. L... .9 .
. , , 7‘32.
. . , o «n .. $3..
. . . 9 fl:
9.. .
. its“?
. n9. 2 ~ufl!
I'lfin. IIK l .
r Wm < ‘ . , .
,I- y ,
. -
s

:v

91;!

$1....

2::

an».

:3
Tr]: :3

5,.‘3 '
@3312"??? '

~ a

 

 

:u .
zit .. .3 c. kin
lukvfmfiwi
.

., Fr
“5an J.

1.1 .

 

- .2 y ft.

. «wk meI

a

Effififimdfi an 5W5... .. it $.51:

.I 7. .. I

THESIS
’D

‘o.

TSTEU

IHIHIHIILHIZIHIIU IlhlllllllllllillilHl

293 01688 5315

 

 

 

 

                       

This is to certify that the

thesis entitled
STOICHIOMETRY UNIT PROJECTS
presented by
Luann Marie Decker
has been accepted towards fulfillment

of the requirements for

Master of degree 1n Physical
’Science Science

zfiaé

Major professor

 

 

Date July 29, 1998

 

0-7639 MS U is an Affirmative Action/Equal Opportunity Institution

 

LIBRARY

Michigan State
University

 

 

 

PLACE IN RETURN BOX
to remove this checkout from your record.
TO AVOID FINES return on or before date due.

 

MTE DUE MTE DUE DATE DUE

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

ma 0.2080100001041669.“

STOICHIOMETRY UNIT PROJECT

BY

Luann Marie Decker

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

STOICHIOMETRY UNIT PROJECT

BY
Luann Marie Decker

Each student is a unique individual with his/her own
personality and learning style. How does one teach to a
varied group of individuals?

The Stoichiometry Unit Project is a basic chemistry unit
that has been reconstructed to incorporate different teaching
strategies so all of the different learning styles of the
students may be embraced. The primary concern of this project
was to provide the best possible learning environment for all
of the students involved, keeping in mind their different
learning styles.

A survey was given to every student to determine their
learning-style preference(s). To insure that all of the
students' learning styles were addressed, the following
teaching strategies were incorporated: laboratory activities,
demonstrations, lectures, computer interaction, hands-on
activities, writing opportunities, and group activities.

Test scores and unit scores were compared to those of a
previous year and although the difference between the years
was not statistically different, overall grades did improve.
Based on writings, which included comments from the students,
it was also found that the students' attitude towards learning

improved.

ACKNOWLEDGEMENTS

A special thanks to my husband, Michael
and to my two children, Eric and Marisa.
Thank you for all of your patience

and help.

Thank you to my good friend,
Sue Burgess, for helping me struggle
through a lesson in statistics and
nelson Quim, for your help,

time, and enthusiasm.

iii

TABLE OF CONTENTS

LIST OF TABLES O O C I O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O Vi
LIST OF FIGURES O O O O O O C O O O O O O I I O O O O I O I O O O O O O O O O O O O O O I C O O O O I Vii
IMRODUCTION O I O O O I O O I O I I O O I O I C C O I O O O O O O O O O O O O O O O O O I O O O O O O C C I 1

Statement of Problem.and Rationale for Study...........1
Demographics of the Classroom..........................2
Literature Review: Learning Styles and Chemistry......5
Comparison of Old Versus Mew...........................7

IMLEEMATION OF UNITOCOOOOOO00....0......0.0.0.000000000011

Pre—unit Preparation and Hyperstudio Program..........11
General Outline of Unit...............................12
Learning Style Survey.................................13
Pretest, Post-test, Quizzes, and Tests................13
Laboratory Exercises..................................15
New Classroom Activities and Handouts.................17
Memory-writing Activities Explained...................18
Survey of Laboratory Exercises and New Activities.....19

EVAI‘UATIONOOOOOOOOOOOIOOCOOOOIOOOOOO0......0.0.0.000000000020

Learning Style Survey Results.........................20
Pretest and Post-test Comparison......................21
Polyatomic Ion Quiz Comparison........................24
Laboratory and Classroom Activities...................25
Comparison of Test and Unit Results to Those

of Two Years Ago.....................................33

CONCLUSIONOOOOOOO0.0.0.0000...00....OOOOOOOOOOOOOO0.0.0....42
BIBLImRAPHYOOOOO0.0...0......00....OOOOOOOOOOOOOOOOOOO0.0046
APPENDICES
Appendix A Daily Outline of Unit.................49
Appendix B Handouts and Activities
B1 PermiSSion Slip. 0 O I O O O O O I O I O O O O O O O O O O O 52
B2 StOj—Chiomtry mals I O O O O O O O O O O O O O O O O O O 53
B3 Pelyatomic Ion LiSt O O O O O O O O O O O O O O O O O O O 54
B4 Flow ChartOOOOOOOO00.0.00000000000000056
BS Chemistry Name Game...................57
Appendix C Surveys

C1 Learning Style Survey.................59
C2 Stoichiometry Lab/Activity Survey.....61

iv

Appendix D
D1
D2
D3

Appendix E
E1

E2
E3
E4

Appendix F
F1
F2
F3
F4
F5
F6

Polyatomic Ion Hyperstudio Program

Polyatomic Ion Stack Sample Cards.....63
Mnemonic Stack Sample Cards...........64
Quiz Stack Sample Cards...............65

Quizzes and Tests

Pretest and Post-test.................66
Polyatomic Ion Quiz l.................68
Polyatomic Ion Quiz 2.................69
Test 1 and Test 2......... ........ ....70

Laboratory Exercises

Oreofi Cookie Lab......................75
Empirical Formula Lab.................76
Smore Lab.............................78
Chemical Reactions!!!Lab..............80
A Mole? Lab................ ..... ......83
Double Displacement Lab...............86

LIST OF TABLES

Table 1 - weekly Outline of the Stoichiometry Unit.........14
Table 2 - Pretest/Post-test Results........................23
Table 3 - Percentage Test Scores Comparing Old to New Unit.36
Table 4 - Unit Grades Comparing Old to New Unit............39

vi

Figure
Figure
Figure
Figure
Figure
Figure
Figure
Figure
Figure
Figure
Figure
Figure

\0 m ‘1 0‘ U! uh u N H
I

LIST OF FIGURES

Learning Style Survey Results...................20
Quiz Comparison Using Percent Grades............25

OreoR Cookie Laboratory Results . . . . . . . ....... . . . 28

Empirical Formula Laboratory Results............29
Smore Laboratory Results........................30
Chemical Reactions Laboratory Results...........31
A Mole? Laboratory Results......................32
Double Displacement Laboratory Results..........33
Test 1 Comparison Using Letter Grades...........35

10 - Test 2 Comparison Using Letter Grades..........38

11 - Unit Comparison Using Percent Grades ..........40

12 - Unit Comparison Using Percent Grades

Rearranged by Year............................41

vii

 

INTRODUCTION

Stoichiometry is fundamental to understanding Chemistry.
Stoichiometry is the study of the mass and molar relationships
among the reactants and products in a chemical reaction. It
is one of the most important units in any Chemistry class and
unfortunately, is often a difficult one for students to
master. Without a working knowledge of Stoichiometry,
students cannot understand and quantitatively evaluate
equations.

