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This is to certify that the
thesis entitled

Enhancing Student Learning With PowerPoint
Presentations

presented by

Ernest P. Luttig

has been accepted towards fulfillment
of the requirements for

M-S- degree in interdisciplinary
Physical Science

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Date 8/10/98

 

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DATE DUE MTE DUE I DATE DUE
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OCT 0 4 2004
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ENHANCING STUDENT LEARNING WITH POWERPOINT PRESENTATIONS

BY
Ernest P. Luttig

A THESIS
Submitted to
Michigan State University
in partial fulfillment of the requirements
for the degree of
MASTER OF SCIENCE

Division of Science and Mathematics Education

1998

ABSTRACT

ENHANCING STUDENT LEARNING WITH POWERPOINT PRESENTATIONS AND
EXCEL SPREADSHEETS

BY
Ernest P. Luttig

As technology becomes more available and common in the
workplace, it is apparent that students need to become
familiar and comfortable with the computer as a tool for
learning. I chose to use available software and acquire
needed technology to develop and use PowerPoint presentations
to introduce, reinforce or review various topics that were
studied in College Prep Chemistry classes. Students were
shown presentations using projection devices and were offered
the opportunity to access and use the presentations as a
means of review for the tests or final exam. In order to use
them to review students were instructed on how to access the
programs through an assignment folder that I set up in the
school's computer center.

After analyzing student responses from surveys, I have
concluded that using PowerPoint presentations is an excellent
way to instruct many students at various times during the
school year. These presentations, when used as a supplement
to traditional teaching methods, are very effective in
capturing the interest in students as well as helping them to

develop understanding of various topics.

ACKNOWLEDGMENTS

I would like to thank the administration at waverly High
School for the financial support in supplying me with needed
technologies to develop and implement the PowerPoint
presentations that I used in this study. In particular I
would like to thank Doug Reyes, who assisted me in gaining
access to a Macintosh Powerbook which was used extensively in
developing and presenting the various presentations that were
used.

I would also like to thank Jack VOgel, who introduced me

to PowerPoint and encouraged me to use it as a teaching tool.

in

TABLE OF CONTENTS

LIST OF FIGURES

INTRODUCTION

POWERPOINT PRESENTATIONS FOR REVIEW

EVALUATION OF POWERPOINT PRESENTATIONS FOR REVIEW

POWERPOINT PRESENTATIONS AS A LEARNING TOOL

EVALUATION OF POWERPOINT PRESENTATIONS AS
A LEARNING TOOL

SUMMARY AND CONCLUSIONS

APPENDIX A

APPENDIX
APPENDIX
APPENDIX
APPENDIX
APPENDIX
APPENDIX
APPENDIX
APPENDIX
APPENDIX
APPENDIX
APPENDIX

APPENDIX

B

C

#1 t! G) 'n u: I:

K t‘ 2‘ Q

CONVERSION FACTORS

DETERMINING MOLAR MASS AND % COMPOSITION
LAB APPARATUS AND USES

NAMING IONIC COMPOUNDS

MORE PRACTICE WRITING CHEMICAL EQUATIONS
SIGNIFICANT DIGITS

NAMING MOLECULAR COMPOUNDS

GAS LAWS (CHARLES)

HEAT CALCULATIONS

MDLARITY CALCULATIONS

OUIz 1 TITRATION

TITRATION QUIZ 2

ACID BASE TITRATIONS

iv

vi

10
16
21
25

31
34
41
53
56
60
61
69
77
86
90
95
96
97

APPENDIX N QUIZ 1 SIGNIFICANT DIGITS
APPENDIX 0 QUIZ 2 SIGNIFICANT DIGITS
APPENDIX P POWERPOINT PRESENTATION SURVEY

BIBLIOGRAPHY

105
106
107
108

Figure
Figure
Figure
Figure
Figure
Figure
Figure

Figure

QOUkUNO-l

LIST OF FIGURES

RESPONSE TO SURVEY QUESTION 1
RESPONSE TO SURVEY QUESTION 2
RESPONSE TO SURVEY QUESTION 3
SIGNIFICANT DIGITS QUIZ RESULTS
TITRATION QUIZ RESULTS

RESPONSE TO SURVEY QUESTION 5
RESPONSE TO SURVEY QUESTION 9

RESPONSE TO SURVEY QUESTION 7

vi

16
18
19
20
26
27
28
29

INTRODUCTION

Each year it seems that capturing or sustaining the
interest and attention of students becomes increasingly
difficult. With video games, computers and other advanced
technologies that student have at their disposal, the
attention span of many students in academic situations is
decreasing. This requires the instructor to vary delivery
styles including capturing their interest through some
technological method. For this reason I chose to implement
the use of the computer as a teaching tool in my College Prep
Chemistry classes.

My choice to incorporate technology into the classroom

also coincided with the goals of the school where I teach

which are influenced by thew

i c at' . The fifth goal of MEGOSE

is to develop support systems for teachers. This goal is
further reinforced at my district where the mission statement
describes the implementation of “quality instruction". Our
district, in particular the high school, clearly encourages
the development and implementation of various types of
technology to be used in instruction. The board had approved
PowerPoint as the districtawide presentation tool and offered
the opportunity for some teachers to acquire Powerbook

computers to be used for two years provided they demonstrate

that they are actively using the computer as a teaching tool
and not for personal use. Upon successfully applying for the
hardware I immediately began exploring how to best use
PowerPoint as a teaching tool.

PowerPoint is a graphics software package, available in
Macintosh or Windows versions, that allows the user to
create professional-looking presentations. The presentation
may then be used as a slide-show controlled by either an
instructor or person who wishes to view the slides. In my
case, after developing the slide-shows, I chose to use some
of the presentations to show on an overhead projector to
introduce topics and for students to use in reviewing for the
final exam.

When used as a presentation tool, the pace of the
presentation is controlled by the instructor. By simply
pressing a button the screens or individual lines will appear
on a screen with the assistance of an overhead projecting
device. The slides may be stopped or started at any time,
and the blackboard may also be utilized to further develop a
concept. The slide-shows work very effectively in a dimly
lit room.allowing students to write down information and see
the blackboard as well. The slides may also be printed as
handouts by the instructor and in some cases the students may
benefit if some slides are copied and distributed prior to or
after the presentation is complete. This would be especially
effective if graphs or items that are difficult to copy were

shown.

In using the review slide-shows students may also view
the panels on an individual computer. Students simply push
the enter button once the program is started and line by line
the text or pictures appear. This step by step method allows
students to work independently through problems and think
about how to solve problems before the answer or hints
appear. The actual panels as seen by the students are the
full size of the available screen. They are also all in
color and often include a Quicktime or AVI movie clip. These
are all automatically included in the screen frame when the
student pushes the enter button. Pauses and repetition of
certain information are also included as the student
continues through the presentation. The students access the
presentation in read only mode, so they cannot modify the
contents. The only interaction that they may be involved in
at this time is the ability to click on a pen that appears on
the screen. With this pen they may write anywhere on the
screen and it will show up. This would allow them.to
practice canceling units, or check off various steps as they
are completed. If the next screen is chosen the lines that
were drawn in will disappear. The students may also elect to
go back to a previous screen. This is accomplished by using
the reverse arrow button on the keyboard.

For this study a total of eleven PowerPoint
presentations were constructed. Several of these were used
for review at the end of the year, including slide-shows

titled Conversion Factors, Determining Molar Mass and Percent

Composition, Lab Apparatus and Uses, More Practice Writing
Chemical Equations, Naming Ionic Compounds, Naming Molecular
Compounds, and Significant Digits. In addition, several
others were used to introduce or develop a concept. Acid
Base Titrations, Gas Laws (Charles), Molarity Calculations,
and Heat Calculations are the topics covered in this thesis.
These titled presentations were developed with the assistance
of "Microsoft PowerPoint User's Guide" several web sites and
the knowledge of other users, including Michigan State
University staff and colleagues at my school. The first few
presentations took several hours each to develop, but with
experience the time decreased. Becoming familiar with the
program actually enables changes to be made between classes
if an adjustment is required. The most time is probably
spent trying to locate visuals such as Quicktime movies that
will spice up the presentations. Many are found on the
internet and in the future I plan to develop them.using
Quicktime movies recorded from videotape.

In my study I chose to develop PowerPoint
presentations for primarily second semester topics for two
reasons. It would allow me to first instruct the students
in my classes with traditional instruction techniques that I
have used in the past. I could then implement PowerPoint
based lessons and measure the effectiveness. Secondly, it
would allow me to develop presentations that I could put in
an assignment folder for students to use for review for the

second semester exam. The final exam outline included

reference to six PowerPoint presentations that students could
access to review concepts covered earlier. The fresh
approach to these topics by viewing something on the computer
seemed to motivate students to rethink the concepts and
better understand them as well.

