1

1


Advanced Placement Chemistry
2014-2015
Teacher: Mrs. Persons E-mail: judiepersons@iusd.org
Phone: 949.936.7342 Conference/Prep: Periods 1 and 8; Room 923

I. COURSE DESCRIPTION: Advanced Placement Chemistry is designed to be the
equivalent of the general chemistry course usually taken during the first year of college. It prepares
students to pass the Collegeboards AP Chemistry Exam that will be given Monday, May 4, 2015. By
passing the AP Exam, students may earn college credit, may be placed in a second year chemistry
course, or may register in courses in other fields that require general chemistry as a prerequisite. The
policies for credit and course placement vary with each university, so each student should check the
policy of his or her intended college to determine how it will affect him or her.

II.COURSE OBJECTIVES: Students will
A. Learn the inquiry process through numerous laboratory investigations.
B. Gain an understanding of the six big ideas noted below.
C. Develop the skills delineated in the seven science practices noted below.
D. Connect their knowledge of chemistry and science to major societal or technological issues,
advancements, or innovations.
E. Become familiar with various laboratory techniques and methodologies.
F. Develop written, verbal, and communication skills.
G. Develop research skills.

III. TEXTBOOKS AND RESOURCES
A. Chemistry and Chemical Reactivity, Kotz, Treichel and Townsend (publisher Brooks/Cole) 8th
Edition - AP Edition 2012
B. College Board, AP Chemistry Guided-Inquiry Experiments: Applying the Science Practices Teacher
Manual. 2013
C. Carolina Biological AP Chemistry Lab Kits for the New Curriculum, 2013.
D. Little, John, Experimental Chemistry in the AP Laboratory (for Kotz, Treichel, and Townsend,
Chemistry and Chemical Reactivity, 8th Edition. 2012

IV.MATERIALS
A. Required
1. All handouts, homework, classwork, and notes from the current unit.
2. Current Stamp Sheet. More information will be given about this later.

B. Suggested
1. 8 1/2 x 11 notebook paper (loose, not spiral bound) in a 3-ring binder.
2

2
2. Red pen
3. Black or Blue Pen
4. Pencil with eraser
5. Colored Pencils (8-12 colors)
6. Planner
7. Four-function (non-graphing) Calculator
C. Blue Bins are on each desk/lab table. They contains many of the supplies you may
need to borrow. Please return them by the end of class. Extra notebook paper,
calculators, pencils, pens, and other supplies are kept in the bookcase in front of Mrs.
Persons desk.

IV. STRUCTURE OF THE COURSE: AP Chemistry is built around six big ideas:

Big Idea 1 (Structure of Matter): The chemical elements are fundamental building materials of matter,
and all matter can be understood in terms of arrangements of atoms. These atoms retain their
identity in chemical reactions.

Big Idea 2 (Properties of Matter): 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.

Big Idea 3 (Chemical Reactions): Changes in matter involve the rearrangement and/or reorganization
of atoms and/or the transfer of electrons.

Big Idea 4 (Chemical Kinetics): Rates of chemical reactions are determined by details of the molecular
collisions.

Big Idea 5 (Thermodynamics): The laws of thermodynamics describe the essential role of energy and
explain and predict the direction of changes in matter.

Big Idea 6 (Equilibrium): Any bond or intermolecular attraction that can be formed can be broken.
these two processes are in dynamic competition, sensitive to initial conditions and external
perturbations.

The textbook presents these big ideas as follows:

CHAPTER # and TOPICS
BIG IDEA*
1
2
3
4 5 6
1. Basic Concepts of Chemistry X
Interchapter: Tools of Quantitative Chemistry X
2. Atoms, Molecules, and Ions X
3. Chemical Reactions X
4. Stoichiometry X X
3

