Unit 1: Weather Matters! In this unit you will learn about how gasses behave under different conditions (by doing some cool experiments and demonstrations) and how meteorologists know what they’re talking about.

Unit 2: Building Batteries Here, you will learn about the structure of atoms, why the periodic table is the way it is, and how to apply this knowledge in order to invent a chemical battery that powers a small flashlight!

Unit 3: Toxins. Here, you’ll learn about how chemists measure the smallest amounts of lead in our water, how to measure the difference between an acid and a base, and why some chemicals are more toxic than others.

CHEMISTRYSemester 1-2

www.fainchemistry.weebly.com Mr. Brian Fain: bfain@pps.net

Welcome to ChemistryWelcome to Chemistry! This course is designed to prepare you for any career of your choice, to be an informed citizen of the world, and for college science courses in your future. Below are answers to some important questions about the course, so I ask that you read it with your parent or guardian before signing it.

WHAT DO I NEED EACH DAY?• Binder with Chemistry tab

• 2 pencils and 2 black or blue pens

• Chemistry Spiral Notebook

• Completed Homework (if assigned)

WHAT IS GRADED?You earn your grade through a proficiency grading system. This is outlined more toward the end of this packet, but here are the highlights: 20% of your grade is based on your daily work. This includes all things you will practice and do in order to learn: like homework, practice problems, weekly quizzes, notes, keeping a glossary, answering lab questions, exit tickets, online comments, etc. .

80% of your grade is based on Assessments of Learning Targets. This includes things like unit tests, lab reports, and presentations. This is the big stuff - it is how you show that you know not only the basic concepts, but that you can synthesize and apply a variety of concepts together. These items will be kept in your own private portfolio, and will be the evidence you use to earn your grade in the class. The good news is that these assessments can be re-done if needed.

GRADE REPORTS?Check your grade online regularly on Synergy. I will update as often as possible, and will send emails to your parents/guardian when needed. I will also provide you feedback online. Keep in mind, I need time to grade work so sometimes there are a few days in between turning work in and the grade showing up online. See the attached explanation of the grade policy for more information.

WHAT IF I NEED HELP?Come to tutorial sessions after or before school. I will update my availability on the website and on my door. These tutorial sessions are for any and all science related school work - for ANY student. Check the website for helpful sites and videos too: www.fainchemistry.weebly.com

Preview of the first 3 Units

Can I turn in late work?If it is an excused absence, absolutely! However, make up work for unexcused absences will be accepted at the teacher’s discretion. Just remember that classwork and homework, while only 20% of

your grade, are THE MAIN

WAY to learn the stuff on the

assessments and tests. Students need to be present

in class every day. You are

responsible for making up all

work missed while they are absent in order to receive a grade for that work. That

means you have to ask for make up work. Make up work is difficult to complete, especially for labs that require special set up.

What happens if I’m

late or absent? When students are tardy they miss the instructions for the whole day's work! This is frustrating for everyone else who is there on time. If you are tardy please come in quietly, and wait to get the information you missed, so as not to disturb the class any more than necessary. All school rules and

expectations will be followed and enforced. Please refer to the school climate guide for more information. As for other things about the class expectations, we will construct our own classroom constitution at the beginning of the year.

Class Rules?

1. Come to Class2. Do your Work3. Be Cool (i.e. be safe,

respectful, and responsible)

LABORATORY BASED LEARNING

If you miss a lab experience, it is really difficult to make it up! Check the class calendar, and come prepared. We have to use our short time together wisely!

Chemistry is all about learning how and why stuff interacts with other stuff - we do this by experiencing it and by doing science in a laboratory classroom!

Course Objectives: The overarching question for this course is, “How can chemistry be used to save the world?”. This is a trick question of course, but nonetheless a very important one to consider as students learn to see the world through a chemical lens - one of many they will learn through their educational experiences. Below, each unit has learning targets (LT’s). Students will be expected to successfully demonstrate most of these targets in order to earn a passing grade in the course.