In addition, the visual approach used in the PowerPoint
presentations may allow greater understanding for students
with certain learning styles. According to Howard Gardner
(1991) there are seven forms of intelligence (verbal
linguistic, verbal spatial, logical mathematical, musical,
interpersonal, intrapersonal and bodily kinesthetic) which
will dictate the way a student learns best. The use of
PowerPoint introduces an alternate way to reach many of the
students who learn with different perspectives because it
uses illustrations, sound, music, questioning, self-
assessing, discussing and many other ways to experience
learning that Gardner has identified.

Since the PowerPoint presentations are appropriate for
virtually any concept covered in chemistry, it is likely that
in years to come I will expand on the number that are used
and find timely ways to incorporate them into my‘
instructional strategies. Furthermore, with upgraded
versions of the program soon to be released, improvements may
be made to existing presentations. The dynamics of this
program, and the ease with which presentations can be
modified, are appealing features of the program. Another

important aspect of this and other presentations is that they

allow students who are absent on a given day to go to the
computer center and call up the presentation and discover
first hand what was discovered by the rest of the class.
This will work well in conjunction with time provided by the
instructor to answer the students' questions.

There are many reasons why the use of the computer
and appropriate software including the PowerPoint program
should be used in today's schools. In 1997, President
Clinton and the U.S. Department of Education released ”The
President's Educational Technology Initiative", with four
principles to be addressed. Included in these principles are
the need for teachers to be ”ready to use and teach
technology". The use of the computer to deliver PowerPoint
presentations is directly related to this goal. Furthermore,
the possibilities of future PowerPoint presentations are
justified by the third goal of the initiative, which states,
“Educational software will be an integral part of the
curriculum--and as engaging as the best video game." The
more interested the student is in the software the more
motivated they are to learn.

There has been much debate for many years concerning
the best methods of teaching and learning. There are no
simple solutions, yet most people claim that diversifying the
instruction is crucial to gaining students interest and
ultimately helping them learn. According to Erik Stommen and
Bruce Lincoln (1998),

“children have grown up with remote controls, and spend
more time watching television and video tapes than reading.

6

Toys are now filled with buttons and blinking lights.
They talk and listen, and interact with children, ...Our
children have been raised in a world of instant access to
knowledge, a world where vivid images embody and supplement
information formerly presented solely through text." They go
on to say, “the immediate task for American education is to
embrace the future and empower our children to learn with the
cultural tools they have already been given."
Clearly, we need to diversify the way we teach to reach more
students along with their diverse backgrounds and
experiences. The use of the computer and visual tools such
as PowerPoint are needed to mesh the learning styles of
students to the way material is taught.

According to Bielefeldt (1997), ”Technology and
structural change in education are inextricably linked."
That is, schools generally need to change the way they do
things to take full advantage of technology, and the use of
technology tends to change what happens in schools. This is
very apparent where I teach. The students that come through
our system have been exposed to computer centers at every
building in our district since they were in first grade.
When they reach high school, most are very competent with
computers and are well prepared to use them as a tool.
Finding new ways to utilize these machines and take advantage
of the knowledge and interest the students have has been an
ongoing goal in our district. In fact, many teachers who
were not comfortable with the use or application of computers
have been pressured by their students and colleagues to take

advantage of the technologies that are now being used.

Furthermore, many instructors at our school have found the

statements of Bennett (1997) to be true. He sees the use of
computers not as a way to take the place of teachers but as a
way to free up time for instructors and enable them to reach
more students. This is very true in PowerPoint
presentations. These dynamic presentations can be modified
to meet student needs every year, but once the initial time
'has been spent developing the program, more time is allowed
to refine the quality of the presentation during precious
teacher planning time.

Another characteristic of the PowerPoint presentations
is the motivation it provides for students to create their
own slide shows. In an environmental unit (outside the scope
of this thesis) I taught near the end of the school year,
several groups of students chose to create their own
presentations using PowerPoint. The exposure they had to the
program in my class initiated an interest in them.to create
their own. Their presentations were most impressive. In the
Educational Technology JOurnal, Doug Johnson (1998) states,
“the use by students at all grade levels of real-world
productivity software like..presentation programs, multimedia
authoring tools,...is the proper instructional use of
technology." Based on the experiences I have been exposed to
during this project, I will insist that students use some
authoring tool program to present materials in the future.

In short, technology, in this case PowerPoint
presentations, offers powerful tools for thinking more

deeply, pursuing curiosity, and exploring and expanding

intelligence as students build ”mental models" with which
they can visualize connections between ideas in any topic.
In the district where I teach, a small class A school in
suburban Lansing, the technology is being made readily
available to both students and faculty. Using the equipment
and software to instruct and motivate the culturally and
economically diverse students of our district is a challenge
that must be accepted to prepare our students for the future
workplace. The use of PowerPoint presentations is a
beginning for me to address that goal.

While using PowerPoint to instruct the students in the
four college prep chemistry classes involved in this study, I
was also cognoscente of the conflicting evidence that exists
pertaining to the use of technology to enhance instruction.
According to Cradler (1998), there is no definitive evidence
that computers, or technology in general, assist in the
development of learning. It is very difficult to assess a
learning situation accurately with the many variables that
affect one's learning and it is therefore uncertain if the
benefits of additional technology are justified by the
expense. There is, however, much information that supports
the approach of using technology as I mentioned earlier; and
with this I approached my project. In my study I have used
required quiz surveys and opinion and question surveys to
discover the effectiveness of the programs that I have

developed.

POWERPOINT PRESENTATIONS FOR REVIEW

The development of the PowerPoint presentations was
based on first assessing the appropriateness of the
material. Some topics lend themselves to a presentation
whereas others are better understood by lecture, discussion,
discovery learning, group work etc.. I chose to use some
presentations as review tools to be used at the end of the
year and some as ways to introduce or develop a concept or
topic. One important aspect of using the presentations is
that I did not want to use them too much. I strongly believe
that diversifying the way the material is presented not only
allows those with different learning styles to be exposed to
material effectively but also prevents the boredom that seems
to develop from daily repetition.

The first group of presentations that will be discussed
are the review presentations. These could also be used as
introductory lessons, and with modification I will use them
in future years for that purpose. The primary reason for
using them for review in this school year was to allow me to
have a baseline of information from the students and how they
learn from traditional teaching methods so that I could
compare the effect of adding PowerPoint presentations. This
necessitated postponing the use of presentations that applied
to concepts learned early in the year. However, they were
used by the students at the end of the year when studying for

the comprehensive final exam.

10

The review presentation titles include Conversion
Factors, Determining Molar Mass and Percent Composition, Lab
Apparatus and Uses, Mere Practice Writing Chemical Equations,
Naming Ionic Compounds, Naming Melecular Compounds, and
Significant Digits. These presentations were placed on an
assignment folder accessible through the school's server in
the computer laboratory. Students were directed in class on
how to access the program, but the use of these presentations
was optional. Since these presentations were all used at the
end of the year, the evaluation of them was performed
simultaneously after students had used all the presentations.
The evaluation will therefore be discussed at the end of this
section. One exception to this is the Significant Digits
presentation. The difficulty for students to understand
significant digits prompted me to use this presentation
during class the week before final exams. In addition I gave
a prequiz and postquiz that covered the material presented in
the presentation. The results are discussed at the end of
this section under evaluation of PowerPoint Presentations for

review.

W

This presentation (Appendix A) illustrates the use of
conversion factors to change from number of atoms to moles or
mass for any element. The reverse of this process is also
discussed, and a map is illustrated showing the information

needed to make any of the changes. The proper use of

11

conversion factors is illustrated in several examples, and
answers are provided to allow for student assessment. Some
visuals are included to Show common uses of some of the
elements in the examples, and units and cancellation of units
are also illustrated throughout the examples. Students are
encouraged to write down the template in the first three
slides as a way to remember how to solve the problems in the
examples. The use of conversion factors is an early skill
that is developed in chemistry and used throughout the year.
A general approach to converting units for many different

applications is a very important for students to understand.

 

The second review presentation (Appendix B) addresses
skills needed to perform many later problems, and practice is
therefore essential for student mastery. This set of slides
again includes some description as well as sample problems.
The slides are set up for students to go step by step in
calculating molar masses and later finding the percent

composition of some compounds.

LAE_AEEABAIH§_AED_Q§E§

This presentation has pictures and explanations of uses
of common lab equipment that will be used throughout the year
in labs (Appendix C). The presentation again allows students
to proceed through the slides line by line and prompts them

for uses of lab apparatus and then describes one common use.

12

This allows students to test themselves and self assess their
need to study further. The slides in the appendix represent
only a few of the 53 total slides in this presentation. The
other slides follow the same format with pictures and
descriptions of the uses of the item. This PowerPoint
presentation was especially helpful in assisting several
students who were absent on the day when the actual materials
and uses were discussed in class. I had these students come
in at lunch and, using my computer, they were able to view

the slides and gain the necessary information.

EA!IN§.IQHLQ_QQMZQQED§

Naming Ionic Compounds (Appendix D) is a series of
slides on which students are quizzed about the makeup of
ionic compounds and how to name them. Some sample problems
are then presented where the student is given the formula and

asked to name it or vice-versa. The answer is provided to

give feedback on their response.

