A.P. Chemistry Syllabus 2019 – 2020

Mr. Andrew Shatley

Appoquinimink High School

Section I: Course Overview

AP Chemistry is designed to provide a first year college chemistry experience by providing a depth of conceptual

coverage as well as a comparable laboratory experience. AP Chemistry meets daily for a 90-minute block class

period with at least 25% of the instructional time being dedicated to hands-on laboratory experience. The A.P.

Chemistry curriculum is built around four big ideas, which are intended to provide students with the appropriate

conceptual knowledge, and six science practices, which are designed to help students learn to think and act like

scientists. The overall goal of this course is to prepare each student with the problem solving skills, laboratory

experience, and depth on knowledge necessary to earn an acceptable score on the AP Exam.

Section II: Course Expectations

Due to the large amount of content that must be covered, AP Chemistry is a rigorous course with high expectations.

Students who choose to enroll in this course are expected to:

1. Abide by the Appoquinimink School District Code of Conduct and Laboratory Safety Contract at all times.

2. Complete all assigned readings and problems prior to class and arrive in class prepared to ask questions and

participate in discussion.

3. Dedicate significant time outside of class to studying and completing practice problems. On average,

students should expect to spend at least one hour of time outside of class each day (including weekends) on

A.P. Chemistry.

4. Consistently put forth his or her best effort and ask for help when needed.

5. Plan to take the AP Exam in May. The cost of the exam is approximately $95.

Section III: Course Materials

1. Students are expected to provide the following materials:

a. Scientific calculator – a graphing calculator is strongly recommended; however, at the minimum

each student must have a calculator that is capable of doing scientific notation and logarithms in

addition to the four basic functions.

b. 3-Ring Binder – a large binder with dividers is necessary to organize the course materials. Each

student’s binder should be divided into five sections: (1) Reference, (2) Class Notes, (3) Practice

Problems, (4) Lab Handouts, and (5) Assessments.

c. 3x5 Index Cards (100) – index cards can be used to make flashcards for the various formulas and

equations that must be memorized throughout the course.

2. Each student will be issued the following textbook to be used as a resource:

Masterton, William L. and Hurley, Cecile N. Chemistry: Principles and Reactions. 8th Edition.

Boston, MA. Cengage Learning. 2016. ISBN-13: 978-1-305-07937-3.

Section IV: Grading Policy

I. Components of the Marking Period Grade

a. Summative Assessments (80% of Marking Period Grade)

i. Marking Periods 1, 2, and 3 – during each marking period, four (4) summative unit

exams will be given to assess student understanding. Each of these unit exams will be

weighted equally in the marking period grade. All exams are cumulative and may draw

upon any material that has been previously covered in the course.

ii. Marking Period 4 – during the fourth marking period, shorter review quizzes and/or

simulated A.P. Exams will be given in place of unit exams. Unit exams may also be given

on material that is covered after the A.P. test, as time permits. Together these assessments

will constitute the summative portion of a student’s fourth marking period grade.

b. Formative Assessments (20% of Marking Period Grade)

i. Laboratory – lab assignments will typically assess a student’s ability to accurately analyze

data, identify sources of error, and draw conclusions. Some labs may also include

performance based components as part of the grade. All work will be submitted through

the Schoology course page. Late work will not be accepted.

ii. Homework and Classwork – homework and classwork may be included in the formative

portion of the grade for each marking period. Not all assignments will be formally graded

by the instructor, however the solutions to all assigned work will be reviewed in class

and/or provided on Schoology for students to review. Late work will not be accepted.

II. Calculation of Final Grades − the final grade for the course will be calculated using a weighting of twenty

percent for each marking period and twenty percent for the final exam, as summarized in the table below.

1st M.P.

Average

2nd M.P.

Average

3rd M.P.

Average

4th M.P.

Average

Final

Exam

20%

20% 20% 20% 20%

III. College Level Expectations – The accelerated pace and level of difficulty involved in mastering two

semesters of college chemistry content will require a serious commitment from each student. Students in

A.P. Chemistry will be held to higher expectations that they would in a typical high school course. The

following policies will be in effect throughout the course:

a. I will not accept late work.

b. I will not allow test retakes.

c. I will not curve test grades.

d. I will not curve marking period grades.

e. I will not offer extra credit assignments.