Since the Stoichiometry Unit is so important in the
Chemistry curriculum, I wanted to improve the way it was
presented and hopefully procure better results. This unit is
presented at the end of the first semester but the knowledge
gained from this unit is then used throughout the second
semester. In a previous college course entitled, Tgaghing_
Through Learning Channels, I had been informed about the
different learning styles of individuals. I have always
wanted to do more research on this subject and to incorporate

the findings into my teaching.

0 he 0 1 an t' n le

Each individual has a diverse background of experiences
that is exclusively his/her own - a distinct personality,
attitude, and learning preference. So, how does a teacher, an
individual who is also unique, reach all in a group of
students with diverse backgrounds and learning styles?

Many studies (reviewed later in this document) have been
done on the different learning styles of individuals. This

study recognizes four major learning styles: visual,

auditory, kinesthetic, and tactile. Many times it is
difficult to discriminate between kinesthetic and tactile.
Some references characterize the two learning styles as one.
This study will define visual learners as those who prefer
visual aides, such as pictures and diagrams as well as reading
and note taking, as their primary learning preference.
Auditory learners are those who prefer to listen while
comprehending a new topic. Auditory learners will often just
listen to a lecture and not take any notes until a later time.
Kinesthetic learners want to actively participate in their
learning through activities and practice problems. Tactile
learners prefer hands-on laboratory activities. One resource
(Bezos, 1996), which acknowledged three major learning styles
- visual, auditory, and kinesthetic — recognized the general
population as being composed of the following: 65% visual,
30% auditory, and 5% kinesthetic.

I wanted to know the composition of learning-style
preferences in a typical Chemistry classroom. And, once
finding this information, I wanted to teach using techniques
that would incorporate all styles. I revised the
Stoichiometry Unit because students have found it to be
difficult in the past. I also felt that it needed more of a
variety of activities to help reinforce the concepts being

taught.

Demographics of the Classrggm

The students in this study come from a county containing
80,669 people and a city of 40,210. Most of the people (96%)
in this area are Caucasian. The remaining 4% are primarily

Asian and Pacific Islanders, followed by a smaller portion of

African-Americans, Hispanics, and finally Native-Americans.

The community has a fairly high educational level with
approximately 31% having some college training and with 35%
holding a bachelor degree or higher. The principal employers
in this area are two large chemical companies which require
employees with high educational levels.

The poverty level in this city is lower than the state's
average (city is 9.5% and the county is 11.1% compared to
Michigan's at 13.1%). The per capita income for the city is
$19,347 and the county is $15,615 compared to Michigan's
$14,154. Based on this information most of the students are
coming from an environment that is socioeconomically above
average. As is true of any community, there are a few
students in the school system who come from families
struggling financially. My study contained a variety of
students from diverse backgrounds that can vary not only from
classroom to classroom but also from year to year. This
diversity is a challenge to students and teachers alike.

The high school in this study is composed of 1380
students. It provides both a point-two level and a point-
three level Chemistry course. The distinction between the two
levels can be observed in the material covered and in the type
of student. The point-three level course is faster paced and
covers more material. The point-two level Chemistry class has
students with a greater range of academic ability and social
maturity. There are some very capable students who have a
high interest in the sciences, while others mainly take the
class to fulfill a science requirement or because it looks
good on a college application. And, there are several

students who take the class to be with their friends or to

please their parents. In the beginning of each school year, I
ask each student in the point-two level class to fill out an
informal survey. One of the questions on this survey is, “Why
are you taking this class?" Some of the responses are very
interesting. For example, a few students responded that they
took the class:

*“To help me with my future job choice."
*“Because I think Science is important."
*‘Because I will need it later in life."

Then, there are others who responded:

*“Because I was told to."
*"Parents are making me."
*"Everyone else did."

Based on these reasons, one can see that there is quite a
diverse selection of students in the point-two level
classroom. This makes the classroom both intriguing and
challenging.

I selected two of my classes, both at the point-two
level, for this study. I chose to evaluate the fourth and
sixth hour classes because two years ago I taught the same
type of class during those two hours. I was attempting to
eliminate one of the potential variables, time of day that the
class was taught, since I have found that this often can make
a difference, especially on test scores.

I sent home a permission slip, with the students, for
their parents to sign giving me permission to use their
students' scores in my study (Appendix Bl). Not all of my
students returned them. In my fourth hour, which had 23
students by the end of the six-week marking period, 17 forms
were returned. ‘While in my sixth hour class, 18 out of 25

forms were returned. I had a total of 35 students whose

scores could be analyzed for this study. At semester break I
lost one student due to a schedule change. As a result, the
pretest/post-test comparison will have a sample size of 34
students instead of 35.

The study sample can be further analyzed to show that it
was fairly equal in its gender distribution. Its gender
distribution was 54.3% female and 45.7% male. Its ethnic
make-up was mostly Caucasian (94.2%) with a smaller percentage

of African-American origin (2.9%) and Asian origin (2.9%).

Lirerature Review : Learning Styles and Chemistry

If a person can be taught through materials and
activities related to his/her main learning style, it is
purported that person will ultimately learn more and perform
better on tests. Research demonstrates that both low and
average achievers earn higher scores on standardized
achievement tests and attitude tests when taught through their
learning style preferences (Dunn, 1996). Since the average
classroom is such a diverse group of individuals, it is
important that an instructor use a variety of teaching
techniques that address each learning preference. As
instructors, we need to change our focus to look at how we
could combine the different teaching methods to effectively
reach all students (Fairhurst and Fairhurst, 1995).

It is not easy to instruct outside of one's own learning
style. Students tend to learn best from teachers who are the
same type of learner as themselves (Fairhurst and Fairhurst,
1995). This is because most teachers will teach using the
learning style they are most comfortable with and prefer.

Teachers must learn to use a variety of techniques if they

 

want to become more effective in the classroom.