 

The fifth review presentation, More Practice writing
Chemical Equations (Appendix E), provides the opportunity to
write balanced chemical equations from a Quicktime movie
acquired from the internet. The students become very
interested when some sort of visual prompt is part of the
presentation. This one shows a Quicktime movie of cesium

reacting with water. The students are asked to guess what is

13

reacting and the answer is provided as they proceed through
the slides. The steps for writing and balancing the equation
are of course provided.

While only two slides are shown, the entire set of
slides illustrates a step by step process of changing the
word equation to chemical formulas and ultimately balancing
the equation. I discovered after reading my students'
surveys (Appendix P) that this Quicktime movie was very
appealing to most students. The more visuals, especially
movies, that I am able to use, the more interesting the
presentation seems to be. I also used background pictures of
molecules to spice up the slides and started creating other
templates like this one that I could use for later

presentations.

W

The sixth review presentation (Appendix F) describes the
rules for identifying significant digits, and includes
examples and practice problems to illustrate the concept.
The students are given several examples to predict the number
of significant digits and then the answer is provided. The
rules for adding, subtracting, multiplying and dividing are
also covered and again sample problems with answers are
provided.

The lack of understanding of the concept of significant
digits also led me to develop a second presentation on this

subject that I will use next year. On the second version the

14

use of measurement is emphasized and a second perspective on
significant digits is offered. This is another important
aspect of the PowerPoint presentations. That is, they see a
second way of looking at how to solve a problem. I always
instruct students that there is no single way to get an
answer and often times I offer a slightly different way of
looking at a problem in the PowerPoint presentation compared

to the way I may present it in class.

EAHIN§_MQLEQHLAB_§QUEQHED§

The final review presentation (Appendix G) again
incorporates a Quicktime movie. The interest expressed by
students regarding these movies when viewing PowerPoint
Presentations motivated me to search the internet for
appropriate movies for virtually all of the later
presentations that I developed. In addition, I will
certainly look back at other presentations and add them where
I can.

This presentation follows the same format as the others.
It reviews how to identify and name molecules, proceeds with
examples and problems that students may attempt, and then
provides the answer for the students to check their

understanding.

15

EVALUATION OF POWERPOINT PRESENTATIONS FOR REVIEW

The use of the PowerPoint presentations for review was
voluntary. The students (n=65) were given the opportunity
over a two week period at the end of the second semester to
utilize certain prescribed presentations for review. They
were given instructions on how to access the presentations
through the server in the computer center. They had to find
time, outside of class, to use the materials to study for the
exam. I was interested to see if students would choose to
use them outside of class. If they elected to do so, it
would indicate to me that the presentations were seen as
worthwhile by the students. The following graph (Figure 1)
shows the percentage of students who chose to use the

presentations. This information was compiled from a survey

 

I Used PowerPoint Presentations
In The Computer Center To
Review For The Exam

,. .-.«w. 4. an...“ m. i... .. ,. .7- ...I.-. .10 «m...» ..,. L.......,»..—._-...r.. ”.7

703” _ , , , ..
40
30- ,
10 ’ "

 

 

 

 

 

 

96 of Respondents

 

Once Twice Three Never
Thus

 

Figure 1 RESPONSE TO SURVEY QUESTION 1

(Appendix P) given to the students at the end of the final
exam.

The percentage of students who used the presentations
for review was about 32%. While this seems like a small
fraction of the class, the timing was not ideal. The
opportunity to use the presentations came at a time when the
students had several final exams and projects to complete.
Because they had to use time outside of class, and using the
presentations was optional, many students must have decided
to spend their time using other study methods. Another
factor that likely influenced this number was the fact that
students often are unable to access a computer in the center
because all the computers are in use. This added frustration
probably kept many students from using the presentations to
review. In fact , one student stated on the survey that he
tried twice to view the review presentations the last week of
school and was unable to access a computer. This is a
problem that is addressed every year at our school and will
be solved in time with the addition of more computers

The second survey question addressed whether the review
presentations helped them to learn or review the material
being studied. The results in Figure 2 demonstrate that
almost all students who used the review presentations (n=21)
benefited from their use. Some student statements include
“they were creative and caught my attention" and “it presents

the material in easy to understand steps".

17

 

The Review Presentations Helped
Me To Learn Or Review The
Material Being Studied

96 of Respondents

 

“5g 5
is 3 2

Always

 

 

 

Figure 2 RESPONSE TO SURVEY QUESTION 2

Another question posed in the survey, intended to test
the consistency of the feedback, asked students to comment on
whether the review presentations were worth the student’s
time, if they were used. The results as shown in Figure 3
show a consistency with answers to the previous survey
question. Most students agreed strongly or somewhat that the
presentations were worth taking the time to use. Some student
statements include ”they were fun to watch" and ”anything
that's interesting or with color that's visual is cool" and

”they kept my attention throughout the problem”.

 

The Review Presentations Helped
Me To Learn Or Review The
Material Being Studied

...11”-.-...v._-..u.....i.._,,...m ...w....._._. “1,, .- I...

96 of Respondents

 

Always
Most of
the time

Seldom
Never

 

 

 

Figure 3 RESPONSE TO SURVEY QUESTION 3

A final analysis of the review presentations was carried
out specifically for the Significant Digits presentation.
The students present (n=52) on the day of the Significant
Digit presentation were given a prequiz (Appendix N) and then
shown a PowerPoint review presentation on significant digits.
The students (n=52) were then given a second, similar quiz
(Appendix 0), worth 12 points. The results in Figure 4
demonstrate the improvement that the students achieved after
viewing the presentation. In fact, the average increase was
2.19 which is an average increase of 18.24%. Furthermore, of
the students taking both the prequiz and postquiz only 2.0%
performed worse while 27.0% did the same and 71.0 % improved
on their previous score. These results tend to indicate that

the presentations were helpful.

19

 

Significant Digits Quiz Results

Number of
Students

   

, After PPP
Before PPP

Raw Score On Quiz

 

L

Figure 4 significant Digits Quiz Results

 

From the information I learned from the surveys and

difficulties accessing the program, I will make some changes

for next year. First of all, I will make the presentations

available at any time in the computer center instead of just

the last week of school. Students will have the opportunity

not only to review presentations but also to preview them or

to use them for review at any time throughout the school

year. Secondly, I will occasionally make some time available

for students to access the computer center to use them during

class time. This will be especially beneficial during the

end of the year when finding time to review for several

classes is difficult for most students.

20

POWERPOINT PRESENTATION AS A LEARNING TOOL

During the second semester of the school year not only
were some PowerPoint presentations used to review for the
final exam, but several were used to introduce or reinforce a
concept that was being developed in class. The titles of
these presentations are Acid Base Titrations, Gas Laws

(Charles), Molarity Calculations, and Heat Calculations.

The first presentation used was §g§_Law§_LQharlg§1& In
this presentation students are not only taught how to solve
problems using Charles Law but are also introduced to a five
step problem solving technique. Again, this represents a
slight change from the text and gives students an alternate
way to solve a problem.

The presentation starts with a movie showing the lift-
off of a hot air balloon that leads to a discussion of
ballooning and the students attention is immediately engaged.
The slide Show functions exactly the same way as the review
presentations except that the pace is controlled by the
instructor. The panels appear on a screen, on which they are
projected by an overhead projection panel. The blackboard is
free and at times it is possible to add to the presentation

by writing on the chalkboard.

§A§_LAE§_iQflABLE§l
The Charles Law presentation (Appendix H) has an

application of a gas law and several problems that are

21

worked out step by step. The students can work through the
problem and in the end check for mastery. The advantage of
having the pace set by the instructor is that individual
questions can be addressed by either the instructor or other
students who may be drawn into the discussion. Student
answers are often written on the board before the answer
slide is shown. Students can gain the satisfaction of
success, or try to correct their mistakes, by looking at the
thoroughly worked out solution that follows. Another
technique that is very effective is to use of a pen to write
directly on the slide. Canceling units or drawing arrows to

connect concepts is very effectively carried out in this way.

EEAI_QAL§QLATIQN§

In the second introductory presentation, Heat
Qalgglg;igng_ (Appendix I) the students are presented with a
phase change problem that requires several steps. They are
asked to calculate the energy required to take ice from a
subzero temperature to steam at an elevated temperature.
This slide Show (only a few slides are shown in the
Appendix) was shown on an overhead in conjunction with
demonstrations to help students understand the need to do
certain steps in the calculations. The pace of the
presentation is matched to the understanding of the students
and many questions are generated from the experiments. One
of the demonstrations consists of boiling water in a paper

cup to demonstrate that the maximum temperature of liquid

22

water is 100 degrees Celsius. The students are led through
the calculations and are prepared to solve similar questions
after completing the presentation.

The rest of the slides (not included in Appendix I)
continue the solution of this problem, and then demonstrate
the addition of all energy terms to get the total energy to
melt the ice and turn it into steam. The visual graphs in
this presentation give students a better understanding of the
various steps involved. The students must first warm the ice
to the melting point of water, melt it, warm it to 100
Celsius, vaporize it, and finally raise the temperature of
the steam to 140 Celsius. By referring to the diagrams the
students are better able to get the big picture of the
problem. Often students work in segmented steps and never
understand the whole problem. The diagram and reference to

the steps is a great asset in building understanding.

