Syllabus 2021-2022
    Course: Chemistry

     Instructor: Mrs. Mychoal Woods 

    Room: 503

    School Phone Number: 205-231-3900

    Teacher’s Email: mwoods2@bhm.k12.al.us

    Teacher’s Phone Number: 205-774-2741 

    Office Hours: Tuesday 3:45 pm – 4:45 pm & Thursday 3:45 pm – 4:45 pm 


    Course Description: 

    Chemistry is an elective course that provides students with an investigation of empirical concepts central to biology, earth science, environmental science, and physiology.  Chemistry encompasses both qualitative and quantitative ideas derived using the scientific process.  By its very nature, the study of chemistry encourages an inquiry-based approach to understanding the substances and processes that explain our world as well as ourselves.  Using the practices of science, core ideas are explored in greater detail and refined with increased sophistication and rigor based upon knowledge acquired in earlier grades.  Students use the academic language of science in context to communicate claims, evidence, and reasoning for chemical phenomena.  The course provides high school students with more in-depth investigations on the properties and interactions of matter.  Students acquire prerequisite skills for postsecondary studies and careers in science, technology, engineering, and mathematics (STEM) fields.  Additional external resources, including evidence-based research found in scientific journals, should be utilized to provide students with a broad scientific experience that will adequately prepare them for college, career, and citizenship.  

    Content standards within this course are organized according to three of the core ideas for Physical Science.  The first core idea, Matter and Its Interactions, deals with the substances and processes that encompass our universe on both microscopic and macroscopic levels.  The second core idea, Motion and Stability:  Forces and Interactions, concentrates on forces and motion, types of interactions, and stability and instability in chemical systems.  The third core idea, Energy, involves the conservation of energy, energy transformations, and applications of energy to everyday life.  Integrated within the disciplinary core ideas of Chemistry are the Engineering, Technology, and Applications of Science (ETS) core ideas, which are denoted with an asterisk (*).  The ETS core ideas require students to use tools to solve simple problems and to use representations to convey design solutions to a problem and determine which is most appropriate.



    Students will: 

    1. Obtain and communicate information from historical experiments (e.g., work by Mendeleev and Moseley, Rutherford’s gold foil experiment, Thomson’s cathode ray experiment, Millikan’s oil drop experiment, Bohr’s interpretation of bright line spectra) to determine the structure and function of an atom and to analyze the patterns represented in the periodic table.
    2. Develop and use models of atomic nuclei to explain why the abundance-weighted average of isotopes of an element yields the published atomic mass. 
    3. Use the periodic table as a systematic representation to predict properties of elements based on their valence electron arrangement. 
    4. Analyze data such as physical properties to explain periodic trends of the elements, including metal/nonmetal/metalloid behavior, electrical/heat conductivity, electronegativity and electron affinity, ionization energy, and atomic-covalent/ionic radii, and how they relate to position in the periodic table. 
    5. Develop and use models (e.g., Lewis dot, 3-D ball-and-stick, space-filling, valence-shell electron-pair repulsion [VSEPR]) to predict the type of bonding and shape of simple compounds.
    6. Use the periodic table as a model to derive formulas and names of ionic and covalent compounds. 
    7. Plan and conduct an investigation to classify properties of matter as intensive (e.g., density, viscosity, specific heat, melting point, boiling point) or extensive (e.g., mass, volume, heat) and demonstrate how intensive properties can be used to identify a compound. 
    8. Plan and conduct investigations to demonstrate different types of simple chemical reactions based on valence electron arrangements of the reactants and determine the quantity of products and reactants. 
    9. Use mathematics and computational thinking to represent the ratio of reactants and products in terms of masses, molecules, and moles. 
    10. Use mathematics and computational thinking to support the claim that atoms, and t therefore mass, are conserved during a chemical reaction. 
    11. Use mathematics and computational thinking to express the concentrations of solutions quantitatively using molarity. 
    12. Develop and use models to explain how solutes are dissolved in solvents. 
    13. Analyze and interpret data to explain effects of temperature on the solubility of solid, liquid, and gaseous solutes in a solvent and the effects of pressure on the solubility of gaseous solutes. 
    14. Design and conduct experiments to test the conductivity of common ionic and covalent substances in a solution. 
    15. Use the concept of pH as a model to predict the relative properties of strong, weak, concentrated, and dilute acids and bases (e.g., Arrhenius and Brønsted-Lowry acids and bases).
    16. Plan and carry out investigations to explain the behavior of ideal gases in terms of pressure, volume, temperature, and number of particles. 
    17. Use mathematics to describe the relationships among pressure, temperature, and volume of an enclosed gas when only the amount of gas is constant. 
    18. Use mathematical and computational thinking based on the ideal gas law to determine molar quantities. 
    19. Refine the design of a given chemical system to illustrate how LeChâtelier’s principle affects a dynamic chemical equilibrium when subjected to an outside stress (e.g., heating and cooling a saturated sugar-water solution 
    20. Analyze and interpret data (e.g., melting point, boiling point, solubility, phase-change diagrams) to compare the strength of intermolecular forces and how these forces affect physical properties and changes. 
    21. Plan and conduct experiments that demonstrate how changes in a system (e.g., phase changes, pressure of a gas) validate the kinetic molecular theory. 
    22. Develop a model to explain the relationship between the average kinetic energy of the particles in a substance and the temperature of the substance (e.g., no kinetic energy equaling absolute zero [0K or -273.15o C]). 
    23. Construct an explanation that describes how the release or absorption of energy from a system depends upon changes in the components of the system.
    24. Develop a model to illustrate how the changes in total bond energy determine whether a chemical reaction is endothermic or exothermic. 
    25. Plan and conduct an investigation that demonstrates the transfer of thermal energy in a closed system (e.g., using heat capacities of two components of differing temperatures).


