Honors Chemistry I

The primary objective of the Honors Chemistry course will be to produce a scientifically literate student who will have a working knowledge of chemistry and recognize the crucial role it plays in everyday life. Its main goal is to make science understandable through careful concept development, laboratory experiments, hands-on demonstrations, and problem solving strategies. The students will be encouraged to think logically, make observations, analyze information, and develop creativity. Honors Chemistry is a challenging course designed for the student who has successfully mastered the mathematical concepts required for this course.

The evaluation of the learner will be a comprehensive assessment of critical thinking skills. These assessments will be based on objective and essay tests, oral presentations, and student performance. Many topics can be evaluated in several different ways. However, the emphasis will be on critical thinking and higher order cognitive skills rather than simple memorization of facts. Students will be given the opportunity to merge chemical concepts with laboratory experimentation.
The following abbreviations will be used throughout this document:

LE—Lab Experiments Manual
ME—Microscope Lab Experiments Manual
SE—Student’s Edition of Textbook
TE—Teacher’s Edition of Textbook
TBPSE—Technique Builders and Problem-Solving Experiments Manual

Chemistry is designed to accentuate the thought processes and enhance the scientific competency of each student enrolled. The course work is designed to utilize and magnify cognitive abilities through laboratory experiences that emphasize problem solving and decision making. It is also crafted to examine the nature of scientific enterprise, the relationship of science and society, and the integration of science, technology, and mathematics.

This course is designed to challenge and strengthen the critical thinking skills of students. It is a focused study that meets the state Chemistry standards and future end-of-course testing requirements. The evaluation of the course will be based on assessments that target critical thinking and examine how the student is able to apply scientific principles.

The students within Shelby County Schools who require modifications due to their Individualized Education Program (IEP) are legally entitled to curriculum adjustment. An IEP is a legal document, which must be followed in accordance with the laws set forth by the federal government, state statutes and Shelby County Schools’ policy.

All educators must examine the student’s IEP to determine exactly what modifications are necessary to meet the student’s educational needs. For example, many IEPs require extended time for student reading, writing, test taking, and other assignments. However, it is not a question of whether the IEP should be followed, rather, it is a question of how best to effectively implement the required modifications of the IEP to benefit the student. Educators should read each student’s IEP and review curriculum plans. Interviewing the students individually provides and excellent means of finding techniques to maximize the student’s educational progress. School resource departments are also invaluable resources.