W

In this introductory presentation (Appendix J) the
quantitative aspects of making chemical solutions are
discussed: how to calculate molarity, volume of solution, or
grams of solute from relevant information. The use of the
five step problem solving technique is recommended to solve
these problems, and several are illustrated, solving for each
of the variables previously mentioned.

As previously mentioned, I strongly recommend the use of

visuals including pictures and movies as a means of getting

23

students interested and engaged in a new topic. This
presentation incorporates a Simpson's cartoon Quicktime movie
in which Homer is involved in a beer explosion from
improperly combining solutions. While this is not very
important in solving problems of Molarity, many students were
drawn into the problems by this video. It captured their
attention. As mentioned by one student on the survey, "the

Simpson's cut was great."

AQID.EA§E_IITBATIQH§

The final introductory presentation (Appendix K)
illustrates the steps involved in finding the unknown
concentration of an acid or base through the process of
titration. This slide show was shown to the students before
they solved a similar problem in the laboratory. The
chemicals and explanation of steps to complete such a problem
are included along with appropriate sample problems. In
addition a Quicktime movie (found on the internet) pOps up in
the middle of the explanation, showing students the process
of titrating including the use of and change of indicator

color as the endpoint is reached.

24

EVALUATION OF POWERPOINT PRESENTATIONS AS A LEARNING TOOL

Evaluation of the PowerPoint presentations to introduce
or reinforce concepts was carried out in two ways. For one
of the presentations, Acid-Base Titrations, students (n=66)
were given a quiz (Appendix L) followed by the presentation.
They were immediately given a similar quiz (Appendix M) to
check for any increase in understanding. The primary focus
was not for students to master the material but to gauge the
change in their understanding of the problems solved in this
presentation. The results of the students scores are
illustrated in Figure 5. The students clearly performed
better after viewing the presentation, even though no direct
instruction or clarification was given by the instructor
between quizzes. The students were learning how to solve
Acid-Base titration problems by viewing the PowerPoint
presentations. More specifically, only 10.5 % of the
students had a lower raw score on the retake, 16.4 % earned
the same raw score, and 73 . 1 % improved their raw score.

This would tend to indicate that the PowerPoint
presentations were effective in terms of influencing short
term memory. The effects of long term memory are beyond the
scope of this investigation, but I would expect comparable

results, if it were measured.

25

 

Quiz Score For Acid-Base Titration
Presentation

   
  
 

 

25
20
15
10

_—.~-2..‘ ..-. .>>|~.\

Number of
Students

  

  

0

o N ' ' ' After PPP
v ‘° oo o Before PPP

'— (D
'—

Raw Score

 

 

 

Figure 5 Titration Quiz Results

For additional information regarding the effectiveness
of the presentations I asked students to respond to 3
statements (Appendix P). They also could provide free
response input for future use of the slide-shows. The
following graphs show how students (n=69) responded to these
statements about PowerPoint Presentations. The statements
along with student responses are included in each diagram.

The first graph (Figure 6) shows that 81.1 % of
students surveyed would like to see one or two PowerPoint

presentations per week, 13.1 % would like to see more

26

 

I Would Like PowerPoint
Presentations To Be Used In Class

 

 

 

 

 

Number of Students

 

 

 

Never ._
More than
hwme
weekly
Twnce a
week
Omna ~F7
week 2

 

 

 

Figure 6 RESPONSE TO SURVEY QUESTION 5
than two a week, and only 5.8% would not like to see any.
Certainly because of different learning styles there will be
some students who do not like something about the
presentations. However, for a large majority of students,
the PowerPoint presentations are meaningful. In fact, upon
further analysis, one of the students who did not want any
presentations said it was because they go too fast. This
problem is easily remedied by allowing the student access to
the programs to use at his/her own pace.

Figure 7 shows responses (n=66) to a statement about
using the PowerPoint presentations in other classes. This
correlates well with the previous conclusion showing that

78.8% of students surveyed either strongly or somewhat agree

27

 

I Wish More Teachers Used
PowerPoint Presentations In
Class

96 of Respondents

 

't
Care

20
o:

I)
is»
a

Disagree

Somewhat
Agree

 

 

 

Figure 7 RESPONSE TO SURVEY QUESTION 9

that they would like to see more teachers use PowerPoint
presentations in class. This indicates that students
generally like the idea of the presentations being used in
other contexts.

Responses to the seventh survey question statement
reflect the students' (n=69) perceptions when asked to
describe their ability to learn when using PowerPoint
presentations in chemistry class (Figure 8). 45.6 % of the

students felt they learned more

 

 

When The Teacher Uses The Computer To
Teach Us In Class I...

  
 
 
 
 
 
 
 
 

#UI
UIO

N (.0)
U1 U1

96 of Respondents
U'I

-I—I

U1

Learn Learn Learn
More About Less
the
Same

 

 

Figure 8 RESPONSE TO SURVEY QUESTION 7

when learning material from a PowerPoint presentation, 50.0
% thought they learned the same and only 4.4 % felt they
learned less. With almost half of the students feeling they
learn more with these presentations there is an indication
that the time to develop and use is worthwhile. Furthermore,
with alternate teaching strategies employed to give students
a different perspective the 4.4% should still be able to
learn the concepts.

Along with responding to these questions students were
asked to indicate things they liked, disliked or wished would
change about the PowerPoint presentations. Some of the
positive comments indicate some of the desirable traits I

mentioned previously about the program. For example, one

29

student wrote, “I liked the way we could go back whenever we
needed to". Another wrote, “you can go through the material
at a pace that you like". Still another respondent stated,
“It made me pay attention to what was going on in class. I
paid attention because it was interesting" Several others
expressed thoughts similar to these.

In terms of negative statements, one student replied, “I
still can't see the atoms reacting. I am,a visual learner.
I want to see images of atoms". This is one area I am
working on and as the years progress and technology in
computers increases I plan to include many more images. Many
of the other negative comments related to the speed of the
presentations. Many students felt they did not have time to
adequately write down and think about the concepts being
presented. This is another area I am modifying to meet
student needs. Making the programs accessible to more
students outside of class will also help with this problem.
One possible solution is to eventually have these
presentations available on the waverly homepage accessible

through the internet.

30

 

SUMMARY AND CONCLUSIONS

In conclusion, I am confident that the use of this new
technology, PowerPoint presentations, will improve both the
teaching style that I have developed and the learning of my
students. The PowerPoint presentations generate interest
among students. The survey and general statements about the
presentations indicate that students both enjoy and learn
effectively from the slide shows. It is also evident that it
is important to use other teaching methods in conjunction
with the presentations. By diversifying the instructional
technique, student interest is piqued and motivation is kept
high.

The presentations are also dynamic. As the students are
given feedback about certain presentations, it is easy for
the instructor to modify and add onto presentations to make
them more effective or interesting to students. The pace of
the slide shows are easily adjusted and the use of other
modes of teaching such as demonstrations or discussion can
be interjected to maximize the learning of students.

The use of the PowerPoint presentations is effective
both in presenting new material and as a review tool. This
is especially important for students who are absent on days
when new material is introduced. For this reason I am trying
to gain access to a second computer on which the
presentations could be reviewed at lunch, when I make myself

available for help. The students will be able to use the

31

programs outside of Class and efficiently obtain the missed
information. The only difficulty will be gaining access to
computers for this use. The web is a possible solution to
be used in the future enabling students to access the
presentations from home.

Other interesting aspects of PowerPoint are its
potential for uses in other classes as well as the use by
students to present information themselves. The computer is
a fixture in today's workplace and student exposure to its
uses will benefit them in the future. Whether the
instructors are motivating students to create their own
presentations or modeling the effective use of technology,
the students will gain insight into the advantages of
computers as a tool.

In conclusion, the computer, and PowerPoint
presentations in particular, have significant possibilities
towards improving instruction and the ability of students to
learn and prepare for their future. With continuing or
increasing support for computer use in schools, programs such
as PowerPoint will play a very important role in effective
education. I hope that other schools will follow the lead of
districts such as the one in which I teach and support the

use of programs like PowerPoint to enhance student learning.

32

APPENDICES

33

APPENDIX A

CONVERSION FACTORS

Conversion Factors

Number of Atoms<—>
Moles<->Mass

Moles can be converted to mass
 ‘ and vice- verSa ‘

 

ll

Nkmx mdmwmmuickmun ‘ - LfimSQQ

x mdameeLdemmt_

1 mol

 

 

 

 

 

 

 

 

 

 

34

 

Moles can be converted to
number Of particles and vice-
versa

 

A
M0108 6.022 x m atoms x Number .