3

CHAPTER # and TOPICS
BIG IDEA*
1
2
3
4 5 6
5. Chemical Reactivity X X
6. Structure of Atoms X
7. Electron Configuration and Periodic Trends X X
Interchapter: History of the Development of Atomic Theory X
8. Bonding and Molecular Structure X
9. Orbital Hybridization and Molecular Orbitals X
10. Carbon X X X
Interchapter: Biochemistry X X X
11. Gases X X
12. Intermolecular Forces and Liquids X X
13. Solids X X
14. Solutions X
Interchapter: Modern Materials X
15. Kinetics X
16. Equilibrium X
17. Acids and Bases X
18. Aqueous Equilibrium X
19. Entropy and Free Energy X
20. Electron Transfer Reactions X
Interchapter: Environmental Chemistry X X
21. Main Group Elements X X X
22. Transition Elements X X X
4

4

CHAPTER # and TOPICS
BIG IDEA*
1
2
3
4 5 6
23. Nuclear Chemistry X X
1 - Structure of Matter; 2 - Properties of Matter; 3 - Chemical Reactions; 4 - Reaction Rates;
5 - Thermodynamics; 6 - Equilibrium


AP Chemistry is also built around seven science practices. These science practices are designed to get the
students to think and act like scientists. The science practices are:

Science Practice 1: The student can use representations and models to communicate scientific
phenomena and solve scientific problems.

Science Practice 2: The student can use mathematics appropriately.

Science Practice 3: The student can engage in scientific questioning to extend thinking or to guide
investigations within the context of the AP course.

Science Practice 4: The student can plan and implement data collection strategies in relation to a
particular scientific question.

Science Practice 5: The student can perform data analysis and evaluation of evidence.

Science Practice 6: The student can work with scientific explanations and theories.

Science Practice 7: The student is able to connect and relate knowledge across various scales, concepts,
and representation in and across domains.

V. LABORATORY INVESTIGATIONS
The laboratory portion of this class is designed to be the equivalent of a college laboratory experience. A
record of lab work is an important document that shows the quality of lab work performed by a student.
Since some colleges require proof of the laboratory portion of this course before granting credit, all students
will be required to keep a lab portfolio that includes a table of contents, all lab handouts, and all returned lab
reports. Specially formatted lab paper will be available for download on Mrs. Persons Edmodo site and
will also be available in the classroom. It is suggested that students maintain their lab portfolio in a separate
3-ring binder. Please see Mrs. Persons if assistance is needed to procure a binder.

At a minimum, 25% of instructional time will be spent doing lab-related activities. A minimum of 16 labs
will be performed, and, of those, at least six will be inquiry-based. The following is a list of labs we will do
either in class (preferably) or, if time necessary, after school or on selected Saturdays.

Determination of the Empirical Formula of Magnesium Oxide - students design an experiment to
determine the formula of a hydrate. (Big Idea 1; EK 1.E.2; LO 1.1; SP1.1, 1.2, 4.3, 5.1, 5.3, 6.1;
7.1)
5