Section V: Course Policies

I. Absence Policy - if a student is absent, it is his or her responsibility to obtain all make-up work, including

any class notes. For excused absences, the student will have one day for every day absent to make up the

missed work as per the Appoquinimink School District attendance policy. Make-up work that is not

completed within the allotted time frame will be assigned a grade of zero.

II. Use of Electronic Devices - all students are expected to have their Chromebook available for use in class

on a daily basis. Cell phones and other electronic devices are not to be used during class time. A cell

phone is not an acceptable substitute for a calculator and may not be used as such. When an exam is

administered, cell phones, Chromebooks, and other electronic devices may not be used and should remain

out of sight. Any unauthorized usage of an electronic device during an exam will be treated as an act of

academic dishonesty and will result in the student receiving a grade of zero on the assessment.

III. Academic Dishonesty - any student who participates in an act of academic dishonesty will receive a score

of zero on the assignment in question and may also be subject to disciplinary action. As described in the

Student Code of Conduct, academic dishonesty includes “Fraudulent deception in preparing, or presenting

coursework or class assignments as a student’s own work when it is not. This includes, but is not limited to:

(1) copying another student’s work, (2) unauthorized use of notes or sharing answers during a test, (3)

presenting another person’s work as one’s own, or (4) presenting quotations, words or ideas without proper

references or credit.”

Section VI: Contact Information & Course Agreement

If you have any questions or concerns throughout the school year, the best way to contact me is via e-mail.

My e-mail address is Andrew.Shatley@appo.k12.de.us. If you prefer to contact me by phone, I can be

reached at (302) 449-3840, extension 1208.

Parents: please sign the course agreement found at the end of this packet and have your child return it to

me, acknowledging that both of you have reviewed the syllabus and course expectations. In addition,

please take time to review the laboratory safety guidelines with your child and then sign and return the

safety contract located on the reverse side of the course agreement page.

Enclosed:

Appendix A: Overview of Course Content

Appendix B: Laboratory Safety

Appendix C: Course Agreement

Appendix A: Overview of Course Content

Section I: The Big Ideas

The big ideas serve as the foundation of the course and allow students to create meaningful connections among

concepts. They are often abstract concepts or themes that become threads that run throughout the course. Revisiting

the big ideas and applying them in a variety of contexts allows students to develop deeper conceptual

understanding. Below are the big ideas of the course and a brief description of each.

Big Idea 1: Scale Proportion and Quantity

Quantities in chemistry are expressed at both the macroscopic and atomic scale. Explanations, predictions, and

other forms of argumentation in chemistry require understanding the meaning of these quantities, and the

relationship between quantities at the same scale and across scales.

Big Idea 2: Structure and Properties

Properties of substances observable at the macroscopic scale emerge from the structures of atoms and molecules

and the interactions between them. Chemical reasoning moves in both directions across these scales. Properties are

predicted from known aspects of the structures and interactions at the atomic scale. Observed properties are used to

infer aspects of the structures and interactions.

Big Idea 3: Transformations

At its heart, chemistry is about the rearrangement of matter. Understanding the details of these transformations

requires reasoning at many levels as one must quantify what is occurring both macroscopically and at the atomic

level during the process. This reasoning can be as simple as monitoring amounts of products made or as complex as

visualizing the intermolecular forces among the species in a mixture. The rate of a transformation is also of interest,

as particles must move and collide to initiate reaction events.

Big Idea 4: Energy

Energy has two important roles in characterizing and controlling chemical systems. The first is accounting for the

distribution of energy among the components of a system and the ways that heat exchanges, chemical reactions, and

phase transitions redistribute this energy. The second is in considering the enthalpic and entropic driving forces for

a chemical process. These are closely related to the dynamic equilibrium present in many chemical systems and the

ways in which changes in experimental conditions alter the positions of these equilibria.