 

 

 

 

 

 

 

 

Example: How many grams of
Copper are needed to make some

° Start with the given number of moles
and multiply by the correct conversion
factor. (Hint: use the diagram on the
previous slide)

 

35

Solution:

: " 20.00 moi Cu x 63.55 g Cu = 12709
1 mol Cu

   

Example: How many moles of
Gold are required to make a
computer circuit board that needs

{ 45.0 g Of gold to complete?
5

Start with the given number of
grams and find a conversion
factor that will change to moles.
(Hint: use the diagram that
relates moles to mass)

 

36

 

Solution:

45.0 g Au x 1 mol Au 2 0.228 mol
196.97 g

 

Find the mass of a single atom of
silicon which is used in making
computer chips, caulking,
detergents and more.

Start with the amount given (in this
case 1 atom Si) and find an
appropriate conversion factor(s) to
change to the desired units (mass
of one atom Si).

37

 

     
      

] Solution: Why mu'st you assume
3’ that One atom Of silicon has an 7
' infinite number Of significant

digits?

1.00 atom Si x W
What “'1"me wanttocanoei?

1.00 atom Si x W

You want to cancel atom 35 here

There is ”0 di’eCt equality between these
. two but I do know that there are 6.022 x
_. i , ‘1   10 23 atoms in one mole of Si. Therefore;

38

 

I x 1 mol Si
6.022x 10 23Wi
Now we have accomplished
cancelling the atoms Si but we

still do not have the units we
want (grams of Si), so we try to
find another equality to make a
conversion factor relating mOI Si
and grams Si.

That relationship is 1 mol Si 2

m 28.09 g. Therefore;
1.00 Mx 1moLSi/

6.022x10 23W

X

2am:
1W

 

39

 

APPENDIX B

 

 

 

 

 

Molar Mass Of a Compound

TO determine the molar mass Of a

_ _3 substance you must add the 3
r: individual molar masses of all of E
E the elements in the formula. 3

 

 

Example: What is the molar
mass of barium nitrate?

 

 

I Write and interpret the formula.
The formula for barium nitrate is Ba(NO 3)2 .

The subscript 2 means there are 2 NO 3' ions
each containing 1 N and 3 O atoms.

Therefore; every mole of the compound
contains 1 mol Of Ba, 2 mol of N and 6 mol

 

41

 

Example: What is the molar 7
mass of Ba(NO3)2?

    

 

   

 

I Check the periodic table for the molar mass
of each element. (Round to the nearest 1/
100 3-)

‘1 Ba molar mass = 137.33 g/mol

_... N molar mass = 14.01 g/mol
0 molar mass = 16.00 g/mol

    
   
   
   
   

Ba(NO3)2

   

 

iI Next determine the total weights of the

g: j, number of moles each atom in the formula
.31 mol Ba x 137.33 g = 137.33 g

1 mol Ba

1%)}.2 mol N x 14.01 g = 28.02 g

1 mol N

36 mol 0 x 16.00 g = 96.00 g

E: 1 mol 0

 

 

 

 

 

 

 

 

42

 

Ba(NO3)2

 

 

I Add the masses calculated to get the total
molar mass of the compound.

1 mol Ba = 137.33 g
2 mol N = 28.02 g
g; 6 mol 0 = 96.00 g
Molar mass of Ba(NO3)2 261.35 g/mol

 

 

Example: What is the molar mass
of Iron III oxide? (ferric oxide)

 

 

Write and interpret the formula

’ ads-J..." . ‘ " 1' 32. L . ' L.';‘L~:..\L~ .3.) . L:
v‘. 1

The formula for iron III oxide is Fe 203.
Therefore; every mole of the compound

 

 

 

 

1‘ contains 2 mol Of Fe, and 3 mol of 0.
it”: I I 23;

43

 

What is the molar mass of
Iron III oxide? (Fe203)?

l Check the periodic table for the molar mass
Of each element. (Round to the nearest 1/
100 g.)

Fe molar mass = 55.85 g/mol

0 molar mass = 16.00 g/mol

 

 

 

Fe203

 

 

I Next determine the total weights of the
number Of moles each atom in the formula

2 mol Fe x 55.85 g = 111.70g
lmol Fe

3mole 16.00g =48.00g
lmol O

 

 

Fe203

i I Add the masses calculated to get the total
molar mass of the compound.

2 mol Ba = 111.70g

 

 

_ 3 mol 0 = 48_g.00
'_ Molar mass of Fe 203 159.70 g/mol

 

 

Percent Composition problems (more uses Of
molar mass to describe compounds)

 

 

. IThe percent of each element is
simply the molar mass of the
element divided by the molar mass
of the whole compound and
multiplied by 100.

i
luv..."— ~-d

,4

 

e...

Hllll
l

 

 

 

45

Example: Find the percent "
composition Of magnesium
hydroxide.

 

I Find the conect formula

 

- v - l u. w»: . . - - 1.. ~.--, 5, -w - l .- - A ..._-~- . . <. . - :n- 3 ,‘- : 3v ..
‘I' ‘ ' '5‘ “ 3‘ I. '. ‘ . .‘ . ' 1. I .

” N 7. I.“ ,‘u . . T" .' x '-’ v‘. in ~.’ -I. .‘Jr ‘ ‘- .1 ,w. .. . .'..- Jr“ A. r .. r .1 g

- . : . i ': ‘-‘ "2- a .3 1 ‘ .. -‘ A.‘ :1 ,. A .j -.- J ‘tv- .«-_ I 11‘ I- '.

 

‘ .-
’ . ' x“ ‘ . E‘is'hmx‘ ~. Y"‘§M€¥f§“"7% ,
. ._,. ..i. ."..:-'.... ‘-.r ‘. ...r.
. »; ... .- ._ . -. 1“. ,:«n .13.;7. ...

 

composition of magnesium

hydroxide.
. Find the correct formula

I Mg(OH)2

fi—_ _—9_ L wan-i

...J‘D

 

 

 

Mg(OH)2

 

 

I Find the molar mass of Mg(OH) 2.

 

Mg(OH)2

’ lmolng 24.3.Lg. = 24.31 g
1 mol Mg
2 mol 0 x 16.00 g = 32.00 g
1 mol 0
2moleflLg = 2.02g
1 mol H
Molar Mass of Mg(OH) 2 =58.33 g/mol

 

47

Percent Mg = MasmflMQlMg.

Percent O =

Percent H =

 

l

 

 

 

LI 1: m;

 

Use the molar masses of Mg, 0 and H to set
up calculations of percentage composition for
each element in the compound

x 100
Molar mass of Mg(OH) 2
Mass of2MolO x100
Molar mass of Mg(OH) 2
Mass of 2 Mol H
Molar mass of Mg(OH) 2

x100

Solution for Percent Composition of
Mg(OH)2
I Percent Mg = 24.3] g x 100 = 41.68%
58.33 g

l Percent O = 32.00 g x 100 = 54.86%
58.33 g

I Percent H = 292g x 100 = 3.46 %
58.33 g

What do you notice about the percentages?

 

 

 

. . . . . . ,V V , . .7 . . ' , . ‘1
,\._ ,__,, ,, v, ,2- .. ~.~ «.A .A,» ,w ., ~ -. «- ”Harlan-4 ..-..-_:—-, “Uranus. . _,.,fl

 

I When you add them up;
41.68% + 54.86 % + 3.46 % =
'3‘ 100 %

This will be true any time you find the percent
5:3 composition of all of the elements in a :3:
r: compound.

. lllLl

 

 

‘l
i
l
s t
L

- in aformual from
percent composition data.

 

I Find the formula for the ingredient of a
rechargeable battery that has the following
percentage composition:

21.9 % O, 1.4 % H, and 76.7 % Cd

(You may first notice something about the
' sum of these percentages.)

 

49

 

Since these are percentages the first thing we can
do to solve the problem is assume we have a
certain amount of grams of the substance

 
    

 

I Should we assume any particular amount?
5! I What amount should we choose?
I Why is this a good assumption?

!

HM

H!
“‘1 4.

7 .

H
m

 

 

 

.. .-
v.2.

' We should assume we have 100 grams. Even
though it makes no difference what amount we
pick, 100 is easy to work with when dealing
with percentages.

_‘ r._-, . . .. ,
1‘ v v- A
1 1.13“ ,_ _.’|,.,. .2.

 

   

. E I Therefore we have
21.9 g o

1.4 g H

5.» ---~ “-5

u .
i- ”W". . ,
as.-.— ...- I-

z“f 76.7 g Cd

Ill

 

 

 

Next we need to change these
to moles

    

 

   
 

 

  

I Therefore we have

5}. 21.9g0 x lmol = 1.37 mol
16.00 g o

1.4gH x lmol = 1.39 mol

.2. ‘ 1.01 g H

76.7 ng x lmol = .682 mol

112.41 g Cd

“r".vv .. . " —,-v.

 
   
 

 

        

 

Next we need to find the simplest ' ;
whole number Ratio of moles of
each element

 

ITo do this divide each number of
' moles by the smallest number of
moles present.

 

5:...” .__
3.....3
9......

..,,,,.‘..~LLI Liliaqpuw . “huh v .