5
Spectrophometric Analysis of Food Dyes - students determine the concentration of food dyes in
powdered drink mixes using Beers-Lambert law. (Big Idea 1; EK 1.D.3; LO 1.16; SP 1.1, 2.1, 2.2,
2.3, 4.3)
Molecular Spectroscopy - students develop a procedure for graphically identifying the optimum
wavelength for maximum absorbance and minimum transmittance for primary-color food dyes. They
also develop a procedure for determining if dye concentration affects percent transmittance and
absorption measurements, and a procedure for identifying 2 or more dyes in a mixture of primary
dyes. Students present their experiment design and results. (Big Idea 1; EK 1.D.3; LO 1.15; SP 4.1,
4.2, 4.3, 4.4, 6.4)
Gravimetric Analysis of a Carbonate - students determine the identity of 2 unknown Group I
metal carbonates using gravimetric analysis. (Big Idea 1; EK 1.E.2; LO 1.19; SP 4.2, 5.1)
Complexometric Titration of Calcium in Milk - students determine the concentration of calcium
in milk by performing a complexometric titration by preparing and standardizing a solution of
EDTA and using it to determine the concentration of calcium in milk. (Big Idea 1; EK 1.E.2; LO
1.20; SP 2.2; 4.1; 4.2, 5.1; 6.4)
Types of Chemical Bonds - students classify 12 solids as ionic solids, covalent network solids,
molecular solids, or metallic solids based on properties they test. (Big Idea 2; EK 2.D; LO 2.22; SP
1.1, 1.2, 1.3, 1.4, 4.2, 6.4 )
Stoichiometry of Chemical Reactions - Determine the molar ratio of reactants in 2 acid-base
reactions using the method of continuous variation.(Big Idea 3; EK 3.A.2; LO 3.3; SP 2.2, 5.1)
Chemical and Physical Changes - students observe 5 chemical and 5 physical changes, develop
their own set of characteristics for each type of change, and then apply their rules to classify 10
additional unclassified processes. (Big Idea 3; EK 3.C.1; LO 3.10; SP 1.4; SP 6.1)
Vitamin C in Fruit Juices by Redox Titration - students determine the concentration of ascorbic
acid in a commercial fruit juice by performing a redox titration.(Big Idea 3; EK 3.B.3; LO 3.9; SP
4.2, 5.1)
Chromatography - students identify 3 food dyes in powdered drink mixes using paper
chromatography and identify the components in plant pigment using thin-layer chromatography (Big
Idea 2; EK 2.A.3; LO 2.10; SP 4.2; SP 5.2; SP 6.4)
Factors Affecting Reaction Rates - students design an experiment to determine the effect of
changing temperature, concentration, surface area of solid reactants, and the presence of a catalyst
on the rate of the iodine clock reaction. (Big Idea 4; EK 4.A.1; LO 4.1; SP 4.2; SP 5.1)
Chemical Kinetics - Determination of orders of reaction, calculate reaction rate constants, and write
rate laws for the oxidation of 4 food dyes. (Big Idea 4; EK 4.A.2; LO 4.2; SP 5.1, 6.4)
Fundamentals of Calorimetry - students design hot pack or cold pack using chloride salts.(Big
Idea 5; EK 5.B.4; LO 5.7; SP)
Le Chateliers Principle and Equilibrium Shifts - Students design experiments to show how
temperature, concentration, and pressure affect the equilibria of starch-iodine, magnesium
hydroxide, and carbonated water. They also design an experiment to maximize the percentage of
yield of a reaction by adjusting temperature and reactant concentration. (Big Idea 6; EK 6.B.1; LO
6.9; SP 4.1, 4.2, 4.3; SP 5.1; SP 6.1, 6.2, 6.4)
Concentration of Acetic Acid in Household Vinegar - students titrate the acetic acid in vinegar
and use their titration data to determine the acid's concentration and pKa. (Big Idea 6; EK 6.C.1; LO
6.13; SP 5.1, 6.4)
Preparation of a Buffered Solution - Preparation of buffer solutions of assigned pH values and
determine the buffer capacity of these solutions. (Big Idea 6: EK 6.C.2; LO 6.18; SP 2.3, 4.2, 6.4)
Evaluation of Lemonade as a Buffer - students design a procedure to evaluate a commercial
lemonade mixs buffering capacity (Big Idea 6; EK 6.C.2; LO 6.20; SP)


6

6
VI. GRADING SYSTEM

5% Participation
20% Projects and Class Activities
75% Tests and Quizzes

A. Participation (5%): Grades in this category reflect how well prepared a student is to participate
in class activities and discussions. Daily quizzes are based on the previous days problem sets,
lecture, or reading assignment. Each daily quiz is worth three points. Students who miss a daily
quiz due to an unexcused tardy will not be allowed to make up a daily quiz. Students who miss a
daily quiz due to an excused absence or excused tardy may make up the item during tutorial if
the make-up protocol is followed. (See section on Make-up Work.) Students who are not
prepared to take a daily quiz (because, as an example, they do not have a pencil out, ready to
work or they have packed up before the bell rings) will not be allowed to make up the daily
quiz.. If the daily quiz is graded in class, any student who has any writing utensil out other than
a red pen will earn a zero.

