Download Revised August 25, 2002 - Coyle Cassidy High School

COYLE AND CASSIDY HIGH SCHOOL
Honors Chemistry
Grade 10, 11
Course Information
Year:
2013/2014
Period:
A, B, G
Location:
Room 211, 212
Teacher:
Ms. Liberatore
Office Hours/Extra Help:
Everyday from 2:00 – 3:00 except Thursdays and Fridays;
appointment preferred.
Resources:
CliffNotes Chemistry Practice Pack, Charles Hendrickson
Firstclass email:
[email protected]
Course Description
Honors Chemistry is a course that is offered to highly motivated sophmores and Juniors who have
demonstrated superior ability in science. Through lectures, group work, and laboratory
investigations, students will learn the fundamental principles of chemistry. In this intensive
course, the following topics will be covered: atomic structure, periodicity, chemical bonding,
stoichiometry, chemical nomenclature, gases, thermochemistry, and properties of solutions.
Content to be mastered: Here are the chapters we will learn:
Term I
Unit 1 – Introduction to the Science of Chemistry
CliffsNotes Chapters 1 and 2
Topic 1.1 – Measurement and Units of Measurement
Topic 1.2 – Properties of Matter: States, Physical and Chemical
Topic 1.3 – Laboratory Safety
Topic 1.4 – Laboratory Skills
Topic 1.5 – Inquiry and Experimentation
Unit 2 – Atomic Structure and Periodic Properties
CliffsNotes Chapters 3, 2 and 9
Topic 2.1 – Atomic Structure
Topic 2.2 – Periodicity
Term II/III
Unit 3 – Chemical Bonding
CliffsNotes Chapters 10, 12 and 13
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Topic 3.1 – Chemical Bonding
Topic 3.2 – Solutions and Solution Concentrations
Unit 4 – Chemical Reactions and Stoichiochemistry
CliffsNotes Chapter 5, 6, 7 and 8
Topic 4.1 – Moles and Molarity
Topic 4.2 – Stoichiometric Calculations
Topic 4.3 – Synthesis, Decomposition, Single and Double Replacement and Neutralization
Reactions
Topic 4.4 – Oxidation-Reduction Reactions and Electrochemistry
Topic 4.5 – Molarity and Titrations
Unit 5 – Chemical Behavior of Gases
CliffsNotes Chapter 11
Topic 5.1 – Boyle’s Law
Topic 5.2 – Charles Law
Topic 5.3 – Avogadro’s Hypothesis
Topic 5.4 – Dalton’s Empirical Law of Partial Pressures
Term IV
Unit 6 – Thermochemistry
Topic 6.1 – Law of Conservation of Energy
Topic 6.2 – Energy Changes in Physical and Chemical Processes
Topic 6.3 – Hess’s Law
Topic 6.4 – Energy Transfer and Entropy
Unit 7 – Acids and Bases
CliffsNotes Chapter 14
Topic 7.1 – Arrhenius and Bronsted- Lowry Theories of Acids and Bases
Topic 7.2 – Hydrogen Ions and the pH scale
Midyear Assessment
Comprehensive and cumulative examination of Terms I and II; late January to early February
Final Assessment
Comprehensive and cumulative examination of Terms III and IV; mid June
Unit Performance Objectives: At the end of a lesson, you should be able to demonstrate
mastery of the lesson’s content. How you demonstrate this mastery is spelled out by the lesson’s
performance objective (also known as learning objectives). As each lesson starts, you should be
told the learning objective. At the end of the lesson, I’ll check on your progress toward the
objective.
Communication: My school email address, [email protected] , is the fastest way to
get a hold of me. Parents and students may use this address.
Laboratory Safety: The chemistry laboratory must be a safe place in which to work and learn
about the different techniques used in field. In order to be sure that it is safe, there are certain
safety rules that must be followed. All students are asked to review and have signed the Lab
Safety Contract, and abide by it. Anyone disregarding the rules of safety, thereby putting
themselves and others in jeopardy, will be appropriately disciplined. Parents will be
notified as well. The academic penalty for violating the lab safety contract is a zero for the
lab.
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Preparedness and following directions are key to successful lab performance, and are expected.
Reports for each lab we do will be expected according to the format given. Students are
strongly urged not to be absent on a lab day. If a student is absent, he/she will be given one
week to make up the experiment. Failure to make up a lab in this time frame will result in a zero.
Laboratory Guidelines: Students will not be allowed to choose lab partners, and will remain
with that partner until the end of the first semester. If any problems arise, students will be
assigned lab partners. Each group will be assigned to a lab station which they will be responsible
for, ensuring that their area is cleaned and all equipment returned after each experiment.
Any failure in doing so will result in the deduction of points from the group’s overall
performance grade. Any horseplay will also result in a deduction of points for the whole group,
not just the individual. In addition, the student(s) directly involved will receive a zero. Safety
glasses must be worn at all times unless otherwise stated. The failure to do so will result in the
deduction of points from the whole group.
Lab Reports: Prior to the first laboratory class, a detailed guideline for lab report format will be
made available the Resources section of the FirstClass page for this course. At the end of each
experiment, a lab report will be required from each student. All reports will be completed
according to the short report formats provided. Due dates for completed lab reports will be given
at the conclusion of each lab. It is strongly suggest for students to turn in lab reports on time.
Any lab reports that are late will result in a 10 % deduction for each day late.
Assessment of Your Learning: So how do you demonstrate your understanding of the core
ideas of chemistry? This is a process called assessment. Through a variety of tools, we gather
data on your success in mastering facts and concepts. The traditional tools are tests and quizzes.