 

 

' TTH

 

1
1
3
5
L
3
a

51

 

Solution

The smallest number in our data is 0.682 mol,
’ ‘ therefore;

O 1.37mol = 2.01

 

. . 0.682 mol
‘ H 1.39 mol = 2.02
2.. 2 0.682 mol
O 0.682 mol =1.00
0.682 mol

 

Now you can see the simplest whole number
ratio of elements and use these to write the
formula

O:H:Cd
2:2:1

OszCdl After rearranging and dropping the

one the correct formula becomes:

’7‘ Cd(OH)2

 

52

APPENDIX C

 

2 1111 pm 111115 1111 Ilse

2 C.P. Chemistry
Luttig

 

 

l H

 

 

 

On the following slides pictures
and names of common items used
in the lab are provided. The next

slide describes uses of each item.

 

 

I Can you guess the use of each item before
checking the next slide?

 

 

 

 

2:1.

 

  

  

 

ly,

beaker tongs are
k up hot beakers.

Beaker Tongs

 

 

 

 

rprismg
used to pic

 

Not su

 

 

 

 

 

  

 

 

 

 

 

 

 

 

 

L”
m
0

 

Used to find the mass of objects to
the nearest 1/ 100th of a gram.
Always use a weighing boat.

"7’77l7l7fl’l7lli 77771777 .7. .7 77.7.7"; 777,77 ’3

 

 

 

 

W
l,
1
1
\
24
1
a

55

 

APPENDIX D

 

 

.1 Gimmmh y

 

How can you tell if it is an ionic compound
just by looking at the formula?

 

 

I 1. Metal bonded to a nonmetal

I 2. Contains a polyatomic ion

I 3. Electronegativity difference
exceeds 2.1

 

 

 

 

Once you know that It Is an Ionic
substance you use the followlng rule
to name the compound:

I a. Name the cation (If
multivalent use roman numerals
or -ic or -ous to identify which
charge the ion has)

I b. Name the anion.

_ v\.-‘-»—‘ ,ff-w—m— 2. -flmw, .errvw— (“Fairy ..w . 1 , . ..— 2 _- Fm...“

I Example: Name the following: 7' ’7 7 7

I Na2SO4

I Is this an ionic substance?

I -Yes, it contains a cation bonded to a
polyatoimc ion.

I What is the cation? Is the cation
multivalent?

I -It is the sodium ion. No, It is not
multivalent.

I What is the anion?

I -It is the polyatomic ion, sulfate

 

 

 

 

 

 

 

5%.; , .2 .~

 

What is the name of this
compound?

—S odium
sulfate $.01.

     
    
 

 

 

 
 

I Example: Name the following;

I Fe203

I Is this an ionic substance?

I -Yes, it contains a metal bonded to a nonmetal

I Is the cation multivalent? What is the cation?
I -Yes, it is the Iron [11 ion (ferric)

I What is the anion?

I -It is the oxide ion.

 

 

 

 

What is the name of this
compound?

 

Iron III

 

APPENDIX E

 

 

More Practice Writing Cherrucal
Equations

 

Write the balanced chemical equation
for the reaction shown below.

Can you guess what is reacting here?

 

The reaction shows Cesium ‘
metal reacting with Water.

 

 

I How do you start?
I Write the word equation for the reaction.

ICes1um + water

Cesium hydroxide + Hydrogen

 

APPENDIX F

 

 

V .................................

Rules for determining significant digits

9 Nonzero digits are always significant
Examples:

235 m has three

23.65 km has four

12 456 mL has five

 

 

 

 

V .................................

Rules for determining significant digits

9 All zeros between nonzero digits are
significant

Examples:

205 km has three

23.05 m has four

12 006 g has five

...... ' ‘

 

 

61

 

 

V .................................

Rules for determining significant digits

9 Zeros to the right of a non-zero digit and
left of a written decimal point are

significant
Examples:
34 800. mL has five
2300. cm has four
100 000. m has six

 

 

 

 

V

Rules for determining significant digits

6 Zeros to the right of a non-zero digit and
right of a written decimal point are
significant

Examples:

4.00 kg has three

23.60 mL has four

12 000.0 km has six

 

 

 

2.90 x losii has three

62

 

 

V

Rules for determining significant digits

0 Zeros to the left of the decimal point in
numbers less than one are not significant

Examples:
0.985mL has three
0.65 kg has two
0.6 g has one

................................... ‘

 

 

 

 

V

Rules for determining significant digits

0 Zeros to the right of a decimal print, but to
the left of the first non-zero digit are not

significant
Examples:
0.067 km has two
0.005 has one
0.0050has two

 

 

 

...- ................................ ‘

 

o How many significant digits are in each
of the following?

0.00980 m
3
100. m
3
10 000 m
1
2.0 x 104 m

Practice

 

 

 

 

Exceptions to the rules

0 Exact conversion factors are understood to
have an unlimited number of significant
digits and do not count when used. in

‘ problems.

9 Counting numbers are understood to have
an unlimited number of significant digits.

(i.e. there are exactly 30 days in September
but it ap to only have one significant

dlglt) .

 

 

 

V ................................

Calculating with significant digits

vRule One for addition and subtraction

o The answer must be rounded so thatit
contains the same number of digits to the
right of the decimal point as there are in the
measurement with the smallest number of
digits to the 11' ght of the decimal point.

(i.e. the answer may only be as precise as the
least precise number)

 

 

 

 

 

0 Examples '

2.89 m + 0.0432 m

=2.9332 m

=2.93 m

0 60 054 mL + 101000 mL
:16] 054 mL

=161 000 mL

 

 

 

.................................... ‘

 

65

 

 

' ................................

Calculating with significant digits

vRule Two for multiplication and division
0 The product or quotient should be rounded
off to the same number of significant digits
as in the measurement with the fewest
significant digits.

 

A

 

 

 

 

 

9 Examples ' ‘ 2

o 2.89 m x 0.043 m
=0.12427m2

=0.12 m2

g. 60 054m2x 101 m2

‘ =6 065 454m2

:6 070 000m2 ' ..

o 2.900 x104cm x 1.8 x105cm
=5.22 x 109cm2 7

=5.2 x 109cm2

 

 

 

 

 

 

' .................................

Final Considerations on significant digits

9 The coefficient in a number written in
scientific notation always reflects all
significant digits.

2.90 x 10 4cm has three

 

 

 

 

A

 

 

r
w .
'1‘}

7M???

Final Considerations on significant digits

0 Rules for rounding

6 If the digit immediately to the right of the last significant
digit you want to retain is

Greater than 5, increase the last digit by 1.

Less than 5, do not change the last digit

5, followed by nonzero digit(s), increase the last digit by 1.

5, not followed by a nonzero digit and preceded by odd
digit(s), increase the last digit by 1.

5, not followed by nonzero digit(s), and the preceding
significant digit is even, do not change the last digit,

47%

 

 

is ”A

67

 

 

9 Round the following to 4 significant dig
0.0098050 m
0.009805 m
10 235 m
10240 In
0.0543529 m
0.05435 m
2.07655 x 104 m
2.077 x 104 m

Practice

 

 

.................................. ‘

 

APPENDIX G

 

Naming Binary Molecular
Compounds
(Covalent Bonds)

 

 

 

 

 

ii How do you know if it is a binary
i molecular substance (covalent bond) by
looking at the formula?

 

 

i f;T I Nonmetal bonded to nonmetal

:5 l Hydrogen bonded to metal or nonmetal.
. IElectronegativity difference less than

,_ ‘ 2.1

:49; I It contains only two kinds of

:3 elements.(binary)

 

 

 

 

 

69

 

Rules for naming Binary
Molecular compounds

      
      

. are contained in the formula.
‘ 9 I *Use Latin prefixes to describe how many of
each atom are contained in the formula along
with the name of each element.

 
   
   
    

7; I Make sure the second element in the name
5 ends in in -ide.

  
 

. *Some exceptions will be illustrated in the examples .

 
 

 

 

 

 

 

 

 

k? : - g.
LThe Latin prefixes used in naming molecular substances are:

I mono- one

I di- two

I tri- three

I tetra- four
j j I penta- five
I hexa- six
; I hepta- seven .4;
E I octa- eight 33
E I nona- nine 2
I. I deca- ten '

 

70

 

Example: Name the following
esus celnques onamoecue.

p I Yes, it is a nonmetal bonded to a nonmetal.

‘- I What are the names of the elements?

: I Phosphorous and oxygen.

7'"? I How many of each in the formula?

I Two phosphorous (di-) and five oxygen (penta—) T r
53; I What is the name of this molecule?

 

 

Diphosphorous pentoxidel

 

 

 

  

Notice that the second element oxygen
has been changed to oxide to satisfy
the need to end in ide-.

 
 

  

71

N02

I Is the substance in question a molecule? ;

I Yes, it is a nonmetal bonded to a
nonmetal.

I What are the names of the elements?
I Nitrogen and oxygen.

 

I How many of each in the formula?

I One nitrogen (mono-) and two oxygen
(di-)

I What is the name of this molecule?