B. Projects and Class Activities (20%)
Projects will fulfill the Collegeboards requirement that students are provided opportunities
to connect their knowledge of chemistry and science to major societal or technological
components ( e.g. concerns, technological advances, innovations) to promote their scientific
literacy.
a. Lab Presentation: Each student will present, in powerpoint format, (with their lab
group members) a lab report that they includes their data and that connects to a major
societal issue or technological advance. (Refer to the Grading Rubric for Lab
Presentation.) Since some students will present first semester and some will present
second semester, each students lab presentation grade will be recorded in the second
semester gradebook.
b. Research paper: Each student will submit a research and present his or her information
on a cutting-edge chemistry related technology and will discuss possible advantages and
concerns about the technology.
Class Activities
a. Problem Sets will be assigned with each chapter. Class time is provided to work on
problem sets to assure that the solutions are not generated from a website devoted to
students be able to take the easy way out. (Refer to Honor Code.) Problem sets are not
scored, but daily quizzes, quick checks and exit slips, often times, will be based upon the
problem sets. They also serve as a study guide to the unit exam.
b. Laboratory Experiments are worth up to100 points each. They consist of the following
graded components:
i. Pre- and Post-Lab Quizzes. Ten points each.
ii. Lab Protocol - following the lab procedures and safety expectations, proper use
and care of laboratory equipment, data table(s) prepared prior to class, problem-
solving when necessary, cleaning up accordingly, and being dismissed by Mrs.
Persons. Twenty points per lab experiment.
iii. Lab Report: Lab reports consist of three parts (pre-lab work, data
collection, and post-lab work) 60 points




A+ = 98.00-100% A = 88.00 97.99% A- = 85.00 87.99%
B+ = 82.00 84.99% B = 78.00 81.99% B- = 75.00 77.99%
C+ = 72.00 74.99% C = 68.00 71.99% C- = 65.00 67.99%
D+ = 62.00 64.99% D = 58.00 61.99% D- = 55.00 57.99%
F = 54.99% or below (There is no F+.)

7

7
A. Pre-Lab Work typed BEFORE class the day of the lab experiment.
Failure to complete the pre-lab work will result in a 30% deduction in the
final grade earned)
(1) Title
(a) The title should be centered on the page in title format (capital letters except for
prepositions and articles)
(b) The title should be specific to the lab and descriptive. For example, The
Determination of the Concentration of Hypochlorite in Bleach by Titration is a
descriptive title that is specific to that lab. The Bleach Lab is descriptive, but
not specific. Experiment #7 is specific, but not descriptive.
(2) Date(s):
(a) This is the date or dates the student performs the lab.
(b) Center under the title
(3) Introduction
(a) Paragraph format (yes, you indent the first line).
(b) Includes the purpose, background information, technique, and hypothesis.
(c) References must be cited in MLA format. You must give credit to others for
their ideas and knowledge
(4) Pre-lab Questions:
(a) Students will usually be given pre-lab questions. They should be hand-written
and not included in the typed lab report. When performing inquiry labs the
questions will relate to the design of the lab.
(5) Materials & Equipment
(a) Label Materials and Equipment beginning in the margin.
(b) Do NOT number.
(c) List materials (chemicals) in one column and equipment in another column.
(d) Label each column, Materials and Equipment.
(e) Do not include such items as graph paper, calculator, pen, paper, etc.
(6) Safety and how to address them
(a) Label Safety beginning in the margin.
(b) State what are the safety concerns are and how they are addressed.
(7) Procedure:
(a) Label Procedure beginning in the margin.
(b) Students need to write a brief overview of the procedure/technique.
(c) Paragraph format (just 2-3 sentences).
(d) DO NOT NUMBER
(8) Results
(a) Data Tables
i. Label Results beginning in the margin.
ii. Each data table and chart requires a specific, descriptive title (NOT Data
Table 1. Acceptable ones would be Heat Capacity of Calorimetry Data or
Hot and Cold Pact Data
iii. Abbreviate when you can (T
f
instead of final temperature, chemical formulas
instead on names)
iv. Use as few words as possible.
v. Headings with appropriate units (when applicable) are required. You may
need double headings.
vi. Even though you might draw your data table on graph paper, you should use a
straight-edge so that is neat and crisp-looking. Generally, however, graph
paper grids/ lines are too narrow to be used for making data tables.
8

8
vii. Box the outer perimeter of the data table.