They will be a part of this class. But there are other, nontraditional performance assessment
tools. I may ask you to write research papers. There may be presentations before the class.
There may be group projects. All these performance tools are designed to help students who have
trouble with tests. In other words, because everyone has a preferred way of learning and testing, I
am giving everyone a way to succeed.
IPADS: No copying or taking screenshots. You will need practice with problems
to succeed. This will better prepare you for the exams – won’t be surprised by
types of questions or how things are going to be asked. With any free time: you
may use your ipad after tests or beginning/end of class when instructed you may
do so. No messaging or tweeting and no taking photos or movies without
permission – this is a very serious infraction.
Behavior: This is simple…
 Be respectful of me and your peers at all times. Treat others better than you
would have them treat you and we will all be happy.
 Focus on the task at hand. If it is lecture, pay attention. If you are expected to
complete an assignment, buckle down and do it. If you are working with a group
to complete an assignment, pull your fair share of the workload.
 Do not distract your peers. Your lack of focus or motivation should not impact
anyone, but you. Understand that if I feel you are interfering with another
person’s ability to learn, I will not allow that to happen.
RESPECT: IT IS A TWO WAY STREET!
-
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Chapter Tests, Midyear Test and Final Test: At the end of every chapter, there will be a test.
You must do well on these tests to pass the course. At roughly the midpoint of the year, you will
be given a test which covers all the chapters since school started. In June, you will take a final
test which covers all the chapters covered for the entire year, though most of the test questions
come from the second half.
Homework: Homework is the key to success. Students who dutifully complete their homework
do well on tests. I placed a great deal of emphasis on homework, so expect a lot of it. There will
be text chapters and articles to read. There will be worksheets. Whatever form it takes,
homework handed in for grading must include your full name, the class, and the date.
As needed, the homework assignments will be listed on the FirstClass calendar. For example, the
homework may include publisher worksheets for each section, specific chapter self-assessment
questions, text website activities, reading, and/or chapter review questions (which can be taken
online and email to the teacher). It may also take the form of writing abstracts of journal articles.
Be advised that the homework list may change as appropriate. The worksheet Word file or .pdf
file will be uploaded to the FirstClass Calendar as well.
Homework Deadlines: Homework deadlines are absolute. Unless otherwise directed,
homework assignments are due by the next class following assignment. No credit will be given
for late homework unless accompanied by a written explanation signed by parent or guardian.
Absent When Homework Assigned: Suppose you were absent when the homework was
assigned. I expect students to download a copy from FirstClass. I do not plan to keep extra
copies of the assignment in the classroom. Students who are legitimately absent on the day
homework is assigned are expected to complete the homework by the next class.
Homework Grading: Homework assignments are valued at a maximum of ten points. Each
homework assignment will be graded on the following scale:
Not turned in; no name; poor effort
Minimal, but passing work
Satisfactory
Perfect
0
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I will not grade any homework that lacks a name, date, and class.
As we begin a chapter, the homework assignments will be listed in Moodle. For example, the
chapter homework may include specific chapter self-quiz questions, text website activities,
publisher worksheets, reading, and/or chapter review questions (which can be taken online and
email to the teacher). It may also take the form of writing abstracts of journal articles. Be
advised that the homework list may change as appropriate.
In addition to written homework, I expect you to review your notes nightly and be prepared to
discuss the material in class.
Homework Tips for Success: Based on close observation of student behavior, the eight most
important things you can do to score well on homework are:
1. Write down the assignment in your science journal or print out the list from
Moodle.
2. Use the textbook when working on worksheets. You’ll find all the answers by
reading the chapter.
3. Memorize the vocabulary found in your homework.
4. Read the directions.
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5. Stay organized! Keep your Science BINDER in order.
6. Don’t miss deadlines!
Unless stated otherwise, treat all homework as an individual assignment, not a group effort.
You will do your own homework. You will not allow others to copy your work. Recently, I
found two students had copied the homework assignment of a third student. All three were given
zero credit for the assignment and had to meet with the principal.
Notes: Will be taken on the ipad using my powerpoints. Unannounced note checks will be
required and emailed to me.
Making up Quizzes and Tests: Ultimately, this is your responsibility. If you missed an exam or
a quiz due to a legitimate absence, see me to schedule a make-up time. If you miss a make-up
session and failed to tell me beforehand, I’ll need a note from your parents or guardians before
you can take the exam. The note must explain why you missed the appointment.
Missing the class before a test is not an excuse to not take an exam.
Expectations of Firstclass Use by Students: You are responsible for any information, such as