    (For the 2021-2022, our focus will be on the Critical Standards determined by the Alabama State Department of Education)


    Prerequisites: Algebra 1


    Classroom Materials

    You are required to have the following items with them in class on a daily basis:

              Laptop with charger

               Scientific Calculator 


    Textbook: Chemistry: Matter and Change

    Publisher: McGraw Hill

    Textbook Website: MHEonline.com


    We have a class set of textbooks to be used as reference during class. All other resources will be accessible via our online platform.


    Student Expectations

    Responsibilities of students:

    Arrive on time and come prepared.

    Participate actively and productively during class.

    Read the board for instructions and be ready to learn.

    Be respectful of your teacher, your classmates and our room.

    Practice safe classroom and lab behavior.

    Follow all other school rules and policies. 


    Discipline Plan

    Step 1. Nonverbal reminder – I will walk close to your table, make eye contact or hand you a yellow card. 

    Step 2. Verbal reminder – I will say something to you concerning your behavior. 

    Step 3. Student insight- Create Action Plan 

    Step 4. Student /Parent insight – Students will take home action plan to have their parents sign it. This will give the student the opportunity to explain to their parents their behavior in the classroom.  

    Step 5. Teacher /Parent insight – Call Home – If the behavior continues the teacher will call the parents to discuss how the behavior can be modified.

    Step 6. Referral to administration- After I have exhausted the above consequences, the student will be referred to the assistant principal for further action. 

    * Serious offenses can, at the teacher’s discretion, result in more severe consequences regardless of previous steps taken.  Any infraction of the rules may affect your learning readiness grade.  It can also be cause for further action at the teacher’s discretion.



    Research has shown the strong correlation between attendance and positive academic achievement, it is therefore essential to attend class daily and on time. All students are expected to adhere to attendance policies outlined in the Birmingham City School Student Handbook. 

    Class participation

    We are committed to give you the skills necessary to prepare you for college and/or career. As young adults, we must hold you to a higher standard and guide you to success. In this class it is your responsibility to practice self-discipline in adherence of the class rules. If you choose to break a rule, then be prepared to accept the consequences. Consequences will be given based on the discipline plan outlined above. I will offer guidance as you learn to self-discipline. The following checklist is posted in the class and outlines how to be successful. 


    College and Career Ready Checklist: 

    For you to learn to be self-disciplined and college and career ready, you must:

    Arrive on Time.

    Dress Appropriately.

    Inform the Teacher of Defaced Property Prior to Class

    Follow Classroom Rules

    Work Diligently

    Start Work Promptly

    Have No Unauthorized Use of Electronic Devices

    Pose No Distractions

    Follow Classroom Procedures

    Follow the Agenda and Meet Expectations

    Bring Appropriate Materials

    Use Appropriate Language

    Participate in Assigned Tasks



    Homework is an important component of every student’s instructional program.  Homework reflects practices that have been taught in the classroom and provides reinforcement and remediation for students.  Therefore, students should complete all homework assignments because it allows me to determine your instructional needs.  It will be student-managed, encouraging learning through problem solving and practice. Parental support and supervision reinforce the quality of practice or product as well as skill development.


    Daily Classroom Procedures

    Before Entering the Classroom:

    • Use the restroom. Students will not be allowed to use the restroom during the first 15 minutes or the last 15 minutes of class. 
    • Make sure you have your laptop and have completed the assignments.

    When You First Enter the Classroom:

    • Find your seat.
    • Plug in your laptop. 
    • Review the standard and learning target of the day.
    • Complete the bell ringer.

    When You Leave the Classroom:

    • Make sure you have your laptop and charger.
    • Leave your desk area clean and sanitized
    • Return any supplies that you used to the teacher.

    Grading Criteria

    In accordance with the policy at G. W. Carver High School, the letter grades, along with the corresponding numerical grades, are listed below.