B. During the Lab
1) Data Collection
a) Recorded in pen on the data table(s) that have already been created.
b) No erasures or white out. Mistakes are never covered over, only one line is
made through them then the correct value is written by the mistaken value.
c) Original data is not to be rewritten.
d) Measurements must include significant figures related to the measuring
device.

C. Post-Lab Work
1) Calculations and Graphs
a) Label Calculations and Graphs beginning in the margin.If you have no
graphs, do not include the word Graphs in the title. If you have no
calculations, do not include the word Calculations in the title
b) Each calculation needs to be labeled. (Example: Moles of Oxygen, Density of
Aluminum)
c) Each calculation or group of calculations must begin with a mathematical
equation that has not numbers substituted in it.
d) Skip a line between different calculations.
e) If you are performing the same type of calculation, such as density, numerous
times, you may label it Sample of that particular calculation and just show
the solution for it once. Label and record all outcomes, but only show the
solution for one of them.
f) Significant figures may be determined at the end of the calculation.
Remember that your answer may not demonstrate more precision than the
least precise measuring device.
g) Calculate percent error when applicable.
h) When graphing, follow the checklist for graphing that are posted on Edmodo.
(Title, labeled axes, units, equal spacing, only numbers in the range, circled
data points, line of best fit)
i) To receive credit for any graph, it must be at least page in size.
2) Analysis and Conclusion
a) The analysis states what your data/observations and/or your
calculations/graphs indicate
b) The conclusion is a general statement that can be made in light of the the
analysis. Only relevant data or calculations should be mentioned...data or
calculations that support the conclusion. Do not restate the procedures but do
mention the technique or methodology used. The conclusion also includes a
discussion of percent error (possible reasons for error) and what experiment
would be a logical or an interesting follow-up.
3) References: Use MLA format. Use scientific sources, such as your textbook.

Tests and Quizzes (75%)
a. Unit Tests: Tests are given after each unit. In terms of grading, most tests will be composed of
50% multiple choice questions and 50% free response questions. (Make-up tests may be 100%
free response style.) Each unit test is worth 100 points.
b. Semester Exam: Each semester exam will be objective in nature, comprehensive (covers
material from the entire semester), and worth 200 points. The spring final exam will be given
9

9
the last week of April. It will cover material from both the fall and the spring semester. There
will also be a lab exam in April that will be worth 100 points and will cover all labs and
demonstrations performed throughout the year.

Science Department Homework Guidelines: Science homework provides the opportunity to reinforce and extend science
concepts and skills. For the student to be successful, parents should support their student in time-management and providing an
appropriate environment. The homework category in any science course shall be worth not more than 25% of the total grade. If
you have any questions or concerns, feel free to contact me at judiepersons@iusd.org.

Science Department homework over academic breaks:

9th and 10th grade Honors, CP, and General Science classes: No homework over Winter Break, Thanksgiving,
Semester Break, and Spring Break

11th and 12th grade CP Science classes: No homework over Winter Break, Thanksgiving, Semester Break, and
Spring Break

AP Science classes: No extra homework over Winter Break.




VII. Attendance
A. Absences may negatively affect your understanding of course content. If you are absent, check
Edmodo for missed work. If handouts were given out, come to the classroom after school or
during tutorial to pick them up.
B. If you are absent, you must clear the absence with the attendance office within 3 days of the
absence or it will be considered unexcused. No credit will be given for any work, quiz, or test
missed due to an unexcused absence. Remember, family vacations taken during the school
days are considered unexcused.

VIII. Tardy Policy
A. Each student will be in his or her seat copying the homework and ready to work when the tardy
bell rings.
B. Before being seated, each student needs to get out his/her unit materials (including homework)
and pick up any handouts. (One student may pick up and pass out handouts for others.) Each
student needs to stow his/her backpack/purse/sports bag by the entry or exit door
C. Exception to being seated when the tardy bell rings is granted to students who volunteer to pass
papers back.
D. Each tardy results in a score of zero on the daily quiz and on assignments that are collected and
at the start of class.
E. A student will earn a detention when tardy for the third time in any one semester. Continued
tardies may result in a conference with a parent, Saturday School, and/or an Administrative
Referral and a U for citizenship.
F. Excused tardies must be cleared by the Attendance Office before entering class unless the tardy
was from the previous class or activity that a teacher verifies with a dated and signed note or an
email sent to Mrs. Persons.