First, teachers must recognize that students are
individuals who will react differently to different stimuli.
Individuals vary in their aptitudes for learning, willingness
to learn, and the learning style(s) they choose to use while
learning (Jonassen and Grabowski, 1993). Even though most
instructors recognize these differences in students, they do
not always know how or are not willing to change the way they
teach. However, it is possible and desirable to adapt the
nature of instruction to accommodate differences in ability,
style, or preferences among individuals to improve learning
outcomes (Jonassen and Grabowski, 1993).

This does not mean that a teacher must totally revise
his/her teaching methods. Most learning theories focus
primarily on the student's learning process without taking
into account the needs and skills of the teacher (Fairhurst
and Fairhurst,1995). It is unnecessary and impossible for a
teacher to change his/her teaching techniques completely to
fulfill every student's needs. It may not be appropriate to
always accommodate learners' preferences or weaknesses, but
rather to challenge the learner to learn using methods that
are not preferred by that learner (Jonassen and Grabowski,
1993). A teacher should utilize a variety of techniques when
teaching a difficult concept to ensure the different learning
preferences of the individual students are addressed. It is
also important that the students are exposed to teaching
techniques relevant to learning styles they do not always
prefer so that they may expand their capabilities. Teachers
can provide positive reinforcement to a student's own learning

style by adding a few carefully chosen activities (Fairhurst

and Fairhurst, 1995).

My Stoichiometry Unit was designed to provide a better
learning environment for all the students. Often teachers
become complacent in their teaching style, using exclusively,
the methods that they find most comfortable. The goal of this
unit was to use a variety of teaching strategies in the
Stoichiometry Unit, yet at the same time not to overwhelm the
instructor with too many “new” ideas and techniques.
Stoichiometry is often one of the toughest and most important
unit for students. That is why I chose this unit to revise

and hopefully, successfully incorporate, into the curriculum.

Compariaon of Old Veraua flaw

Stoichiometry is a standard topic in secondary chemistry
classes. When revising the Stoichiometry Unit, I did not
change the goals for the unit (Appendix B2). But, I think it
is important to revise and incorporate new instructional
techniques to prevent teaching stagnation and to maintain both
instructor and student motivation and interest. By using
different activities and teaching techniques, to incorporate
the different learning styles of the students, they should be
more motivated to learn. During each new school year, I try
to incorporate fresh ideas and often find some to be
successful while others are not. The successful ones are used
again while the ineffective ideas are either revised or
discarded.

The general procedure for teaching the unit in the former
curriculum.was to present the material through lecture, some
demonstrations, and a few laboratory activities. The new,

revised unit introduced a Hyperstudio computer program,

entitled Polyatomic Ion Hyperstudio Program, designed by me to
help students in the mundane, yet necessary, memorizing
section of the unit. Hyperstudio is a computer program.that
can be used to enhance the presentation of material, by
incorporating sound, graphics, and animation onto colored
cards (slides). The new unit used less lecture and more
student-focused projects and activities. It also incorporated
many new laboratory exercises developed by me at Michigan
State University.

I tried to focus on maximizing the success of the
students by appealing to their individual learning styles.
This was done in several different ways. First, new concepts
were introduced at a level students could comprehend and
master before moving on to a more difficult level. This step-
by-step technique, which works with all learning styles,
promotes student confidence and encourages students to feel
capable of moving to the next level, thus increasing
motivation.

Success is one of the most essential motivator's

for students in the classroom. It is very important
for the instructor to have the first learning task
on a level that everyone can reach and accomplish
without failure (Hashway and Duke, 1992).

Another situation where student success was targeted was
difficult problem solving. The best way to plan for success
is to break the learning into smaller segments where all
students can learn them (Hashway and Duke, 1992).
Presentation of the material in smaller pieces will minimize
cognitive load (Krieger, 1997). When tackling quantitative
Stoichiometry problems that involve three steps, the problems

were broken down to these three steps instead of just one long

and often confusing step. Students, especially those who are
visual learners, benefit from this procedure.

Stoichiometry lectures were given for shorter periods of
time and were used as a supplement, rather than the primary
source for teaching a difficult concept. Short lectures,
which included overhead visual aides, were often given for
prelab purposes and the presentation of difficult concepts.
This type of lecture benefits both the auditory and the visual
learners. Provided that lecture is not used exclusively, it
can be a valuable tool in the hands of a teacher who enjoys it
(Fairhurst and Fairhurst, 1995).

New strategies were used to help students process
information from short-term.memory into long-term memory.
These procedures included: 60-second power writes, a Pivot
strategy, and a Type 1 writing. All of the above procedures
are methods that help enable the students to transfer
knowledge from short-termimemory to long-term.memory (Collins,
1992 and Elkins, 1997). All students, regardless of their
learning-style preference(s), benefit from these procedures.
Each procedure is defined and described in the Implementation
section of this paper.

Over my eight years of teaching, I have found that it is
important to challenge students if they are to learn.
Sometimes, there is a fine line between what is too difficult
and what is an obstacle that can be overcome. Since every
student is a unique individual, the line may be different from

person to person.

A certain amount of challenge is required in

order to increase the complexity of cognitive
systems, in that if disequilibrium is not
experienced, there is no motivation to change.

On the other hand, too much challenge can be
overwhelming and cause regression. The proper
levels of support are also required; too little
support can render the challenge overwhelming,

while too much can make cognitive change unnecessary
(Barrow, 1986).

In my experience, the Stoichiometry Unit definitely
challenges the student to learn. Many students find the
memorization of the polyatomic ions to be a tiresome task, yet
it is necessary in the writing and naming of chemical
formulas. Students often have difficulties in the
mathematical calculations used in this unit, especially in the
mastering of unit analysis. Unit analysis is a procedure used
to convert mass of a reactant, for example, to the mass of a
product in a particular chemical reaction. The point-two
level students have a difficult time with memorizing and with

concepts involving mathematical procedures.

10

IMPLEMENTATION OF THE UNIT

Era—gair Prapararign aad Hyparstagio Program

The Stoichiometry Unit, in the curriculum, unofficially
started when an informal prequiz was given to the students. I
asked the students to write the formulas for the following
ions: nitrate, carbonate, and sulfate. No one could
successfully write these formulas. Following this, I gave the
students the full list of polyatomic ions required for the
unit (Appendix B3). This was done early, two weeks before the
actual start of the unit, so that the students could get a
good start on memorizing these formulas - a tedious task for
some students, but a necessary one for the upcoming unit.

The polyatomic ions were presented in a color-coded
fashion. Ions with a negative-one charge were written in red,
negative-two ions in green, negative-three in blue, and the
positive-one ions in purple. This was done because many of
the students are visual learners and color coding the cards
facilitates the memorization of the material.