test dates, project deadlines, and homework assignments, posted to the FirstClass and Teacher
Web Page site for this class.
Expectations of Studying by Students: You are responsible not only for what is covered in
class, but any and all material in the textbook. Read the chapter or chapters once, twice,
three times.
Project Deadlines: Major projects, such as research papers, PowerPoint presentations, or the
Chapter Notes, will be penalized 15 points for every day late.
Unacceptable Written Words or Expressions: Do not use slang expressions or text messaging
symbols in place of proper English words. For example, do not use “U” for you, “4” for four, and
so on. Every instance of this will result in a point off.
Complete Sentences: Every written answer requires a complete and grammatically correct
sentence.
Neatness Counts: Do not scribble or draw pictures in the margins of your tests, quizzes or
homework assignments. If you do this, I may ask you to do the assignment over.
Extra Help: I will stay late everyday to help anyone with a question or problem with an
assignment. It is always best to make an appointment beforehand.
Extra Credit Opportunities: There are no extra credit opportunities.
Participation: Your active participation and attention in class during is expected. When you
participate, you learn.
How do I judge the quality of your participation? I’ll use a system based on a plan for assessing
participation developed by John Craven and Tracy Hogan and published in the September 2001
issue of Science Scope. In this course information guide, you’ll find the criteria for participation
displayed on a chart divided into three categories of participation – exceeding expectations, meets
expectations and fails to meet expectations. Read through these categories and you will know
how I judge the quality of your participation.
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Keeping Your Parents/Guardians Informed: I know how important it is to keep parents
informed. Please have them complete the contact information form found at the end of the
course information.
Plagiarism: Do not copy material from a textbook or a classmate and call it your own!
Plagiarism is defined as “the unauthorized use or close imitation of the language and thoughts of
another author and the representation of them as one’s own original work” (Webster, 2002).
Plagiarism is a fancy word for stealing. As you know, plagiarism and cheating are treated very
seriously at Coyle & Cassidy. Offenders receive a grade of F/0.
Here’s an example of typical plagiarism. Last year, I found several students who copied text
directly from an article on the Internet, pasted it in their assignment, and claimed it as their own
work. They failed the assignment. Do not fool yourself. I have ways of uncovering plagiarism.
This doesn’t mean you can’t use the ideas and thoughts of another writer. As long as you
attribute, or give credit to, the original writer it’s OK. Later on, I will show you how to attribute.
Group Work: Attention to the rules of safety and my instructions are absolutely required. Class
must be orderly if we are to move beyond teacher delivered lectures and demonstrations to small
group activities and laboratories. During group and cooperative learning experiences students
will be responsible not only for his/her own individual activities but also for his/her
contribution to the group as a whole.
Extra work will be assigned to students who waste time on group exercises.
Bathroom and Locker Requests: NEED to sign out using your Daily planner. No bathroom
breaks are allowed without having your planner.
Being Prepared for Learning: Whatever work you do in life, be prepared to
demonstrate an excellent work ethic to your coworkers and your boss. Work ethic simply
means you are ready, able and willing to do the job. As a teacher, the most lasting, and
perhaps most important lessons I can give you have more to do with character than the
content of biology. That is why I stress certain rules of classroom behavior:
Keep it Clean: No candy or snacks or drinks!
Be Prompt:
Upon entering, take out the homework that is due.
Be in your assigned seat when the bell rings or when class is scheduled to start.
Late arriving students will need a pass. No pass, then you may have detention.
Stay in your seat until you have permission to get up.
Always Ready:
Bring to class your homework, ipad, Chapter Notes, and a pencil or pen.
Always Organized
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Do not let me see your homework and other papers stuffed inside your textbook. Place
everything in your CHEMISTRY BINDER.
Be Polite
Treat everyone as you would want to be treated.
When Ms. Liberatore or any adult or fellow student speaks, you listen.
Raise you hand when you have something to say and wait for permission to speak.
Disruptive behavior - distracting fellow students, making noises or asking irrelevant
questions, sleeping, or even appearing to sleep – will earn detention. And your parents
will be called.
Be Safe!
Especially during a lab exercise, your safety depends on listening to Mr. Schoorens.
Be Productive
Speak up. Ask questions about the lesson. Never miss the chance to learn!
Be Honest
If you do not understand the lesson, say so! We’ll go over it again.
Let me put it this way. I want to see effort, not hear excuses.
Download and print at home: Do not print out assignments or resources downloaded from
firstclass on the school’s laser printers.
Coverage/Substitutes: From time to time, a substitute will be here in my place. You will treat
the substitute with the utmost respect. If not, the penalties for poor behavior will be creative,
logical, and substantial.
Personal Detention: From time to time, someone will forget my rules. Let’s discuss one
possible consequence of poor behavior: detention. Here are the rules for detention with Ms.
Liberatore:







Report to Room 211 by 2:00pm on the assigned day.
Personal detention will end at 3:00pm.
Students late to detention will serve an additional detention.
Do not speak to any other student in detention. Students who are unruly will be sent to
the office.
Do not put your head down to nap.
Detention takes precedence over all other after-school activities. Detention will not be
scheduled for the convenience of the student. However, it may be rescheduled due to
family medical appointments, previously scheduled detention or an after-school
appointment with another teacher, or previously scheduled office detention. In every
case, a note from a teacher or a parent is required.
Skipping detention will result in office detention.
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Course Chapters and Massachusetts Curriculum Framework Standards for Chemistry, 2006
Chapters
Massachusetts Curriculum Framework Standards for Chemistry, 2006
1. Properties of Matter
Broad Concept: Physical and chemical properties reflect the nature of the interactions
between molecules or atoms and can be used to classify and describe matter.
1.1 Identify and explain physical properties (such as density, melting point, boiling point,
conductivity, and malleability) and chemical properties (such as the ability to form new
substances). Distinguish between chemical and physical changes.
1.2 Explain the difference between pure substances (elements and compounds) and
mixtures. Differentiate between heterogeneous and homogeneous mixtures.
1.3 Describe the three normal states of matter (solid, liquid, gas) in terms of energy,
particle motion, and phase transitions.
2. Atomic Structure and Nuclear Chemistry
Broad Concept: Atomic models are used to explain atoms and help us understand the
interaction of elements and compounds observed on a macroscopic scale. Nuclear
chemistry deals with radioactivity, nuclear processes, and nuclear properties. Nuclear
reactions produce tremendous amounts of energy and the formation of the elements.
2.1 Recognize discoveries from Dalton (atomic theory), Thomson (the electron),
Rutherford (the nucleus), and Bohr (planetary model of atom) and understand how
these discoveries lead to the modern theory.
2.2 Describe Rutherford’s “gold foil” experiment that led to the discovery of the nuclear
atom. Identify the major components (protons, neutrons, and electrons) of the nuclear
atom and explain how they interact.
2.3 Interpret and apply the laws of conservation of mass, constant composition (definite
proportions), and multiple proportions.
2.4 Write the electron configurations for the first twenty elements of the periodic table.
2.5 Identify the three main types of radioactive decay (alpha, beta, and gamma) and
compare their properties (composition, mass, charge, and penetrating power).
2.6 Describe the process of radioactive decay by using nuclear equations and explain the
concept of half-life for an isotope, for example, C-14 is a powerful tool in determining
the age of objects.
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2.7 Compare and contrast nuclear fission and nuclear fusion.
3. Periodicity
Broad Concept: Repeating (periodic) patterns of physical and chemical properties occur
among elements that define families with similar properties. The periodic table displays
this repeating pattern, which is related to an atom’s outermost electrons.
3.1 Explain the relationship of an element’s position on the periodic table to its atomic
number. Identify families (groups) and periods on the periodic table.
3.2 Use the periodic table to identify the three classes of elements: metals, nonmetals, and
metalloids.
3.3 Relate the position of an element on the periodic table to its electron configuration and
compare its reactivity with other elements in the table.
3.4 Identify trends on the periodic table (ionization energy, electronegativity, and relative
size of atoms and ions).
4. Chemical Bonding
Broad Concept: Atoms bond with each other by transferring or sharing valence electrons to
form compounds.
4.1 Explain how atoms combine to form compounds through both ionic and covalent
bonding. Predict chemical formulas based on the number of valence electrons.
4.2 Draw Lewis dot structures for simple molecules and ionic compounds.
4.3 Use electronegativity to explain the difference between polar and nonpolar covalent
bonds.
4.4 Use valence-shell electron-pair repulsion theory (VSEPR) to predict the electron
geometry (linear, trigonal planar, and tetrahedral) of simple molecules.
4.5 Identify how hydrogen bonding in water affects a variety of physical, chemical, and
biological phenomena (such as, surface tension, capillary action, density, and boiling
point).
Name and write the chemical formulas for simple ionic and molecular compounds,
including those that contain the polyatomic ions: ammonium, carbonate, hydroxide, nitrate,
phosphate, and sulfate.