Section II: The Science Practices

The AP Chemistry science practices describe what a student should be able to do while exploring course concepts.

The table that follows presents these practices, which students should develop during the AP Chemistry course.

These practices are categorized into skills, which form the basis of the tasks on the AP Exam.

Practice 1: Models and Representations – describe models and representations, including across scales

Practice 2: Question and Method – determine scientific questions and methods

Practice 3: Representing Data and Phenomena – create representations or models of chemical phenomena

Practice 4: Model Analysis – analyze and interpret models and representations across scales

Practice 5: Mathematical Routines – solve problems using mathematical relationships

Practice 6: Argumentation – develop an explanation or scientific argument.

Section III: Course Outline

The course outline provided on the following pages represents a chronological account of the concepts as they will

be covered in the course. The required content is grouped into twelve units and each unit will conclude with a

summative exam.

Time Frame Textbook Chapters

Covered

Topics Covered

Summer Assignment

Time frame:

completed

over

summer

break

Ch 1: Matter and

Measurements

Ch 2: Atoms, Molecules,

and Ions

memorization of element names and symbols

memorization of polyatomic ion groups

classification and properties of matter

physical and chemical changes

exothermic and endothermic processes

arrangement of the modern periodic table

properties of metals, nonmetals, and metalloids

families of elements and their properties

development of atomic theory through the nuclear model

valence electrons and determining oxidation states

inorganic formulas and nomenclature

uncertainty in measurement and significant figures

units of measurement and dimensional analysis

isotopes and atomic weight

mass spectrometry

Sample Student Activity: Students will be able to analyze mass spectra to identify the element that is

represented as well as the approximate masses and abundances of its isotopes. [Learning Objective 1.14]

Unit One: Foundational Concepts

Time frame:

1.5 weeks

Ch 3: Mass Relations in

Chemistry; Stoichiometry

Ch 10: Solutions

mass, volume, and density

accuracy, precision, and percentage error

Avogadro's Number and mole calculations

determining molar mass and percentage composition

determining empirical and molecular formulas

determining the formula of a hydrated salt

determining a formula by combustion analysis

molarity and preparation of solutions

saturated, unsaturated, and supersaturated solutions

solubility curves and factors affecting solubility

analyzing solutions using spectrophotometry

Sample Student Activity: Students will be able to analyze data from a spectrophotometry experiment in

order to determine the concentration of an absorbing species in a solution. [Learning Objective 1.16]

Unit Two: Chemical Reactions

Time frame:

2 weeks

Ch 3: Mass Relations in

Chemistry; Stoichiometry

Ch 4: Reactions in

Aqueous Solution

balancing chemical equations

identifying basic reaction types

patterns of chemical reactivity

elementary qualitative analysis

acid nomenclature

properties of strong acids and weak acids

types of electrolytes and their properties

solubility guidelines for ionic compounds

writing net-ionic equations

oxidation and reduction

balancing oxidation-reduction reactions

Sample Student Activity: Students will observe demonstrations of chemical reactions, and summarize

their observations, create a complete balanced equation for the reaction, and identify the type of reaction

that has occurred. [Learning Objective 3.2]

Unit Three: Stoichiometry

Time frame:

2 weeks

Ch 3: Mass Relations in

Chemistry; Stoichiometry

Ch 4: Reactions in

Aqueous Solution

mole ratios and stoichiometry

limiting and excess reagents

calculating percentage yield

gravimetric analysis

solution stoichiometry

determining concentration by titration

Sample Student Activity: Students will quantitatively solve problems involving volume and molarity

along with the stoichiometric relationships in the balanced equation to make predictions in terms of the

results of chemical reactions and the amount of products formed. [Learning Objective 3.4]

Unit Four: Properties of Gases

Time frame:

1.5 Weeks

Ch 5: Gases applying the gas laws and the ideal gas law

gas mixtures and Dalton’s Law of partial pressures

determining the molar mass of an unknown gas

calculations involving gas law stoichiometry

molar volume of an ideal gas

Kinetic-Molecular Theory for gases

rates of molecular effusion and diffusion

the van der Waals equation and deviations from ideal gas

behavior

Sample Student Activity: Students will solve problems by quantitatively determining volume, pressure,

temperature, or the amount of a gas using the appropriate gas law expression. [Learning Objective 2.6]