The next day we were able to work on the Hyperstudio
Polyatomic Ion Program, that I created, in the computer
laboratory. I designed the program in three parts to help my
students memorize the polyatomic ions and their charges
(Appendix B3). Like the individual flash cards, each
polyatomic ion on the computer was color coded. Sound and
many mnemonic devices were featured in the program.to aid in
the memorization process.

The program.starts by presenting the polyatomic ions on
separate cards grouped by similar charges. The student may

then proceed to a particular group and by clicking on the ion

11

 

name card he wants to learn, he can hear its name and see its
formula (Appendix D1). This first part of the program used
auditory, visual, and kinesthetic teaching styles to present
the information.

‘ The second part of the program used a mnemonic device
stack to uniquely present the ions with each card containing a
”trick" to enhance memorization of the ion nomenclature and
formula. This part of the program was very visual, auditory,
tactile, and of course kinesthetic with cards containing
pictorial, motion-incorporated, and auditory clues

(Appendix D2).

The third part of the program included two quizzes in
which the students could receive immediate feedback. Again,
different learning styles were addressed. Each time, after a
student answered a quiz question, a short portion of music
played, indicating whether or not the answer was correct.
Then, at the very end of the quiz, a student could get a
visual read-out of his final results (Appendix D3).

The next few days were spent finishing the previous unit
with a parallel effort by the students to keep studying the
ion flash cards, they had made, at home. The next week, my
class reviewed the polyatomic ions using the computer program
that I had designed and then took a quiz on their ability to
recognize the polyatomic ions (Appendix E2). This quiz is
discussed later in this section and again in the Evaluation

section.

Gene t in o Uni
A general outline of the unit depicting when major

concepts were taught, quizzes and tests given, and new

12

laboratory procedures and new activities were done is outlined
in Table 1 on the following page. A complete outline of the

unit, including activities, can be found in Appendix A.

Learning sryle Survey

A learning style survey was given to the classes at the
beginning of the unit and evaluated (Appendix C1). Most of
the students were aware of different learning styles and most
agreed with their own results of the survey.

Most of my students favored one learning style over
another, but there were a few who appeared to have a balance
between two and sometimes even three learning styles. The
learning style inventory that I used was a very brief and
easy-to—interpret survey. My goal was not to determine each
individual's exact learning preference but rather to show the
class that they vary in their learning-style preferences. It
also helped me to determine what type of activities would be

more beneficial to my particular students.

Pretasr, Post-taat, Qaiazea, and Tests

A pretest was given before the unit actually began
(Appendix E1). The pretest was composed of a general overview
of the Stoichiometry Unit. It was used to determine student
background knowledge. The pretest's first section provided
chemical formulas and asked for the name of the compounds.

The second section provided the chemicals' names and asked for
the formulas. The third section was a short answer section
including questions on Mass-Mass Stoichiometry and identifying
different chemical reaction types.

The pretest was given as a post-test, long enough after

13

Table 1 - weekly Outline of the Stoichiometry Unit

 

New’Activities

Major Concepts

 

 

 

 

 

 

-Internet Computer Lab
-Double Displacement Lab
-Test 2

-Lab Survey

 

week One -Pretest -Naming and
-Learning Style Survey writing
Formulas
-Ion Quiz 2 (Compounds) -Mass Percent
-Pivot Activity Composition
-Chemistry Name Game
-OreoR Cookie Lab
week Two -Empirical Formula Lab -Determining
-Test 1 Empirical and
-Smore Lab Molecular
Formulas
week Three -Chemical Reactions Lab -Mole to Gram
Conversions
-Chemical
Reaction Types
-Balancing
Equations
-Mole to Mole
Conversions
week Four -A Mole? Lab -Mass to Mass

Stoichiometry

 

14

 

 

 

 

the pretest (six weeks), so that most of the students did not
even recognize it. The Stoichiometry Unit, which took four
weeks of class time, unfortunately actually encompassed a six-
week period because of Christmas break.

Two polyatomic ion quizzes were given and evaluated
during the unit. The first one (Appendix E2), mentioned
earlier in the Hyperstudio section, was right after the
implementation of the Polyatomic Ion Hyperstudio Program. The
second quiz, which actually included the writing and naming of
compounds which contained polyatomic ions, was given during
the first week of the unit (Appendix E3). The results from
both quizzes are discussed in the Evaluation section.

Two tests were given during the unit (Appendix E4). Both
tests were almost identical to the two tests given in the
former unit (1995-96). Because of this similarity a
comparison, of the tests' scores was made, between the two

years and is documented in the evaluation section of this

paper.

Labgratory Exercises

All of the following laboratory exercises were new to the
unit except for one, the Empirical Formula Lab, which was
revised.

1) The Organ Cookie Lab was designed to provide an
engaging and practical application of percent composition data
(Appendix F1). The students were required to design their own
laboratory procedure and to prepare a formal laboratory write-
up which included an introduction, procedure, data sample,

conclusion, and sources of experimental error. The students

15

could easily understand and apply what they had learned in the
classroom. There was also the extra bonus of being able to
eat the cookie after the data were collected.

2) The Empiriaal_rgrmala_LaL was a revised laboratory
activity (Appendix F2). This laboratory activity was designed
to provide practice for the calculations one must use to
determine an empirical formula of a compound, using data
collected in a laboratory environment.

3) The Smora Lam was used to introduce a new concept to
the students instead of reinforcing a concept previously
taught in the classroom (Appendix F3). It introduced the
concept of Mass-Mass Stoichiometry using a familiar item - a
smore. In case the smore is unknown to you, it is a graham
cracker sandwich with a filling composed of a marshmallow and
a chocolate bar. The students had to mass the reactants
(graham crackers, chocolate bar, and marshmallow) and the
final product (smore). They should have been able to apply
the Law of Conservation of Mass at this point. Their data
were used to answer Mass-Mass Stoichiometry questions related
to smores. They then had to apply the learned knowledge to a
“real" chemical reaction.

4) The Qaamigal_3aaarigaalll_LaL was a series of
reactions performed by the students using standard laboratory
procedures (Appendix F4). Each student practiced identifying
the different types of reactions (double displacement, single
displacement, composition, and decomposition). They also
practiced writing and balancing general equations.

5) The a Mole: Lap required students to use mole-to-mole
Stoichiometry in calculations (Appendix F5). This activity

was used as a followhup activity to classroom instruction.

16

6) The Double Displacement Lab introduced students to
the idea of a limiting reagent compared to an excess reagent
using a filtering technique (Appendix F6). Once again, they
practiced Mass-Mass Stoichiometry calculations. Like most of
the previous laboratory activities, it was designed to
reinforce concepts taught in the classroom while giving the
students a practical application of the theory.