5. Chemical Reactions and Stoichiometry
Broad Concept: In a chemical reaction, one or more reactants are transformed into one or
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more new products. Chemical equations represent the reaction and must be balanced. The
conservation of atoms in a chemical reaction leads to the ability to calculate the amount of
products formed and reactants used (stoichiometry).
5.1 Balance chemical equations by applying the laws of conservation of mass and constant
composition (definite proportions).
5.2 Classify chemical reactions as synthesis (combination), decomposition, single
displacement, double displacement, and combustion.
5.3 Use the mole concept to determine the number of particles and the molar mass of
elements and compounds.
5.4 Determine percent compositions, empirical formulas, and molecular formulas.
5.5 Calculate the mass-to-mass stoichiometry for a chemical reaction.
Calculate percent yield in a chemical reaction
6. States of Matter, Kinetic Molecular Theory, and Thermochemistry
Broad Concept: Gas particles move independently of each other and are far apart. Their
behavior can be modeled by the kinetic molecular theory. In liquids and solids, unlike
gases, the particles are close to each other. The driving forces of chemical reactions are
energy and entropy. The reorganization of atoms in chemical reactions results in the
release or absorption of heat energy.
6.1 Using the kinetic molecular theory, explain the behavior of gases and the relationship
between pressure and volume (Boyle’s law), volume and temperature (Charles’s law),
pressure and temperature (Gay-Lussac’s law), and the number of particles in a gas
sample (Avogadro’s hypothesis). Use the combined gas law to determine changes in
pressure, volume, and temperature.
6.2 Perform calculations using the ideal gas law. Understand the molar volume at 273K
and 1 atmosphere (STP).
6.3 Using the kinetic molecular theory, describe and contrast the properties of gases,
liquids, and solids. Explain, at the molecular level, the behavior of matter as it
undergoes phase transitions.
6.4 Describe the law of conservation of energy. Explain the difference between an
endothermic process and an exothermic process.
6.5 Recognize that there is a natural tendency for systems to move in a direction of
disorder or randomness (entropy).
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7. Solutions, Rates of Reaction, and Equilibrium
Broad Concept: Solids, liquids, and gases dissolve to form solutions. Rates of reaction and
chemical equilibrium are dynamic processes that are significant in many systems
(biological, ecological, and geological).
7.1 Describe the process by which solutes dissolve in solvents.
7.2 Calculate concentration in terms of molarity. Use molarity to perform solution dilution
and solution stoichiometry.
7.3 Identify and explain the factors that affect the rate of dissolving, such as, temperature,
concentration, surface area, pressure, and mixing.
7.4 Compare and contrast qualitatively the properties of solutions and pure solvents
(colligative properties such as boiling point and freezing point).
7.5 Identify the factors that affect the rate of a chemical reaction (temperature, mixing,
concentration, particle size, surface area, and catalyst).
7.6 Predict the shift in equilibrium when the system is subjected to a stress (LeChatelier’s
principle) and identify the factors that can cause a shift in equilibrium (concentration,
pressure, volume, temperature).
8. Acids and Bases and Oxidation-Reduction Reactions
Broad Concept: Acids and bases are important in numerous chemical processes that occur
around us, from industrial procedures to biological ones, from the laboratory to the
environment. Oxidation-reduction reactions occur when one substance transfers electrons
to another substance and constitutes a major class of chemical reactions.
8.1 Define the Arrhenius theory of acids and bases in terms of the presence of hydronium
and hydroxide ions in water and the Bronsted-Lowry theory of acids and bases in terms
of proton donor and acceptor.
8.2 Relate hydrogen ion concentrations to the pH scale, and to acidic, basic, and neutral
solutions. Compare and contrast the strength of various common acids and bases such
as vinegar, baking soda, soap, and citrus juice.
8.3 Explain how a buffer works.
8.4 Describe oxidation and reduction reactions and give some every day examples, such as,
fuel burning, corrosion. Assign oxidation numbers in a reaction.
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An Assessment Rubric for Class Participation
Criteria
Exceeded Expectations
Meeting Expectations
Fails to Meet Expectations
Communication
 Raises relevant questions and
shares ideas with classmates.
 Offers clear and concise oral and
written presentation of personal
ideas and understanding
indicating that time has been
devoted to thinking about the
topic.