Unit Five: Atomic Structure and the Periodic Table

Time frame:

2 weeks

Ch 6: Electronic Structure

and the Periodic Table

the nature of light and quantized energy

the Bohr Model of the atom and atomic spectra

evolution of atomic theory through the quantum mechanical

model

quantum numbers and atomic orbitals

electron configurations and the periodic table

development of the periodic table and the periodic law

periodic functions: effective nuclear charge, atomic and

ionic radii, ionization energy, electron affinity, metallic

character

group trends for chemical reactivity

photoelectron spectroscopy

Sample Student Activity: Students will construct graphs of atomic radii, ionization energies, and electron

affinities as a function of atomic number. Based on graphical analysis, students will work in collaborative

groups to identify trends, develop explanations for the trends, and describe exceptions. [Learning

Objective 1.9]

Unit Six: Covalent Bonding and Molecular Structures

Time frame:

2 weeks

Ch 7: Covalent Bonding

drawing Lewis structures

electronegativity and bond polarity

formal charges and resonance structures

VSEPR Theory and molecular geometries

determining the polarity of molecules

Valence Bond Theory

orbital hybridization and characteristics of sigma and pi

Bonds

Molecular Orbital Theory

relationships between bond length, bond order, and bond

enthalpy

Sample Student Activity: Students will be given examples of compounds and asked to construct a

complete Lewis Structure and to describe the molecule in terms of molecular geometry, polarity, and

orbital hybridization. [Learning Objective 2.21]

Unit Seven: Properties of Liquids & Solids

Time frame:

2 weeks

Ch 9: Liquids and Solids

identifying the types of intermolecular forces in a compound

using the strength of IMF to explain physical properties

vapor pressure, changes of state, and heating curves

using chromatography or distillation to separate a mixture

lattice energy, ionic bonding, and properties of ionic solids

models for metallic bonding

properties of metals and alloys

properties of molecular solids

properties of network solids

semiconductors and electronics

Sample Student Activity: Students will examine models of the DNA molecule and identify the role and

locations of hydrogen bonding within the double helix structure. The class will discuss how UV light can

cause chemical reactions and mutations that may alter the structure of DNA and how the chemical

reactions behind the depletion of the ozone layer lead to increased exposure to UV light. [Learning

Objective 2.13]

Unit Eight: Thermodynamics

Time frame:

2 weeks

Ch 8: Thermochemistry

Ch 16: Spontaneity of Reaction

enthalpy changes and the first law of

thermodynamics

determining enthalpies of reaction using

calorimetry

determining enthalpies of reaction using Hess’s

Law

determining enthalpies of reaction using enthalpies

of formation

determining enthalpies of reaction using bond

enthalpies

heating curves and enthalpy of fusion

entropy and the second and third laws of

thermodynamics

microstates and the molecular interpretation of

entropy

Gibbs free energy and free energy of formation

determining the spontaneity of a chemical reaction

thermodynamics in relation to solution formation

Sample Student Activity: Students will solve problems by quantitatively determining the values of ΔH,

ΔS, and ΔG for a given reaction and then summarize what can be concluded about the reaction from the

sign and magnitude of these values. [Learning Objective 5.13]

Unit Nine: Chemical Kinetics

Time frame:

2 weeks

Ch 11: Rate of Reaction factors that affect rates of reaction

reaction orders, rate constants, and rate laws

using the method of initial rates to determine a rate law

the effect of concentration on reaction rate

the effect of temperature on reaction rate

the effect of activation energy on reaction rate

reactions pathways and catalysts

determining the reaction mechanism for a chemical reaction

Sample Student Activity: Students will be given a data set including concentrations of reactants as a

function of time for a given chemical reaction. From the data, students will identify the reaction orders

for each reactant, determine the overall rate law for the reaction, and calculate the value of the rate

constant. [Learning Objective 4.2]