The above laboratory activities helped to reinforce
learning especially for the kinesthetic and tactile learners.
.All of the laboratory activities included write-ups that were

collected by me for a grade. The Great! Cookie Lab required a

 

formal write-up to be completed by each student. The other
laboratory activities included data tables and questions that
the students needed to complete as a substitute for a formal
write-up. Student performances on these laboratory exercises

are documented in the Evaluation section.

New Classroom Activities and Handouts
(A flow chart, which I found on the Internet (Park, 1996),

was adapted as a visual aid for learning the nomenclature of
different types of compounds (Appendix B4). It was used to
supplement a handout, which described how to name chemical
compounds, and a lecture which included many examples.

The Chemistry Name Game was used as a tactile and
kinesthetic method for learning the names of different ionic
compounds (Appendix B5). Each student was given a card with
either a metal ion, a polyatomic ion, or a number on it. Each
student must silently locate three other students and make a
match to form an ionic compound. Once partners were found,

they could sit down to name their compound. Following the

17

discussion, they disbanded into groups of two, to practice

naming and writing compound formulas on a worksheet.

Nampry-Writing Activities Explaiaed

One of the new techniques used to help students transfer
short-term.memory into long-term memory is referred to as the
60-second power writing (Elkins, 1997). In this type of
writing the instructor teaches a lesson, then the students are
asked to turn their paper/notebook over and write a summary of
what they just learned. They get 60 seconds in which to write
all they can remember. This type of writing is a benefit to
all types of learners, especially visual learners.

Another type of writing is referred to as a Type I
(Collins, 1992). In this writing technique the instructor
presents a question or problem that the students are asked to
write about. The students must follow certain guidelines set
by the teacher. These guidelines are very general and would
include a set number of lines the student must write and a
time limit in which they have to write. The writing is not
judged necessarily on the concept of being right or wrong.
This type of writing was used by this instructor to conduct
informal surveys and to check for understanding (and
misunderstandings) on certain concepts.

One other new technique that should be explained is the
Pivot Activity (Elkins, 1997). In this activity the paired
students face each other in close proximity. Each student has
a question to answer or a process to explain. While the first
student is answering (or explaining) their partner must
listen. The listening partner may then ask for further

explanation or may add to their partner's explanation.

18

The roles are then reversed as the listening partner becomes
the teacher and the other the listener. This procedure

benefits all students, especially auditory learners.

Suryay of Laborarory Erercises and New'Activities

A survey (Appendix C2) was given to the students at the
end of the Stoichiometry Unit asking them to evaluate the six
laboratory activities and the other new activities used in the
unit. Many of the students' comments are used throughout the
Evaluation section since their input is valuable and

pertinent.

19

EVALUATION

Learning Style Survey Results
The learning style survey given to my students showed the

following results (Figure 1).

 

Learning Style Results

Auditory
Kinesthetic 5% Tactual

20% p 25%

     

N0 Visual
Preference 2 6%
23%

 

 

 

Figure 1 - Learning Style Survey Results

Clearly there was a variety of learning styles possessed
by my students. The highest preferences were for tactile and
visual learning. The results were anticipated. Many high
school students are very active and prefer to learn in a
hands—on way, so it is not surprising to find a high number of
tactile learners. Most people (65%) in the general population
are visual learners (Bezos, 1996), so it is expected to have
many of my students preferring a visual method. The lowest
preference in my survey was auditory (5.7%) which does not
appear to be consistent with the 30% found in the normal

population (Bezos, 1996). The percentage of students who did

20

not seem to have a specific preference can be further broken
down into the following: 75% of the no preference group
included auditory as one of those preferences, 63% included
tactile, 63% included kinesthetic, and 63% included visual as
one of those preferences. I think it is expected for
students, if they are interested in the sciences, to be
kinesthetic and tactile learners since science tends to be a
hands-on-type experience.

With these results, it was important that I as a teacher,
use a variety of teaching techniques in order to incorporate
all of these different learning styles. To be more effective,
I needed to include many more laboratory exercises in the unit
than I had in the past. I also needed to include as many
visual aides as I could. And, even though auditory learning
was a low preference, some students still preferred that
method of learning and so it was important to include a few

auditory activities.

Pretest and Post—rest Comparison
The results from the pretest established that the

students knew very little of the content area about to be
taught. The mean score for the study group was 16.9% (2.2
points out of 13 points possible). The scores ranged from
zero points out of thirteen (0%) up to seven points out of
thirteen (53.8%).

Subsequently, the same test was given as a post-test to
determine improvement. The students definitely showed an
improvement from the pretest. The students' mean score was
70.0% (9.1 points out of 13 points possible). The scores

ranged from.four out of thirteen (30.8%) up to twelve out of

21

thirteen (92.3%).

The students greatly improved (Table 2) in the area of
naming and writing compound formulas (questions one through
nine on the test). Approximately 50% of the students still
had problems writing out an explanation on how to predict the
possible mass of a product given the mass of the initial
reactants, the reaction, and the chemical formulas (question
ten on the test). Since I asked the students to explain the
problemesolving procedure in words as opposed to actually
solving the problem numerically, many students had a difficult
time. Moat students easily identified the types of reactions
(question eleven). 91.2% of the students could identify at
least one of the two reactions. 82.4% of the students
correctly identified both reactions. Two separate statistical
tests, the Chi Square and a t-test, showed a significant
difference in the comparison of the pretest and the post-test

data, calculated at the 0.01 level.

22

Table 2 - Pretest and Post-test Results

Mini—l $12—55; reggae; Legals;
% 0 ts :- v e t
1. l 5 31
2. 2 11 69
3. 2 9 54
4. 0 4 31
5. 7 12 38
6. 2 5 23
7. 2 8 46
8. 4 10 46
9. 0 9 69
10. 1 5 31
ll. 2 10 62
12. l 8 54
13. 2 9 54
14. 1 7 46
15. 2 10 62
16. 3 ll 62
17. 2 8 46
18. 4 9 38
19. 2 9 54
20. 2 12 77
21. 2 10 62
22. 4 12 62
23. 1 7 46
24. 2 7 38
25. 3 10 54
26. 5 ll 46
27. 1 9 62
28. 1 12 85
29. 3 11 62
30. l 10 70
31. 2 11 69
32. 1 4 23
33. 1 11 77
34. 6 12 46

23

4 r urn—*1»!