Occasionally participates in group
discussions, but rarely initiates or
accepts leadership role in guiding
the group.
 Does not elaborate on his or her
understanding.
 Often does not complete
expression of his or her ideas.
 Provides no oral or written
evidence of understanding activity
or discussion topics.
 Never or rarely raises relevant
questions.
 Never or rarely provides oral or
written communication.
Sharing sources
and resources
 Brings sources of information to
the class to share with teachers or
classmates.
 Brings resources, such as
activities, materials or literature
that can be used to extend the
learning activities of the class.

Makes reference to outside
sources of information and
resources, but does not take the
initiative to bring them to class to
share with others.
 Is unable to provide evidence that
he or she has looked for outside
sources and resources.
 Never or rarely brings in outside
resources that could enhance the
learning experiences of others.
Openness to
learn
 Accepts class assignments and
requirements with a positive
attitude.
 Actively seeks (by asking
questions or speculating)
connections between course
requirements and goals.
 Reluctantly accepts class
assignments.
 Rejects or dismisses class
assignments as meaningless or
boring.
 Cannot make connections
between class requirements and
goals of the instructor.
Respect
 Listens to others; encourages
others to contribute ideas; accepts
alternative perspectives; is
tolerant of the shortcomings of
others; and helps others to
succeed in class.