    (59 and Below)


    The classroom grade for each semester is broken down as follows (This is subject to change based on changes to school/department policy. You will be notified immediately of any changes made to the grading procedure.)

    • Semester Exam = 20%


    • Formal Assessments = 40% 
    • Classwork = 50%
    • Homework =10%

    You have access to your grade daily through our learning platform. You are responsible for knowing where you stand in the class and in your mastery of the concepts taught and the skills practiced. 

    Block Schedule:

    For the 2021-2022 school year, we will follow a block schedule.

    Block I : August 2, 2021- December 17,2021 Block II: January 10, 2022-June 9, 2022

    Block I: 1st and 2nd Nine Weeks                      Block II: 3rd and 4th Nine Weeks


    At the end of the block students will be assigned to new classes. With block scheduling, I will see you daily for a block of time and use standards-based instruction and interventions to promote mastery. 

    Assignment Policy:

    Assignments are due on the due date assigned and you may receive 100% of the full value of the assignment depending upon the accuracy and completion of the assignment. 

    Students are allowed to resubmit any assignment based on their ability and using the feedback provided. Students will only be given two days to resubmit assignments.

    *Binder/Notebook Requirements:

    The following sections must be present in your binder/Notebook:



      Graphic Organizers


    Essential Question Answers


    (*The binder/notebook requirement may be obsolete via our use of technology for digital portfolios.)

    Make-Up Work/Incomplete Grades Guidelines:

    Class Attendance Policy: 

    Excessive absences will result in the failure of the course according to BCS policy. Any student who has missed more than 10 days will fail the course unless he/she makes up the absence by attending after school tutorials to make up the time and missed assignments. 

    Makeup Work Policy: 

    Make up work must be completed per Unit and all assignments for the unit must be turned in prior to the Unit Test, unless otherwise approved by the teacher. Below is a list of absences that will typically be classified as excused and will be coded as such: 

    • Illness of student • Death in the immediate family
    • Quarantine • Approved educational opportunity
    • Approved College visitations • Court or administrative proceedings
    • Doctor/Dentist appointments • Family emergencies
    • BCS approved religious holidays


    Below is a list of absences that will typically be classified as unexcused and will be coded as such 

    • Lack of documentation • Truancy 
    • Work • Family Events 
    • Missing the bus • Car trouble 
    • Shopping • Babysitting 
    • Lack of clothing or shoes • Oversleep 


    When a student returns to school following an absence, he or she assumes the responsibility for contacting the individual teachers immediately about making up the missed work. Arrangements must be made no later than three school days after the student returns to school. Full credit will be given for the completed work based on accuracy and completion. The school may notify parents about the child's absence, and the parents are also encouraged to call the school when the child is (or will be) absent. (Student Code of Conduct Handbook 2015-16).


    Electronic Devices in the Classroom

    In accordance with school policy,

    • Cell phones, pagers, beepers, CD players, DVD players, radios, picture cameras, camera phones, camcorders, laser pointers, and other electronic devices identified by the school administration must not be audible or visible during the school day and must be turned off. These devices will be taken if they are seen or heard.
    • PDA’s, graphing calculators and other handheld devices shall not be used for exchanging information, personal e-mail, playing games, or chatting unless sanctioned by a classroom teacher as part of an instructional exercise.

    Academic Dishonesty Policy:

    The school’s purpose is the fostering of academic excellence. An essential element in a climate of learning is intellectual honesty. To this end, the first rule of the class shall be:

    Cheating in any form is unacceptable behavior. 

    Neither pressure for grades, inadequate time to complete an assignment, tests not adequately proctored, nor unrealistic parental expectations justify cheating. Cheating places the value of grades over learning and runs counter to our philosophy.

    The teacher’s professional judgment determines whether cheating has occurred.


    Consequences for cheating:

    First Instance:

    The student will receive an “F” on the assignment or test. 

    The teacher will confer with the student and notify the parent of the incident and its consequences. 


    Second Instance:

    As listed in the first instance and one or more of the following: 

    A conference will be scheduled with administrator, parent, teacher, and student. 

    Please sign and return only this page of the syllabus. If you do not return this page signed within one week, you will receive a zero for a quiz grade and your parent/guardian will be contacted.

    The state has adopted more stringent standards known as the Common Core Standards. The rigor and pace of the class will be much different than what students may be accustomed to. It is very important that students take notes, do their homework, and participate in class!

    I have read all of the information in the course syllabus and agree to abide by all of the items listed. I agree to take notes in class, participate in class, complete the classwork, and to do all homework assigned to me. I understand that failure to do my work will result in a failing grade for this course.

    _________________________________________ Student Signature                   _____________________ Date


    _________________________________________________                                _________________________

    Student email address                                                                                         Student Contact Number


    I have read all of the information in the course syllabus. As a parent/guardian, I understand that it is my responsibility to motivate my child to work to his/her highest potential in this class.




    Parent/Guardian Signature