Unit Ten: Chemical Equilibrium

Time frame:

2 weeks

Ch 12: Gaseous Chemical

Equilibrium

Ch 15: Complex Ion and

Precipitation Equilibria

understanding and manipulating equilibrium constants

writing equilibrium constant expressions

determining equilibrium constants

calculating equilibrium concentrations

using the reaction quotient to predict reaction direction

predicting equilibrium shifts using Le Châtelier’s Principle

relating the equilibrium constant to the free energy change

solubility equilibria and the solubility product constant

the effect of common ions and pH on solubility

Sample Student Activity: Students will be given initial conditions for a reaction with a known

equilibrium constant and asked to predict the direction the reaction will proceed to reach chemical

equilibrium. [Learning Objective 6.4]

Unit Eleven: Acids and Bases

Time frame:

3 weeks

Ch 13: Acids and Bases

Ch 14: Equilibria in Acid-

Base Solutions

Arrhenius & Brønsted-Lowry definitions for acids and bases

comparing properties of strong and weak acids and bases

factors affecting acid strength

understanding the pH scale, Ka and pKa

calculating the pH of a strong acid or base

calculating the pH of a weak acid or base

weak acid and weak base equilibria

the relationship between Ka and Kb

acid base properties of salt solutions

the common-ion effect

properties of buffered solutions

using the Henderson-Hasselbalch equation to calculate pH

interpreting acid-base titration curves

selecting indicators for acid-base titrations

pH calculations at various points during a titration

Sample Student Activity: Students will be able to develop and describe a procedure for determining the

concentration of an unknown weak acid as well as its pKa through titration. [Learning Objective 6.13]

Unit Twelve: Electrochemistry

Time frame:

2 weeks

Ch 17: Electrochemistry oxidation-reduction reactions in voltaic cells

determining potential difference and cell emf

comparing the strength of oxidizing and reducing agents

the relationship between free energy and electrode potential

cell emf under non-standard conditions

electrolysis reactions

electrical work

Sample Student Activity: Given a list of possible materials, students will work collaboratively in groups

to describe how to construct a voltaic cell and identify the anode, cathode, cell potential, and direction of

current flow for the voltaic cell. [Learning Objective 3.12]

Review for the A.P. Exam

Timeframe

3 weeks

review of major course topics

practice exams and released items from College Board

Post A.P. Exam: Organic and Biochemistry (as time permits)

Timeframe

2 weeks

Ch 22: Organic and

Biological Molecules

alkanes, alkenes, and alkynes

structural isomers

functional groups

monomers and polymers

structure and properties of carbohydrates

structure and properties of lipids

structure and properties of nucleic acids

structure and properties of proteins

Appendix B: Laboratory Safety

Appoquinimink School District

Science Safety Rules and Contract for Secondary Students

PURPOSE

Science is a hands-on laboratory class. You will be doing many laboratory activities which may require the use of

potentially hazardous materials. Safety in the science classroom is the #1 priority for students, teachers, and

parents. To ensure a safe science classroom, a list of rules has been developed and provided to you in this student

safety contract. These rules MUST be followed at all times. Two copies of the contract are provided. One copy

must be signed by both you and a parent or guardian and returned to your classroom teacher before you can

participate in any activity. The second copy is to be kept as a constant reminder of the safety rules.

As with any school activity, disruptive behavior during science labs falls under the Appoquinimink School District

Student Code of Conduct.

GENERAL RULES

1. Follow all written and verbal instructions carefully. If you do not understand a direction or part of a

procedure, ask the instructor before proceeding.

2. Never work alone. No student may work in the laboratory without an instructor present.

3. When first entering a science room, do not touch any equipment, chemicals, or other materials in the

laboratory area until you are instructed to do so.

4. Perform only those experiments authorized by the instructor. Never do anything in the laboratory that is

not called for in the laboratory procedures or by the instructor. Carefully follow all instructions, both

written and oral. Unauthorized experiments are prohibited.