Polyatomic Ioa Quiz Comparison

The students were given two quizzes on their knowledge of
the polyatomic ions. The first asked the students to identify
the polyatomic ions (Appendix E2) and the second asked the
students to identify compounds containing polyatomic ions
(Appendix E3). Two separate statistical tests (Chi square and
t-test) showed no statistical relationship, at the 0.01 level,
between the two quizzes. Yet, as one looks at the results,
one can see there were fewer failing grades (Figure 2). This
indicates a positive association to the Polyatomic Ion
Hyperstudio Program since I required students, who did not
receive a C grade or higher on the first quiz, to spend extra
time working on the computer program after school. As one can
see, by comparing scores on the first quiz to those on the
final quiz, the extra time helped improve scores, particularly
in the B and C range. The number of failures certainly
decreased and the number of scores above average (C grade)
therefore increased.

The Polyatomic Ion Hyperstudio Program was designed to
envelope all learning styles — visual, kinesthetic, tactile,
and auditory. All the students inventoried, by means of a
Type I writing and a survey (Appendix C2), made positive
comments about the program. A comment by one student summed
up the feelings of many with the following, “It was nice to
have a change of pace and use the computers." Overall, I was
very pleased with the program and how it “spiced" up the
classroom by providing a different method of presentation.
While using it, I observed that the students stayed on task

with great interest. Also, in the writing sample mentioned

24

earlier, 47% of the students noted that they had never even

used a Hyperstudio program before.

 

Quiz Comparison Data

NW-AUI
COCO

. ‘ IFirst Quiz
, lFinal Quiz

—n
0

Percentage of Students

 

0

Letter Grades

 

 

 

Figure 2 - Comparison Between Quiz One and Two

Laboratory and Classroom Activities

A survey was given to the students asking them to
evaluate the classroom activities and laboratory exercises
completed in the Stoichiometry Unit (Appendix C2). The survey
asked the students what they liked about the activity, what
they did not like, suggestions to improve the activity, and
finally what they had learned from the activity. Many of
their comments will be included in the following section.

According to this survey, the Polyatomic Ion Hyperstudio
Program was a success. The students seemed to enjoy it as a
new kind of presentation. Many students made positive
comments. The first part of the program, the section

introducing the ions using auditory and visual cues, received

25

comments stating that the program helped them in the
pronunciation of the ions. Other comments included:

*"I thought it was a very cool program and I

would put it on my computer."

*"I think it really helped me to understand

what we have been studying in class."

*"I think it's fun and it's a different way of
memorizing hard formulas."

*"It rocked."

The second part of the program, which was the mnemonic
device section, also received positive feedback. Some

comments made by the students on this stack included:

hrweeeemx

*"I liked the joke card with the cat. It was corny,
but it was the best card. It made me remember the
ion."

*"It did help me get ideas for little ways to remember
things and it will definitely help me memorize."

The third part of the program, the quiz section, even
received positive reviews. Some student comments included:

*"I liked the fact that there's a quiz at the end

so you can see how much you've learned while using
the program."

*"I think the program was pretty cool, especially with
the music and everything. It was like using

flash cards and it was cool how you could tell

you got the answer right when the music would play."

The comments were all positive and the program allowed all of
the students to interact in such a way that they enjoyed
learning.

For another computer experience, I used computers
in the library to introduce all of my students to various web
sites on the Internet related to Chemistry. My students
enjoyed the experience despite system difficulties and lengthy
log-on times. Some of their comments included:

*"It helped me review stoichiometry."

*"It was a new and out of the ordinary method of
teaching stoichiometry."

*"We should do this more often."

26

Most of the students enjoyed visiting the different web sites,
which benefited the visual, kinesthetic, and tactile learners.

The Chemistry Name Game, which targeted the kinesthetic
and tactile learner, was a fun and alternative endeavor for
most students. Some comments included: "It was a better way
to learn than a lecture" and "It helped me figure out how to
write a compound." My favorite comment, "It got the whole
class actively involved," showed that it definitely was a good
activity. It is often very difficult to find an activity in
which all students are involved. This activity forced
everyone to get up, move around, and actively participate.

The Pivot Activity was a great way for students to
determine for themselves how well they really understood the
material they were to explain. It provided auditory and
kinesthetic learners a chance to use their preferred learning
methods. Some student comments to this effect were:

*"It was a good way to see if you understood it."
*"we got to teach each other one-on-one."

*"It's easier for me to learn through my peers,
so it helped."

Some other positive aspects to this style of learning is that
it helps shyer students speak out. One student commented, "I
think I learned to not be afraid to speak up and answer or ask
a question," and another student said, "It gave me a chance to
talk to one of my peers and show them what I knew."

The OreoB Cookie Lab was one of the students ' favorites.

 

It was an easy, yet important, exercise that reinforced the
concept of percent composition of a substance. The students
liked it because it was easy to understand and very open-

ended. Some of their comments included:

27

*”It was fun to be able to relate the lab to
(one's) own life."

*"We got to have fun while working."

*"Since we made up the procedures it was easier
and I knew what I was doing. It was probably
the best lab we did all year."

The results of the laboratory exercise were quite good,
mostly A grades and B grades with a small percentage of
failures (Figure 3). The failures resulted mainly from
students not handing the exercise in. Everyone who
did hand in a laboratory write—up did a very nice job and
seemed to enjoy it.

 

Oreo Cookie Lab Results

“CTN”
0000

NW
00

 

Percentage of Students
A
o

d
00

Letter Grades

 

 

 

Figure 3 - OreoR Cookie Laboratory Results

The laboratory activity, the Empirical Formula Lab was a
revised exercise from the former unit. I kept it because it
was a good laboratory exercise for practicing the steps to
determine a formula from collected data. The students did not

find it particularly exciting but did agree it was a

28

worthwhile laboratory activity. Many agreed it helped them to
learn how to calculate formulas and also gave them practice in
writing a chemical equation. One comment summing this up by a
student was, "I learned how to write formulas."

The results of this laboratory exercise are very similar
to the previous laboratory exercise (Figure 4). Those
students who took the time to finish the activity did a very
nice job but again, there were a few who failed to complete

the assignment.

 

Empirical Formula Lab Results

Percentage of Students

 

Letter Grades

 

 

 

Figure 4 — Empirical Formula Laboratory Results

The Smpre Lap, another tasty laboratory exercise, was
used as an introductory activity instead of the typical
reinforcement-type exercise. It helped students to understand
the concept of Mass-Mass Stoichiometry. Some students
proclaimed, "It helped me in mass-mass problems." The timing

of this laboratory activity, right before Christmas, was

29

great. The informality of the laboratory activity lent itself
to the season. A student commented, "It was a good one to do
before break and it was also very tasty." Some of the
students did not like the fact that it was used as an
introduction and felt I should have lectured on the topic
beforehand. However, I believe the students need to be more
responsible for their learning and it was a good way to
introduce the topic. The laboratory exercise showed a
practical analogy to Mass-Mass Stoichiometry and was fairly
straight forward.