IX. Make-up Policy
A. General Information: All classwork and homework assignments and a list of handouts will
be posted on the front screen at the beginning of class. You are responsible for checking the
1
0

10
screen daily for assignments. When absent, check Edmodo (or Canvas, eventually). Come to
the classroom after school or during tutorial to pick up missed handouts. They will be in the
Handout crate. Please respect the fact that Mrs. Persons deserves a quiet lunch break and
break time. Do not plan to use those times to get caught up or to solve personal problems.
B. Unexcused absences or tardies
1. Nothing, not even a unit test, may be made up if it was missed or not turned in due to an
unexcused absence or tardy.
C. Excused, unplanned absences (illness, family emergency):
1. If you are present when a classwork or homework assignment is posted or announced,
you are responsible for turning it in on time or the day of your return to school after an
unplanned, excused absence.
2. If a student is absent with an excused, unplanned absence when an classwork or
homework assignment is posted or announced, he or she will have as many days as he/she
was absent to turn in the assignment.
3. Daily quizzes, quick check, and exit slips generally do not need to be made up because
the lowest two scores will be dropped.
4. Major quizzes and tests may be made up during class the day of your return if the student
missed only one day. It is the students responsibility to let Mrs. Persons know before the
tardy bell rings that you are present and need to take the quiz or test.
5. If a student is absent on the test review day, but present on the day of the test, the student
should plan to take the test as scheduled.
6. If a student had an extended, excused absence, such as a hospitalization, he or she needs
to talk to Mrs. Persons during tutorial to develop a plan for making up the work.
7. Students absent on the day of a project presentation may be given an additional
assignment to compensate for the presentation points of the project.
8. Lab activities should be made up at the beginning of tutorial within a week after a
students return to class from an absence. Failure to do so will result in a score of zero.
An alternate assignment may be assigned if it is impractical to keep the lab setup for
make-ups.
D. Excused, planned absences (court appearance, doctor or dentist appointment, school
activity, or funeral)
1. Absences due to school-related activities or other planned, excused activities do not
excuse a student from turning in the assignment the day it is due (even though you may
not be at school). Possible exceptions would be to attend a funeral or to have surgery.
2. Notify Mrs. Persons in person or by email before the absence and arrange to do the work
before the absence. Notification is your responsibility, not your coachs or your music
teachers. Failure to do so may result in a zero on any class activity, assignment, test, or
quiz that occurred on or was due the day of your absence.
E. Remember:
1. Work assigned before an excused absence is due the day of the students return.
2. No make-up work will be accepted once finals week begins (both fall and spring).
3. There will be no opportunity for making up work if you demonstrate dishonesty regarding
the reason for your absence (such as saying you were on a field trip when you really
werent).

X. LATE WORK
A. Lab reports may be turned in late until they are graded and returned; however, 10% will be
deducted from the earned grade for each day that it is late. (Not class periods, but actual days.)
Late projects are deducted 10% for each day it is late. If it is a group or partner project, the 10%
1
1

11
deduction is taken from each participants score unless one member takes credit for dropping the
ball.
B. If a student enters class with an unexcused tardy and turns in his lab report or project, 10% will
be deducted from his earned grade.
C. Late work (lab reports and projects) must be labeled correctly with name and period plus due date
and date turned in. Failure to do so will result in the loss of an additional10%.