UNIT 1: WEATHER MATTERS! (7 days)•LT 1: I can use experimental data to show mathematical relationships between pressure, temperature and volume

of a gas, and relate this to weather patterns in the atmosphere (from NGSS PS1-A)

UNIT 2: BUILDING BETER BATTERIES (12 days)•LT 2A: I can use the patterns in the periodic table to justify my predictions about atomic structure and properties

of elements, and explain how these trends in properties are used in the design of batteries (from NGSS PS1-1)

•LT 2B: I can work in a team to invent an LED flashlight with a chemical battery out of common materials that is portable and rechargeable, explain how to build it in a YouTube video, and write a final report that justifies our design choices.(from NGSS PS3-3, ETS1-2 and ETS1-3)

UNIT 3: TOXINS (12 days)•LT 3A: I can determine the molar concentration of specific ions using absorbance or titration data (from NGSS

PS1-2 and PS1-6)

•LT 3B: I can invent a colorimeter that can accurately measure the concentration of lead in a sample of water (from NGSS PS3-3)

UNIT 4: FOOD, TASTE, SMELLS, AND SOAP (12 days)•LT 4A: I can predict properties of a substance based on its molecular structure, and support these predictions with

experimental data. (from NGSS PS1-3)

•LT 4B: I can chemically engineer a soap that can emulsify non-polar molecules like oils (from NGSS PS2-6)

UNIT 5: FIRE...KABOOM! (12 days)•LT 5A: I can use stiochiometry and experimental data to determine the chemical equation OR the mole ratios for a

chemical reaction. (from NGSS PS1-2, PS1-7)

•LT 5B: I can use particle diagrams, kinetic molecular theory, and experimental data to explain differences in rates of a reaction. (from NGSS PS1-5)

UNIT 6: HECK NO, WE WON’T GLOW! (5 DAYS)•LT 6: I can use equations, pictures, and words to model the processes of fission, fusion, and radioactive decay and

apply these models to real-world problems. (from NGSS HS-PS1-8)

UNIT 7: HOT STUFF (8 DAYS)• LT 7A: I can develop a model from experimental evidence to show that the release or absorption of energy from a

chemical reaction depends upon the energy stored in the bonds of the reactants compared to the energy stored in the bonds of the products. (from NGSS HS-PS1-4)

•LT 7B: I can design, build, and refine a hot or cold pack, with given goals and constraints, and argue from experimental data why my design is the best. (from NGSS PS3-1, PS3-3, PS3-4, and ETS1-3 and ETS1-2)

UNIT 8: CLIMATE CHANGE and OCEAN ACIDIFICATION (8 DAYS)•LT 8A: I can argue from experimental evidence the effect of increased dissolved carbon dioxide in simulated sea

water on the mass of sea shells, pH, concentrations of carbonate, bicarbonate, calcium(II), and magnesium(II) ions (from NGSS PS1-6)

•LT 8B: I can create an oral presentation about ocean acidification to educate a general audience on the topic of ocean acidification, using my experimental results as support.

C h e m i s t r y S y l l a b u s

Grading,Mastery,andLearningTargets:Gradesinthisclass,asmostotherclassesatRoosevelt,arebasedonpro5iciency.Thismeansthatthegradeastudentearnsinthisclassdependsprimarilyonthatstudentdemonstrating,inavarietyofways,thattheyhavelearnedormasteredthecurriculum.Whatastudentisrequiredtolearnisclearlyoutlinedforthestudentintheformof“LearningTargets.”AllLearningTargetsarebasedontheNextGenerationofScienceStandards,Oregonstatestandards,andCommonCoreLiteracyStandards.

Classwork,HomeworkandSkills:20%ofyourstudent’sgradeisbasedonworkstudentsdotopreparethemselvestodemonstratetheirmasteryorunderstandingoftheLearningTargets.Thisincludeshomework,activitiesdoneinclass(classwork)andsuccessskills.Classworkincludesthingslikelaboratoryinvestigations,modeling,questionorproblemsets,discussions,conceptmaps,participationinclassactivities,andinformalpresentations.Successskillsincludethingslikeon-timeworkcompletion,organization,preparednessforclass,andpracticallabskills.StudentscanusethisworkandfeedbackonittojudgetheirdaytodayprogresstowardmasteryofaTarget.

AssessmentsandLearningTargetMastery:80%ofyourstudent’sgradeisbasedondemonstratingmasteryofLearningTargets.Astudent’smasteryofaLearningTargetisdemonstratedthroughoneormoreassessments.AssessmentsaredesignedtoallowstudentstodemonstratetotheteacherthattheyhavemasteredtheLearningTargetsineachUnit.

Assessmentscantakemanyforms:traditionaltestsoressays,labreports,presentations(oral,video,animationorpodcast),andone-on-oneconversationswithteachersareallexamplesofassessmentsthatwillbeused.ThenatureoftheLearningTargetbeingassesseddeterminesthetypeofassessments.