The results showed that most of the students did a
wonderful job, receiving an A grade (Figure 5). However,
there were a few students who did not even hand in the
exercise once again and a few who, despite turning the project

in, did so incompletely or incorrectly.

 

Smore Lab Results

Percentage of Students

 

Letter Grades

 

 

 

Figure 5 - Smore Laboratory Results

30

 

The Chemical ReactionslllLab was an excellent activity
to illustrate a variety of different chemical reactions. Many
students enjoyed the variety of techniques used in this
exercise. One student commented, ”I liked watching all the
different reactions and I liked the opportunity of doing this
lab." The students once again did a nice job on this
laboratory activity as shown in the results (Figure 6). The
results did show a wider scattering of grades than the
previous laboratory exercises. I believe this was due to the
fact that the students had to write out chemical reactions, a
difficult task to learn and one where small mistakes are often

easily made.

 

Chemical Reactions Lab Results

2838

 

Percentage of Students
N
o

d—I
001001

Letter Grades

 

 

 

Figure 6 - Chemical Reactions Laboratory Results

The laboratory exercise entitled, A Mole? Lab, was
another successful laboratory exercise. Many students liked
the bubbling reaction. Comments to this effect included, ”I

liked the reactions that occurred" and ”I really liked seeing

31

how the sodium bicarbonate and hydrochloric acid reacted. It
was pretty interesting to watch."

This exercise, which incorporated mole-to-mole
stoichiometry calculations was difficult for some students
because of the mathematics involved. The results of the
laboratory exercise showed a smaller percentage of A grades.
Yet, the number of passing grades on this exercise were still

fairly high while the number of failing grades were low

 

 

(Figure 7).
A Mole? Lab Results
2
E
0
‘U
3
m
‘-
e
0
a
3
C
0
O
S
A.
Letter Grades

 

 

 

Figure 7 - A Mole? Laboratory Results

The last laboratory exercise , the Double Displacement
Lapl proved to be a ”great way to teach stoichiometry,"
according to one of my students. The laboratory exercise
seemed to be extremely interesting to the students as one
summed it up by saying, "The reaction made a cool looking

substance." Another student said, "It helped me to comprehend

32

stoichiometry and percent error." Another one commented, "I
learned that aqueous Substances go through filter paper and
the "water" can still be clear while containing something
that's dissolved." I thought this was an interesting
~observation since I often forget some concepts that seem to be
obvious to me are not always that apparent to the student.

The results, for this exercise, were not recorded as a
letter grade but rather as either excellent, satisfactory, or
unsatisfactory (Figure 8). As one can see from the results,
the highest percentage was under the category of excellent.
Unfortunately, the percentage of unsatisfactory was higher
than desired. This lower percentage can be explained by a
next-day test and an end-of-the-marking period deadline.
During this time, students have many projects due in other
classes and need time to study for their upcoming

examinations.

 

Double Displacement Lab Results

Unsatisfactory
26%

Exceflent
57%

  

Satisfactory
1T%

 

 

 

Figure 8 - Double Displacement Laboratory Results

Cgmpariaop of Test ang Upit Results to Thgae of rap Yeara Aga
Since I taught the same class two years ago (point—two

Chemistry) during the same hours, I thought it would be

33

interesting to compare the results between the two years,
since the tests were almost identical. It is difficult to do
a scientific study using students as subjects as it is not
possible to control all of the variables. Students vary from
year to year and so the classroom environment and makeup does
too.

In the past, including two years ago, I taught the unit
using more lecture and less hands-on activities. I was not
aware of the literature about learning styles and how to teach

using different methods to accommodate those learning styles.

4....qu

Since the unit is always interrupted by Christmas break,
there were actually two tests given. Plus, it is such a long
unit that I like to divide the unit into smaller sections.
When looking at the data for Test 1 (Table 3), one can see
that the mean score for the new unit was higher (79%) than the
mean score for the previous, former unit (72%). These results
were very pleasing since the students had to take the test two
days before Christmas break and they were excited and ready to
leave for vacation. Two statistical tests were done (Chi
square and t-test) to see if there was a significant
difference in the data, at the 0.01 level, comparing the two
years, but no significant relationship was found. By looking
at the percentage results (Figure 9) one can see there was an
improvement in grades. There was a higher percentage of
students with A grades and a lower percentage with failing

grades in the new unit.

34

 

 

Comparison of Test 1 between Old and
New Unit

Percentage of
Students

 

Letter Grades

 

 

 

Figure 9 - Test 1 Comparison Using Letter Grades

35

Table 3 - Percentage Test Scores Comparing Old to New Unit

 

W Test 1(95-96) Test 1(91-98) Test 2(95-96) Test 2(91-98)
1. 73 64 54 54
2. 75 91 81 96
3. 77 85 79 96
4. 79 97 60 92
5. 88 36 90 4o
6. 86 88 92 71
7. 71 94 77 83
8. 36 103 96 88
9. 55 82 75 83
10. 84 52 56 54
11. 84 103 77 105
12. 25 88 10 88
13. 82 76 90 71
14. 79 91 100 104
15. 91 55 100 29
16. 46 70 48 63
17. 80 100 96 105
18. 32 61 54 50
19. 96 79 98 96
20. 98 76 77 46
21. 48 79 42 40
22. 91 97 100 96
23. 102 55 79 21
24. 80 55 75 67
25. 50 76 38 92
26. 38 82 31 46
27. 100 42 92 38
28. 79 100 46 105
29. 89 91 71 105
30. 88 79 83 75
31. 86 42 88 42
32. 70 106 98 100
33. 66 97 10 83
34. 98 76 100 40
35. 54 82 29 75
36. 59 65
37. 0 0
38. 70 79
39. 59 58
40. 89 92
41. 86 81
42. 57 29
43. 79 96
44. 88 94
45._ 71 79
46. 57 15
47. 96 67
48. 75 38
Isaa._1 lean__1 usaa__i Isaa._1
72 79 68 73

36

In 1995-1996 we had a shorter Christmas vacation than in
1997-1998, with three weeks between Christmas break and final
exams, rather than the two weeks between Christmas break and
final exams when I taught the new unit. As a result, the new
unit was significantly condensed. The students did well
considering the time constraints and the fact that they wanted
and needed to start preparing for their exams. By looking at
the percent scores for Test 2 (Table 3), one can see that the
mean score for the new unit (73%) was better than the mean
score for the previous, former unit (68%). At the 0.01 level,
two statistical tests were done (Chi square and t-test) to see
if there was a significant difference in the comparison of the
two years' data and no significant relationship was found.
When looking at the percentage results one can see there was
some improvement from two years ago to this year (Figure 10).
In the new unit, their was a higher percentage of students

with A and B letter grades, than in the older unit.