 

Nitrogen dioxide

 

 

» I This is an exception that was mentioned
earlier. When there is only one of the first
element in the formula you drop the mono-
in the prefix. Notice again that the second
element oxygen has been changed to oxide
to satisfy the need to end in ide—.

 

72

Example: Name the following
N20
I Is the substance in question a molecule?

I Yes, it is a nonmetal bonded to a nonmetal.
I What are the names of the elements?

     

  
       
   
   
     

I Nitrogen and oxygen.

I How many of each in the formula? »
I Two nitrogen (di-) and one oxygen (mono-
I What is the name of this molecule?

 

 

 

w tun .
.

— v s cw W
fl.

J

,

‘I' Dinitrogen Monoxide I

 

I While this seems similar to the previous
example, the mono- prefix must be included
in the second element named.

 

 

l
mm;

 

 

 

 

 

 

 

 

I Example: Name the following: SiO2 I
E I Is the substance in question a molecule?
I Yes, it is a metalloid bonded to a nonmetal b ti
the electonegativity difference is 1.7 indicati g
it is a covalent bond.
i I What are the names of the elements?
7. I Silicon and oxygen. i
E I How many of each in the formula? :5
a: I One silicon (mono—) and two oxygen (di') g
E ,. I What is the name of this molecule? 1

 

Silicon Dioxide

 

 

 

74

 

Example: Name the
following: CCl4

     
     
   
  

 

 

I I Is the substance in question a molecule?

‘ I Yes, it is a nonmetal bonded to a nonmetal.
I What are the names of the elements?
I Carbon and Chlorine.
I How many of each in the formula?

7:, I One carbon (mono-) and four chlorine

'9 '_ (tetra-)
E I What is the name of this molecule?

     
     
   
 

 

Carbon Tetrachloride

Once again the mono- is dropped
because it appears in the first
element named and the root of

 

 

chlorine is changed to end in ide-.

 

75

if?" . s .V. . ... “WM ,. :- ,4 - . “2' , ..r: _,r_;_.. . :r .-. “an...“ “...“... .. .1 , ., .4“ ”mfg-hr.”,w,.;,»gfi,.,.:,_v.v‘,i

Example: Other usesof the Efinmfixes in V i:
naming certain compounds. Name the "
following: CuSO4-5l120

 

 

 

 

 

 

 

I: This is clearly not a molecular substance, yet it does

i contain a molecule (H20). ,
I In this special case ( a water of crystallization) you namc
the ionic substance (copper II sulfate) and then use Latir
prefixes to describe the number of water molecules
3-.. associated with each formula unit. “f
if What is the name of this compound? SE:

 

Copper 11 Sulfate
Pentahydrate

 

 

76

APPENDIX B

   
   
 

Charles Law

The relationship between volume and
temperature for a fixed amount of
gas at constant pressure

 
  

 

How are volume and. temperature'related"
Think about the followmg example

How are volume and temperature Of a gas related?
i Think about the following example.

   

  
  

Clearly the balloon shows that, claim .1
' temperature must be directly relat' '
The graph shows a direct relationship between
, volume and temperature ’

 

Volume we. how-Mun [hr - Fixed MM
afflu- at Con-tans Prensa"

 

W —900 4.00 0 130 300 W
“fa-m (“Cl

 

 

 

 

   

  

kept constant, this ratio will be true I : j;
anywhere on the curve (i. e. at any volume
or temperature)

I Therefore, the ratio of V/T will be the same

   

for this gas throughout
I Therefore, it = 12
T1 TI2

 

      
    
   
 

, information; ::
VI =: 24.0 ms
v2 = 7??

T, = 105 K
T2: 450 K
I Step 2: Find a formula that will fit the variables from

step 1.

 

I Step 4: Substitute the unknowns into the equation: and E

calculate. 5 :

V2 : 450KX m3 =103m3
105 K

81

   

 

- Step 1: Write down all of the known and unknoWn
information. ‘ ‘

= 37.4 cm3
V2 = 67.8 cm3
T1 =- 25.0 0C
Tz- — 99?

      
     
 
 
 

': Remember to change Celsius to Kelvin before using
equations.

Again use the Séstep pro em so » . ngtechnrqu to iseo
the answer. 7 :
I Step 1: Write down all of the known and: nkn .
information.
Vl = 37.4 cm3

= 67.8 cm3
T1=- 25.00C + 273 = 248 K
T2 = ???
Remember to change Celsius to Kelvin before using equations.
- :- I Step 2: Find a formula that will fit the variables from step
1 ' Xi— 2 X2

T1 T2

     
     
   
  
   

 

   

he units in dieianswer are . and these are‘appropnate for .
temperature. If the temperature needed to be expressed in ,
CelSius, what Would you do?

0C: K 273: 450K 273:177°C :
’ What answer would you get if you did not change to Kelvin

: before using the formula?

. 5 this answer possible?

: 0 check to see if our answer makes sense qualitatively, the

volume 1ncreases so the temperature should also increase

and our result shows that it does.

   
 
 
 
 
 

1n1t1ally present if a gas origin fly

at 30 0 0C occupies 24 000 cm3 at
89.0 0C ?,

IAnswer: 20 100 C1113

 

 

APPENDIX I

Heats Changes and
Calculations

N Kinetic and Potential Energy
Changes in Action

Calculating the heat required
to turn ice into steam

9 Study the following cooling / heating
curve to determine the energy changes
involved.

0 Use the formulas with each
accompanying change to calculate the
energy change.

 

Calculating the heat required
to turn ice into steam

How many Joules of energy would be required to turn 25.0
grams of ice at -40.0°C to steam at 140.0°C?

9 First determine if any phase changes occur and
points where the temperature changes by studying
the diagram

End Here

 

The water must go through two phase changes and
three different temperature changes

S-Temp Change
ange '

3-Temperature Change

2-Phase change
l—Temperature change

How many Joules of energy would be required to turn 25.0
grams of ice at -40.0°C to steam at 140.00C?

0 Next you calculate each of the five steps by using the
formula to accompany each change.

PhaeeChangetAH=moles x molar heat)

T (AH=cht
\ W

emperaturechangeflH=cht

PhaseChtmgetAH=moles x molar heat)
-‘l‘emperaturechange(AH=mcdt

 

Calculations
Step One

Raise the temperature of the ice from -40.(P C to

0 ° C. This is a kinetic energy change because
the temperature changes but the phase stays
the same.

1. A H = m C A t

A H 25.0 g x 4.13 J/g°C x(0.0° C-(-4o.oC))

Calculations

Step Two

Melt the ice at 0°C. This is a potential energy
change because the phase changes but the
temperature stays the same.

1.AH=mol'molar heat

The molar heat to be used is the molar

heat of fusion since the phase change is

from solid to liquid.

The mass of ice (H20) must be converted
into moles.

Alt-25.0 g x 111111.
18.02 g

 

89

APPENDIX J

N

 

SOLUT|0NS

4m | a‘\\\\\
Mo I ar‘\\\\

 

Homer measures qualitatively
when mixing solutions.

 

I It doesn’t always work so well, therefore, we will
measure solutions quantitatively using Molarity.

 

Molarity is a quantitative way to measure
concentration

 

Molarity = moles solute
liters of solution
In the following examples, several different

problem types will be illustrated to demonstrate
the uses of Molarity

 

Example 1: Determining the molarity of a solution
from mass and volume data.

IFind the molaritg of a Mg(NO3)2
solution in which 25.0 g of Mg(NO3)2
are dissolved in enough water to
make 1350 mL of solution

I List data

solution volume = 1350 mL
solute mass = 25.0 g
solute molar mass = 148.32 g/mol

 

91

 

Tofind the solution concentration use

M=uml
L

I Molarity is moles of solute per Liter
solution. Place the solute amount over
the solution amount, even though they
are not in the correct units

M = 25.09%
1350 mL solution

I Multiplg Dg a conversion factor that
will cancel the mL and covert to L
M = Zimmuflsla. X 113—1le

   

warmthatwilloancdthmof“ ‘
Mg(NO-fitogivethcmuntin moles.

M 4.2mm xmsLmL XLflQJiMflQflz
1350 mL solution 1 1148.32 g Mg(NO3)z

The final answer will be:

0.125 I"!
(Reflecting 3 significant digits)

 

Example 2: Finding- mass needed to, 1
make a solution of a specified molarity.
I Find the amount of AgNO3 needed to

make 375 mL of a 0.750 M solution.
I List data

solution volume = 375 mL
solution concentration = 0.750 M
solute molar mass = 169.88 g/mol
solute mass = ???

 

Again we use the formula
M um!
L . . -
Solving this time for moles; We can then change
moles into grants. '

not 3 ML
mol: 0.750M'375mL' 1 L = 0.281 mol
1000mL
0.281 mol x mm: 47.7 g
1 mol

 

Example 3: Determining the volume of a solution
from Molarity and mass data.

IDetermine the volume of 0.250 M
NaHCO3 needed to react with 5.00 g
of H2504 and produce Na2804, C02 and
H20.

IList

Volume =?

Molaritg : 0.250 M

mass of reactant = 5.00 g

balanced equation:

2N3HCO3+ H2504 _—>N32504+2C02+2H20.