FivekeypointsaboutProAiciency:1. Studentsareprovidedaclearunderstandingofwhattheyneedtodotoearnagrade.2. Gradesshowarealisticpictureofwhatastudentknowsandcando,whichallowsstudentstakeownershipoftheir

learningandfortrackingtheirownprogresstowardthelearningtarget.3. Teacherscanadjusttheircarefullycraftedcurriculumandinstructioninresponsetostudentsformativeprogress

towardspeci5iclearningtargets.4. Studentshaveanongoingopportunitytobecomepro5icientinaLearningTargetandthusearnapassinggrade,ora

bettergrade,andcredittowardsgraduation.Forexample,ifstudentdoesnot5irstsucceedontheassessmentofaspeci5icLearningTarget,theywillbeallowedtore-assesstodemonstratepro5iciency(seebelow).Inaddition,studentscanearnabetterscoreonapastlearningtargetonthesemesterand5inalexam.

5. Studentsareencouragedtoproposetheirownmethodsofassessmenttotheteacher.Forexample,astudentwhostruggleswithtestanxietymightproposethatshebeallowedtodemonstrateunderstandingoftheofcontentinapresentationwiththeteacherandanotherstaffmember.

Foreachassessment,theteacherwillassessastudent’slevelofmasteryofaspeci5icLearningTargetusinga1-4scale.Thechartbelowoutlinesthemeaningofeachlevelofthescaleintermsofwhatthestudentmustdoinordertoearnaparticularscore.

Score/Level

Whatthestudenthasshown

4 Thestudenthasdemonstrated,throughanassessmentorassessments,masteryofmorecomplexcontentrelatedtotheLearningTarget.

3.5 InadditiontodemonstratingmasteryoftheLearningTarget,thestudenthashadpartialsuccessontheassessmentofmasteryofLevel4content.

3 Thestudenthasdemonstrated,throughanassessmentorassessments,masteryoftheLearningTarget.Inotherwords,thestudenthasMETtheLearningTarget.

2.5 Inadditiontodemonstratingmasteryofthesimplercontent,thestudenthasdemonstratedpartialsuccessontheassessmentofLevel3content.ThisscoreshowsproAiciency.

2 Thestudenthasmasteredthesimplerorfoundationalcontent,buthasnotyetdemonstratedunderstandingofthemorecomplexcontentdescribedbytheLearningTarget

1.5 ThestudenthasdemonstratedincompleteorpartialmasteryoftheLevel2content,buttheassessmentofLevel3contentcontainsmajorerrorsoromissions

1 Withhelp,thestudenthasdemonstratedpartialmasteryofbothLevel2andLevel3content

Grading Pol icy

EXAMPLE:TheLearningTargetforUnit1inchemistryis:Icanuseexperimentaldatatoshowmathematicalrelationshipsbetweenpressure,temperatureandvolumeofagas,andrelatethistoweatherpatternsintheatmosphere

These learning targets will be assessed in three individual ways in a paper and pencil style test at the end of the unit in which students will be asked to interpret class data from our experiments, as well as meteorological maps showing low and high pressure systems and fronts.

Eachindividuallearningtargetwillbeassessedusinga1-4pro5iciencyscale,andthestudentwillknowexactlywhattheywillneedtodoinordertonotonlypassthatlearningtarget,buttoexcelindemonstratingtheknowledgeandskillsneeded.

TranslationtoLetterGrades:Throughoutasemester,astudentwillbeassessed,andgiventheopportunitytore-assess,onLearningTargets.Therearelimitstotheseopportunitieshowever.Forexample,ifastudentdoesnothaveanexcusedabsenceforanassessmentday,theymaystilltaketheassessmentbutwillonlybeallowedamaximumscoreofa2.5/4.Also,ifastudentwantstore-assessonaparticularlearningtargettheydidnotpassthe5irsttime,theywillneedtoshowevidenceofstudying(notecards,testcorrections,etc)beforebeingallowedtotaketheassessment.

ForeachTargetthestudentwillbegivenascoreonthe1-4scale.TheOVERALLscaledscorewillbedeterminedbyaveragingthescoresforeachLearningTargetassessment.Forexample,ifastudentearnsa2onthe5irsttarget,a3onthesecond,anda4onthethird,theoverallscoreforunitonewillbea3/4.Thisassessmentgrade(80%ofthecumulativegrade)willbetranslatedintoalettergrade/percentage.Thisiscombinedwiththeclasswork/homeworkgrade(20%ofthecumulativegrade)toproducetheoverallgradeforthesemester.Thescaleistranslatedintolettergradesusingthechartbelow,andisconsistentwithmanyofthescalesusedatRooseveltHighSchool(basedonMarzano,FormativeAssessmentandStandardsBasedGrading).