5. Observe good housekeeping practices. Work areas must be kept clean and tidy at all times. Bring only

your laboratory instructions, worksheets, and/or reports to the work area. Other materials (books, purses,

backpacks, etc.) will be stored in a designated area.

6. Know the locations and operating procedures of all safety equipment including the first aid kit, eyewash

station, safety shower, fire extinguisher, and fire blanket. Know where the fire alarm and the exits are

located.

7. Know what to do if there is a fire drill during a laboratory period; containers must be closed, gas valves

turned off, fume hoods turned off, and any electrical equipment turned off.

8. Be alert and proceed with caution at all times in the laboratory. Notify the instructor immediately of any

unsafe conditions you observe.

9. Dispose of all chemical waste properly. Never mix chemicals in sink drains. Sinks are to be used only for

water and those solutions designated by the instructor. Solid chemicals, metals, matches, filter paper, and

all other insoluble materials are to be disposed of in the proper waste containers, not in the sink. Check the

label of all waste containers twice before adding your chemical waste to the container.

10. Keep hands away from face, eyes, mouth and body while using chemicals. Wash your hands with soap and

water after performing all experiments. Clean all work surfaces and apparatus at the end of the experiment.

Return all equipment clean and in working order to the designated area.

11. Students are never permitted in the science storage rooms or preparation areas unless given specific

permission by their instructor.

12. If you have a medical condition (e.g., allergies, pregnancy, etc.), check with your physician/school nurse

prior to working in lab.

13. Handle all living organisms used in a science activity in a humane manner.

CLOTHING

14. Any time chemicals, heat, or glassware are used, students will wear laboratory goggles. There will be no

exceptions to this rule!

15. Contact lenses should not be worn in the laboratory unless you have permission from your instructor.

16. Dress properly during a laboratory activity. Long hair, dangling jewelry, and loose or baggy clothing are a

hazard in the laboratory. Long hair must be tied back and dangling jewelry and loose or baggy clothing

must be secured. Shoes must completely cover the foot.

ACCIDENT AND INJURIES

17. Report any accident (spill, breakage, etc.) or injury (cut, burn, etc.) to the instructor immediately, no matter

how trivial it may appear.

18. If a chemical splashes in your eye(s) or on your skin, immediately flush with running water from the

eyewash station or safety shower for at least 20 minutes. Notify the instructor immediately.

HANDLING CHEMICALS

19. All chemicals in the laboratory are to be considered dangerous. Check the label on chemical bottles twice

and take only as much as you need. Do not touch, taste, or smell any chemicals unless specifically

instructed to do so. The proper technique for smelling chemical fumes will be demonstrated to you.

20. Never return unused chemicals to their original containers.

21. Acids and bases must be handled with extreme care. You will be shown the proper method for diluting

strong acids and bases.

22. Never remove chemicals or other materials from the laboratory area.

HANDLING GLASSWARE AND EQUIPMENT

23. Never handle broken glass with your bare hands. Use a brush and dustpan to clean up broken glass. Place

broken or waste glassware in the designated glass disposal container.

24. Examine glassware before each use. Never use chipped or cracked glassware. Never use dirty glassware.

25. Do not immerse hot glassware in cold water; it may shatter.

26. When removing an electrical plug from its socket, grasp the plug, not the electrical cord. Hands must be

completely dry before touching an electrical switch, plug, or outlet.

27. Report damaged electrical equipment immediately. Look for things such as frayed cords, exposed wires,

and loose connections. Do not use damaged electrical equipment.

28. If you do not understand how to use a piece of equipment, ask the instructor for help.

HEATING SUBSTANCES

29. Exercise extreme caution when using a gas burner, hot plate, and candle. Take care that hair, clothing and

hands are a safe distance from the flame at all times. Do no put any substance into the flame unless

specifically instructed to do so. Never reach over an exposed flame. Light gas (or alcohol) burners only as

instructed by the teacher.

30. Never leave a lit burner, hot plate, or candle unattended. Never leave anything that is being heated or is

visibly reacting unattended. Always turn the burner or hot plate off when not in use.

31. You will be instructed in the proper method of heating and boiling liquids in test tubes. Do not point the

open end of a test tube being heated at yourself or anyone else.