 

I 5.00 9 H2304 x 1mol§§$05xz mol NQHCOg
98.09 g 1 mol H2504
X _L_L___ XLQQQDJL =
0.250 mol Ncho3 1L

444mL Ncho3

 

1.
of
a.
b.
c.
d.

2.

APPENDIX K

Quiz 1 Titration
name

 

The titration procedure for determining the concentration
an unknown acid does not include

removing air bubbles from.burets

adding indicator to a buret

constant swirling of an Erlenmeyer flask
recording the exact volume of a titration standard

In the titration of 30 mL of XOR solution, 25 mL of 0.30

M HCl were needed to reach the equivalence point. What is the
molarity of the K03 solution?

3.

Calculate how many milliliters of 0.50 M Ba(OH)2 must be

added to titrate 35 mL of 0.25 M 11280‘

95

APPENDIX L

Titration Quiz 2
name

 

1. What do you do if you are titrating an acid and you add
too much base causing the color of the indicator to turn dark
pink?

2. If 20 mL of 0.020 M aqueous H1103 are required to titrate
25 mL of an aqueous solution of NaOH, what is the molarity of
the NaOH solution?

3. If 25 mL of 0.25 M aqueous 82804 solution are required to
titrate 30 mL of an aqueous solution of NaOH, what is the
molarity of the NaOH solution?

'l H
iii.

i
l.

.1 ll

zip-...,

APPENDIX M

 

Qp‘%

and
:G

 

‘53! 56'
Titrations and
neutralization

I

. J UH l“

 

 

 

How can you identifg an acid?
Contains a hgdrogen in the form of a
donatable proton.
Example: HCl
HNO3
H2804 (contains 2

How can gou identifg a base?
It contains an Oldr is a proton
acceptor.
NaOH
Ba(OH)2(contains 2)
AIOH)3(contaIns 3)

“4133‘”; ..
31:“; ans» wrkgkxvx“...

 

 
 

 

gm". evil. I-_ rin«-k.». Q‘s-.ii~.t~'i£1xk;}6.i“v“

An Acid- Base tltration is
performed as follows.

' ace e am in one 01
the burets

Place the base in the
other buret.

A‘J 1L;-

 

 

  
 
 
 
    

Add a random amount
of acid or base to an
Erlenmeyer flask along
with an appropriate
indicator.

Perform titration

 

 
 

‘ I 20.0 mL of 0.100M are
titrated with 19.5 mL of an NaOH
solution. What is the molarity of
the NaOH solution?

-Write the balanced equation

HCl + NaOH —->NaCl + HZO

-List
Vol. Acid = 20.0 mL
Concentration Acid = 0.100M
Vol. Base = 19.5 mL
Concentration Base = ‘7 ‘7 ‘7

 

 

 

'7 1. Start with the known concentration and volume
to determine moles of known.
Substitute to find concentration of unknown.

     
   
 
    
     
   
   
 

 

   

‘0’ l Molarity = mol therefore;

‘ . Liter

f": 'y mol = Molarity x Liter

“0 mol=0.100Mx20.0mLx 1 L =
1000 mL

0.00200 mol HCl

' . 2. Use stoichiometry to determine moles of
7, unknown.
1 mol HCl
0.00200 mol NaOH

L 3. Calculate the molarity of the unknown.

Molarity = [L01 =
0 Liter

I 1.00200 mol NaOH x 1000 mL =
' . 19.5 mL NaOH 1 L

 

 

0.103M NaOH

 

'71 l Check to make sure your answer makes

 

SCIISC.

.‘ l The concentration of NaOH should be a
‘ little higher since it required a larger
amount of acid to neutralize it
Furthermore, the mole ratio is 1:1.

I 35.5 mL of 0.345 M H 2SO4 are
used to titrate 42.7 mL of KOH
solution. What is the molarity of
the KOH solution?

-Write the balanced equation
HZSO4+2 KOH -->KQSO4 +2 H20
-List
Vol. Acid = 35.5 mL
Concentration Acid 2 0.345M
Vol. Base = 42.7 mL
Concentration Base = ?? ?

N
LU
A
O-I
E
*<
X
LL)

 

 

' 1. Start with the known concentration and volume
to determine moles of known.

I I Molarity = mol therefore;
Liter

' mol = Molarity x Liter
mol = 0.345 x 35.5 mLx 1L -

1000 mL
0.0122 mol H2304

 

 

2. Use stoichiometry to determine moles of
unknown.

.0122 mol H2504): W:
1 mol H2804
0.0244 mol KOH

 

3. Calculate the molarity of the unknown.
Molarity = m_ol_ =
Liter
£244 I_n_ol KOH x1000 111.14:
42.7 mL KOH l L

101

 

0.571M KOH

 

I Check to make sure your answer makes

sense.

I The concentration of KOH should be a little

 

higher since it requires twice as much base
as acid according to the balanced equation.
Even though a little more base is needed it
does not outweigh the need for twice as
much base from the stoichiometry.

' How many of1.000 M H2804
would be needed to neutralize 35.4
mL of 0.526 M LiOH?

-Write the balanced equation
HZSO4+2 LiOH -->Li2804 +2 H20
-List
Vol. Acid = ??? mL
Concentration Acid = 1.000 M
Vol. Base = 35.4 mL
Concentration Base = 0.526 M

EXAMPLE 3

 

 

102

1. Start with the known concentration and volume
to determine moles of known.

 

I Molarity = mol therefore;
Liter
mo] : Molarity X Liter
mol = 0.526 x 35.4 mL X __1_L_=
‘ ' 1000 mL

0.0186 mol LiOH

L7 2. Use stoichiometry to determine moles of
3 unknown.

1 .0186 mol LiOH x Maser

2 mol LiOH
0.00930m01 H2504

Calculate the volume of the unknown.

EMoIarity = m_ol ; Liter: Am!—
” Liter Molarity

.00930mol 5250 1 =0.00930Lx1000mL =

 

1.000 M i550. 1L "

103

 

':.S6IlS6

11111 if: .

| 9.2430mLHSO I
I Chec to m e sure your answer m es

..1111111,-.H..--w,-.--,,-.ru. ....,V..

 

 

104

APPENDIX N

Quiz 1 Significant Digits
name

 

Record the correct number of significant digits for each of
the following

1. 0.000 760 m

2. 100. cm

3. 10 00.0 m

4. 35.10 km

5. 101 cm

6. 100.00 m

Perform the following with significant digits
7. 12 000 cm x 100. cm
8. 30.0 g + 12.70 g

9. 12.50 cm - 3.7 cm
10. 1.000 g x 35 g

11. 25 g + 10.00 mL

12. 54 + 75.00 + 13.698

105

APPENDIX 0

Quiz 2 Significant Digits
name

 

Record the correct number of significant digits for each of
the following

1. 10.050 m

2. 100 cm

3. 100.050 m
4. 3500 km

5. 101 000 cm
6. 1.00 m

Perform the following with significant digits
7. 12 cm.x 100 cm

8. 0.050 g + 12.7 g

9. 120 cm.- 3.7 cm

10. 1.0 g x 35 000 g

11. 25 g + lmL

12. 54 + 700 + 13.6

106

APPENDIX P
PowerPoint Presentation Survey

Please circle the response that most correctly describes how
you feel.

(1-3 refer to the review presentations in the SSSC)
1. I used the PowerPoint Presentations in the SSSC to review
for the exam

once twice three times never
2. If I used the exam review presentations they helped me to
learn or review the material that was presented?

always most of the time seldom. never
3. If I used the review presentations, I think they were
worth taking the time to use.

agree not sure disagree

(4-9 refer to presentations shown during class)
4. I would you like to see more PowerPoint Presentations in
the future to help me learn science concepts? I agree with
this statement

strongly somewhat don't care disagree

5. Ideally I would like PowerPoint presentations to be used
in class
once a week twice a week more than twice a week never

6. I think the computer should be used to present other
material in class
once a week twice a week more than twice a week never

7. When the teacher uses the computer to teach us in class I

learn more learn about the same learn less
8. The PowerPoint presentations helped me to concentrate
more on material being taught. I agree with this statement
strongly somewhat don't care disagree

9. I wish more of my teachers used PowerPoint presentations
in class.

I agree with this statement
strongly somewhat don't care disagree

Please describe at least one thing you liked about the
PowerPoint presentations.
Which presentation was most helpful? Why?

Please describe at least one thing you did not like about
PowerPoint presentations.

107

BIBLIOGRAPHY

108

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1998

Titration Movie. [Online Video] Available
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Bielfeldt, Talbot. Systematic Planning for Technology, OSSC
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Branch, Robert Maribe, Ed; Fitzgerald, nary Ann, Ed.,
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Reiber, Lloyd P. The Effects of Visual Grouping on Learning
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Gibbs, W.J. An Analysis of a Computer Assisted Learning
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Constructivist Model for Learning, [Online] Available
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Slavin, Robert. Educational Psychology, Pub. Allyn and
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Lang, szell, Michigan Essential Goals and Objectives for
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110