SCORE GRADE

3.50-4.00 A

3.00-3.49 B

2.50-2.99 C

Below2.5 F

Grading Pol icy

Safety ContractScience is a hands-on laboratory class. Many laboratory activities require the use of hazardous chemicals, materials, and equipment. Safety in the science classroom is the number one priority for students, teachers, and parents. To ensure a safe science classroom, a list of rules has been developed for this science safety agreement. Read through these rules carefully. After reviewing the rules, please sign the signature page indicating you have read, understood, and will comply with these rules and expectations.

I. Safety Guidelines1. Perform only those experiments and procedures authorized by the instructor. 2. Be prepared for experiments. Pay attention to laboratory safety instructions and be sure you

understand what you are doing before you start. If you don’t, ask!3. Conduct yourself in a responsible manner at all times. No horseplay, or other fooling around.4. Wear goggles as directed by the instructor. Additional safety equipment may be required by the

instructor, like gloves and an apron.5. Tie hair back that reaches to the shoulders. 6. Do not wear baggy clothing that may interfere with your ability to participate in the lab7. Do not eat food, drink beverages, or chew gum in the laboratory area.8. Work areas and equipment should be kept clean and tidy. Bring only materials specified by your

instructor to the work area. Put other things like backpacks and purses under the desk or in a cubby9. Dispose of all waste materials in an appropriate manner as designated by the instructor. Some

materials are hazardous to put down the drain.10.Read chemical labels very carefully. Make sure that you have the correct substance in the correct

concentration. 19.Do not return chemicals to their original containers unless you are specifically instructed to do so. 11.Handle all chemicals with care. Never taste a chemical. Check odors when instructed to do so by

gently wafting some of the vapor toward your nose by hand. 12.Never take chemicals, supplies, specimens, or equipment out of the laboratory without the knowledge

and consent of the instructor.13.Never work alone in the laboratory without adult supervision.14.Do not enter the laboratory stockroom(s) or storage areas without specific permission from your

instructor.15.Transport chemicals, materials and equipment properly as directed by the instructor.20.Regarding hazardous materials: From time to time we will use hazardous chemicals in the laboratory.

You will be taught how to safely handle these during the beginning of a lesson. However, if you touch or spill a hazardous chemical on your skin, eyes, or clothes, or inhale hazardous fumes from a chemical reaction, inform Mr. Fain immediately or have your lab partner inform Mr. Fain immediately

21.Never point the open end of a test tube being heated at yourself or others.22.Clean up after yourself! Clean all equipment after a lab and return it as you found it.

II. Accidents and Injuries1. Report any accident (spill, breakage, etc.) or injury (cut, burn, etc.) to Mr. Fain immediately.2. Water spills on the floor need to be cleaned up immediately. Notify Mr. Fain immediately3. If a chemical should splash in your eye(s) or on your skin, notify Mr. Fain immediately.4. Treat burns immediately by putting the burned area under cold water – inform Mr. Fain

immediately

In summary, I will:• Follow all instructions given by the teacher• Protect eyes, face, hands, and body when involved in science experiments.• Carry out good housekeeping practices and keep my laboratory work area neat and orderly.• Know the location of first aid, eyewash and fire extinguisher.• For my own safety and the safety of others, conduct myself in a responsible manner at all times.• Report potentially hazardous conditions and behaviors.

Parent/Guardian (print ) ____________________________________________________________

Parent/Guardian (signature) ________________________________________________________

Student (print ) ____________________________________________________________________

Student (signature) _________________________________________________________________

Contact information: email ______________________________ phone _____________________

Parents and Guardians, please take a few moments to fill out the questionnaire below to help me be a better teacher for your student.

1. What do you see as your student’s strengths in school?

2. What do you see as your student’s most difficult challenges?

3. What are your student’s most important needs in a classroom?

4. Is there anything you think I should know about that might impact your student’s ability to be successful in class?

Parent/Guardian &

Student

By signing this document, both parent/guardian and student agree that they have both read and understood the curriculum description, grading policies, and syllabus. Also, by signing this document, both parent/guardian and student agree that they have both read, understood and will comply with all the lab safety rules and expectations. If there are any questions about these items, please contact Mr. Fain at (503) 916-5260 or at bfain@pps.net.

SIGNATURE & SURVEY