XI. BEHAVIORAL EXPECTATIONS AND CONSEQUENCES
ACADEMIC HONESTY POLICY: Refer to the NHS Academic Honesty Policy and the AP Honor
Code.
A. Mrs. Persons expects students
1. to demonstrate the Three Rs: Respect, Responsibility, & Resourcefulness
2. to demonstrate the behaviors detailed in the following handouts: Lifelong Guidelines,
Life Skills, and Expectations & Consequences.
3. to refrain from the behaviors listed in the Totally Taboo handout.
4. to follow the guideline outlined in The Honor Code.
5. to follow the lab safety rules outlined in Laboratory Safety Regulation.
6. to obey all NHS and IUSD behavioral expectations.
B. NOTE: The above-mentioned handouts are found on Edmodo.

C. Mrs. Persons will not take class time to discuss a particular behavior with a student because it
takes time away from other students learning. Instead, she will follow-through with one of the
following consequences which are in no particular order and are dispensed at her discretion,
depending on the repetitiveness and severity of the misbehavior:
Warning (may be verbal or a visual cue)
Student-Teacher conference
Detention
Parent Notification/Parent-teacher conference
Removal from classroom by campus supervisor
Referral to office/administration
D. Mrs. Persons assigns detentions most frequently for
1. Tardies
2. Exposing (i.e. out of your backpack, purse, or pocket) or using electronic devices
including, but not limited to, cell phones, ipod, and digital cameras without teacher
permission. (Dont ask. I will let you know.)
3. Exposing (i.e. out of your backpack, purse, or pocket) or consuming food or drinks in
class. Exception: water in clear container
4. Violating Lab Safety Regulations, especially horseplay (zero on lab activity also).
5. Cheating (an automatic referral as well). This includes copying labs from last years
students or problem sets. You may work together, but not copy.
6. Excessive talking out of turn.
7. Defacing equipment to include writing (even with an eraser) on desk, counter, lab table
tops, or any other part of the classroom.
1
2

12
8. Dishonesty: Obtaining permission to leave class to go to a particular place, then actually
going somewhere else.
9. Disrespectful behavior toward the teacher or fellow students.

E. In short, be where you are supposed to be, do what you are supposed to be doing, and do it in the
manner in which you should do it.
F. Additionally, if you need to leave class, please do not interrupt class by asking permission.
Simply catch my attention by standing by the door until I give you a nod. Exception: If you feel
faint or have a medical emergency, let me know immediately.
G. It is advisable that you review this document periodically because you are accountable to act
according to its precepts.
H. BATHROOM: If you need to go to the bathroom, please do not interrupt class by asking
permission. Simply catch my attention by standing by the door until I give you a nod. Only
leave if it is an emergency. If you frequently leave class to go to the bathroom, I will require a
doctors note. If you are gone for an inordinate amount of time, your bathroom privileges will be
suspended. Unless it is an extreme emergency, do not go to the bathroom during lecture,
discussion, or a video.
I. NURSE: If you feel faint or have a medical emergency, let me know immediately.
J. SUPPLIES: If you run out of paper or need a pencil or other supply item, do not interfere with
your neighbors learning by asking them for supplies. Simply get the item from your supply
bookshelf at the front of the class or the blue bin on your desk.

XII. EXTRA CREDIT: Mrs. Persons does not offer extra credit opportunities. Please do not ask.

XIII. ENTRY PROCEDURE:
A. Enter quietly.
B. Get your science materials (all current unit materials), calculator, and writing utensils out. (I have
extras at the supply table and/or your supply box, but please remember to return pencils, erasers, and
calculators).
C. Stow your backpack or purse on the counter or on the floor by either entry/exit door. Do not place
bags beyond the red line. Push bags to the wall.
D. Pick up handouts, etc. at the Handout Table at the front of the class.
E. Be seated.
F. Read the Agenda, that is posted on the screen.
G. Copy your homework assignment.
H. Prepare for whats upcoming (quiz, lecture, lab).

I look forward to your success in our AP Chemistry class. Remember, we are in this together. I
am here for you because you are now Mrs. Persons People. Be Proud. Make us all Proud.
The keys to success are:
Attend class regularly.
Ask questions.
Keep up with the reading
1
3

13
Study the lecture notes.
Come to class on time.
Stay focused during class.
Do your own work.
Do your best.
Eat well.
Get some sleep

NOW LETS DO SOME CHEMISTRY!....