Is tolerant of others, but often
dominates the group activity or
discussion.
Listens to the ideas of others but
generally maintains personal
views and ideas.


Dismisses the thoughts and ideas
of others; possibly uses rude
language or abusive language to
ridicule.
Offers ideas that are limited to his
or her personal opinions.
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Criteria
Exceeded Expectations
Meeting Expectations
Fails to Meet Expectations
Accepts and
provides
constructive
criticism
 Positively accepts constructive
criticism and incorporates it in his
or her approach to learning.
 Offers constructive criticism and
critiques, including viable
suggestions for improvement, to
his or her teacher and classmates.


Material
preparedness
 Makes class materials readily
available and accessible without
causing interruption of activities or
discussions.

Academic
preparedness
 Refers to relevant literature or
readings to support ideas and
arguments during discussions.
 Demonstrates awareness of
course and teacher expectations.
Class presence
 Frequently volunteers to
participate in classroom activities.
 Demonstrates his or her focus on
classroom activities by appropriate
eye contact and alert posture.
Accepts constructive criticism, but
does not incorporate it for
improving targeted behaviors.
Regularly forgets some materials
or does not prepare fully; or
prepares for class, but is unable to
retrieve his or her materials
without disruption.
 Frequently requests to leave the
room.
 Refers to concepts or topics
related to the activity or discussion
topic, but provides incomplete
written or oral responses.
 Expresses opinions that may have
merit, but is unable to support
them with evidence from
classroom work.


Occasionally participates in group
discussions.
Provides ideas or comments that
are largely restricted to repeating
the idea’s or comments of
classmates.

Often or always rejects
constructive criticism.
Offers no viable alternatives to
other’s suggestions.
 Consistently is unprepared for
class.

Is unable to respond correctly to
questions regarding required
readings.
 Offers responses that are
consistently wrong or
meaningless.
 Expresses surprise or confusion
when probed for his or her
understanding.
 Sits passively in class.
 Does not participate in group
discussions.
 Does not pay attention to
classroom activities or lectures.
 Chronic disruptive behavior.
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Study Tactics for Chemistry
To the student:
You may benefit from following these common sense steps in preparing for biology tests.
Check those steps which you accomplished while studying.

Read the powerpoints the night before the lectures start – reinforcement is better than
introduction

Read the sections after the lectures – reinforce once more; look for weaknesses

Read all the illustrations and captions – sometimes test questions can come from these

Completed the Chapter Notes during or immediately after lectures – be detailed; be
thorough

Did not wait to start preparing until the evening before the test

Completed the section assessment questions – be honest with yourself

Completed the chapter assessment questions – do this the evening before

Checked memorization of vocabulary – use the list of vocabulary found in the chapter
notes; ask a friend to quiz you

Other (describe):

Other (describe):
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Coyle & Cassidy High School
H Chemistry, Ms. Liberatore, Grade 10 and 11
Contact Information
I know how important it is for parents to know what is going on in school. Communication starts with the
course syllabus. Please read it. Then complete this form, sign it, and have your child return this form to
me immediately. Thank you!
PLEASE PRINT
Student Name:
Parent(s)/Guardian(s) Name:
Home Mailing Address:
Home Telephone Number:
Work Telephone Number(s):
Where would you prefer I call you (circle one or both): Home
Work
Work email address:
Home email address:
Which address would you prefer I use to contact you (circle one)?
Work
Home
What was your child’s grade in biology for the entire last year (circle one)?
Below 60
61 – 69
70 – 79
80 – 89
90 - 100
Do you have any questions or concerns? Is there anything I should know about your child? Any
allergies? Is your child supposed to wear glasses in the classroom?

Signature / Date
15