identify the concepts that have given them trouble, and to practice these concepts
by locating workbook problems that involve these concepts in arriving at solutions. Violation of
this policy will be deemed as cheating and iIs subject to school disciplinary action.
Cheating Policy:
The Board expects that students will not cheat, lie, plagiarize or commit other acts of
academic dishonesty. Examples of cheating include: anyone who copies another’s work or
turns in someone else’s ideas as his or her own, collaboration with another student or
students could be considered cheating if students are expected to complete an assignment
independently, copying homework, allowing someone else to copy your work, plagiarism,
copying or allowing others to copy from another’s exam, improperly obtaining and/or
using tests, questions, or answer keys, using unauthorized notes/materials or electronic
equipment (calculators, cell phones, etc.), with greater access to the Internet and electronic
sources, students need to be very clear about their responsibilities in using these tools with
integrity. Check with your teachers if you are unsure or unclear about his/her expectations
regarding the use of the Internet.
Help and Contact Information
Phone:
(650) 940-2462
Email:
Katie.Thornburg@ mvla.net Please contact me by email if at all possible.
Mountain View High School Mission
To increase the instructional coherence within and between departments while raising the achievement of all students