32. Heated metals and glass remain very hot for a long time. They should be set aside to cool and picked up

with caution. Use tongs or heat-protective gloves if necessary.

33. Never look into a container that is being heated.

34. Do not place hot apparatus directly on the laboratory desk. Always use an insulating pad. Allow plenty of

time for hot apparatus to cool before touching it.

Chemistry Addendum to Appoquinimink School District

Science Safety Rules and Contract for Secondary Students

35. Acids must be handled with extreme care. You will be shown the proper method for diluting strong acids.

Always add acid to water, swirl or stir the solution and be careful of the heat produced, particularly with

sulfuric acid.

36. Handle flammable hazardous liquids over a pan to contain spills. Never dispense flammable liquids

anywhere near an open flame or source of heat.

37. You will be instructed in the proper method of heating and boiling liquids in test tubes. Do not point the

open end of a test tube being heated at yourself or anyone else.

Appoquinimink School District

Science Safety Contract

STUDENT CONTRACT:

I, , (student’s name) have read and agree to follow all of the safety

rules set forth in this contract. I realize that I must obey these rules to ensure my own safety, and that of my fellow

students and instructors. I will cooperate to the fullest extent with my instructor and fellow students to maintain a

safe lab environment. I will also closely follow the oral and written instructions provided by the instructor. Unsafe

conduct in the laboratory or misbehavior on my part, may result in being removed from the laboratory, receiving a

failing grade, behavior referral, and/or dismissal from the course.

Student Signature Date

QUESTIONS:

Do you wear contact lenses? YES NO

Are you color blind? YES NO

Do you have allergies YES NO

If so, list specific allergies: ______________________________________________________________

____________________________________________________________________________________

Are you allergic to latex? YES NO

Do you have any medical conditions we need to be aware of (asthma, seizures, cardiac abnormalities, etc.)?

YES NO

PARENT CONTRACT:

We feel that you should be informed regarding the school’s effort to create and maintain a safe science

classroom/laboratory environment. With the cooperation of the instructors, parents, and students, a safety

instruction program can eliminate, prevent, and correct possible hazards. Read the list of safety rules above. No

student will be permitted to perform laboratory activities unless this contract is signed by both the student and

parent/guardian and is on file with the teacher. You are now aware of the safety instructions your son/daughter will

receive before engaging in any laboratory work.

Your signature on this contract indicates that you have read this Student Safety Contract, are aware of the measures

taken to ensure the safety of your son/daughter in the science laboratory, and will instruct your son/daughter to

uphold his/her agreement to follow these rules and procedures in the laboratory.

Parent/Guardian Signature Date

Appendix C: A.P. Chemistry Course Agreement

Terms of Agreement

A.P. Chemistry

Mr. Andrew Shatley

Appoquinimink High School

As the teacher of this course, I am committed to abiding by this syllabus. The dates and timelines are subject to

change based on students’ assimilation of the material. Any changes will be communicated to the class by the

instructor. By signing this document, you are affirming that you have read and agree to abide by the guidelines,

policies, and agreements stated in this syllabus.

As a student in this course, I have read and agree to abide by the guidelines, policies and agreements stated in this

syllabus.

Student Name (please print): __________________________________________________

Student Signature: _______________________________ Date: _____________________

As the parent/guardian, I have reviewed the information presented above and agree to support this student in an

effort to follow the guidelines, policies and agreements stated in this syllabus.

Parent Name (please print): __________________________________________________

Parent Signature: _______________________________ Date: _____________________

E-mail: ___________________________________________________________________

Phone Contact (best daytime number): __________________________________________

If you have any specific questions or concerns at this time please write them in the space below:

___________________________________________________________________________________________________

___________________________________________________________________________________________________

___________________________________________________________________________________________________

___________________________________________________________________________________________________

This document should be signed by the student and parent and returned to the

instructor no later than Friday September 6th, 2019.

AHS Vision

Developing critical thinkers and effective

communicators for a global society.

AHS Core Values Achievement ~ Honor~ Service