37

 

 

Comparison of Test 2 between Old and New
Unit

1%.: " ‘

ifififififit

{113-

3:!”
sfi

I 1995-96 (
I 1997—98

.y.‘ 5"
4,

Percentage of
Students

«1; E5,

 

Letter Grades

 

 

 

Figure 10 - Test 2 Comparison Using Letter Grades

The final comparison was between the entire unit grades
from the new-unit version (1997-98) and the former-unit
version (1995-96). The data were checked at the 0.01 level,
using two statistical tests (Chi square and t-test). The
statistical tests did not show a statistically significant
improvement when comparing the data for the two units.

A comparison of the mean scores for the two years (Table
4) shows that students in the new unit did score 9% higher.

In addition, Figure 11 shows that in the new unit, there was a
higher percentage of students with A grades, a high percentage
of B grades, and a lower percentage of failing grades, when

compared to those of the older unit.

38

Table 4 - Unit Grades Comparing Old to New Unit

Midgets Unit % grades 1995-96 Upit % grades 1997-98
1. 74 70

2. 63 91
3. 81 80
4. 80 100
5. 89 58
6. 91 78
7. 77 87
8. 69 98
9. 69 86
10. 68 53
11. 72 105
12. 17 84
13. 85 91
14. 87 83
15. 71 65
16. 39 82
17. 85 106
18. 58 65
19. 96 91
20. 76 71
21. 38 71
22. 96 102
23. 89 46
24. 80 84
25. 63 94
26. 54 70
27. 92 62
28. 63 100
29. 86 92
30. 85 84
31. 89 63
32. 81 84
33. . 55 79
34. 100 79
35. 52 85
36. 52

37. 9

38. 71

39. 75

4o. 92

41. 84

42. 58

43. 87

44. 84

45. 7o

46. 39

47. 87

48. 74

luuui_3__122§:2§. MEEHL_3__1221:2§.
72 81

39

 

Comparison of Old and New Units

35 . ,

30 E
0 a, 25 ' g
" ‘E 20 £52
8' o . g;
g; 15 .; g I 1995-96
3 u: 83 I 1997-98
a 10 ,: g

5 g

0

 

Letter Grades

 

 

 

Figure 11 - Unit Comparison Using Percent Grades

Arranging the grade data by year (Figure 12) shows that
the new unit certainly had a larger percentage of students
with A grades compared to the other grades. Each letter
grade, following the A grades, reveals a decline in number,
with the smallest allotment in the failure category. These
are excellent results. Overall, it shows more students
excelled in the new unit. And, it also showed the gradual

regression in scores the former unit did not have.

40

 

 

 

Comparison of Old versus New Unit

  

Percentages

   

1995/1996 1997/1998

 

 

Figure 12 - Unit Comparison Using Percent Grades
Rearranged by Year

41

CONCLUSION

Overall performance by the students on the Stoichiometry
Unit was very impressive. A mean score in the B range, for a
difficult unit, convinced me that the revised version of the
unit was a success. I will continue to use the activities and
laboratory exercises from the new unit in the future.

Years ago, the traditional role of the teacher was to be
a source and presenter of knowledge. Now, with advancements
in technology and different requirements in the work force,
students need to be more self-motivating learners. They must
be more active in their roles as learners. At the same time,
teachers must assume a greater role as a facilitator of
learning. Every student learns in their own unique way. A
teacher must be able to accommodate the many different types
of learners and, therefore, are required to be flexible and
encompassing in their teaching techniques. By providing an
assortment of activities relevant to the different learning
styles, the teacher will be more likely to reach and inspire
each and every student.

The Stoichiometry Unit provided this assortment. It
provided auditory stimulation through the use of lecture, the
Pivot Activity, classroom discussions, and the Polyatomic Ion
Hyperstudio Program. It provided visual prompts through the
use of overheads within the lecture, reading and writing
assignments, the Polyatomic Ion Hyperstudio Program, written
instructions for the laboratory exercises, and worksheets. It
also provided kinesthetic activities through the use of the

Chemistry Name Game, worksheets with practice problems, and

42

the Polyatomic Ion Hyperstudio Program. And finally, it
supplied tactile activities by implementing many laboratory
exercises.

All of these practices were beneficial and instrumental
to teaching. I plan to use them again next year. In
addition, I plan to implement the exercises that I found to be
especially successful, such as the Pivot Activity, more often
throughout the unit and in other units, too. Time was a
restricting factor this past year. I truly believe that the
timing for Test 2 (right before final exams) had a major
impact on the unfavorable scores. Unfortunately, there is
little I can do about the scheduling of examinations.
Possibly, with more time within the unit for assimilation
activities, the test scores will improve.

Test scores are convenient but not always the best method
for evaluating student achievement and understanding. This is
why I use many different methods of assessment. These methods
include homework assignments, Type-1 and other writing
assignments, and of course, laboratory exercises. To
accurately reflect input of these activities into student
learning, I compared the Units' scores. The New Unit's scores
showed good results and significant improvement over the
previous version of the unit.

Students are our most valuable asset. They deserve an
education that will challenge and motivate them. By
incorporating different teaching methods that address
different learning styles into the classroom, a teacher can
provide an atmosphere conducive to learning. Teachers need to

become more aware of the differences in students and learn to

43

accommodate those differences. The new Stoichiometry Unit,
which implemented a variety of teaching methods, was a first
step in the right direction. I plan to alter other units
within the Chemistry curriculum by incorporating a variety of
learning—style activities.

we, as teachers, should be positive role-models and
motivate students to do their best. That is why it is
important for instructors to demonstrate their willingness to
incorporate new teaching methods. If we expect our students
to be successful in the ever-changing future we need to be

able, and willing, to change.

44

BIBLIOGRAPHY

45

BIBLIOGRAPHY

Allendoerfer, Robert D. 1995, “Real Life" Problems. [Online]
Available: http://www.chem.buffalo.edu/chemweb/stoichOl.
html.

Allred, Susan G. and Terry K. Holliday. 1995, “Learning
Styles and the High School: Pipe Dream or Reality?"

W. v79. 11568. 982-88. February-

Barrow, John C. 1986, Fostering Cegpitive Development of
Stpdents. JOssey-Bass Inc., Publishers. San Francisco,

California.

Bezos, Jeff. 1996, How Your Learning Style Affects Your Use
of Mnemonics. [Online] Available: http://www.mindtools.
com/fallacy.html.

Billic, D. 1997, Compounds Containing Polyatomic Ions.
[Online] Available :http://www.peel.edu.on.ca/~applewd/
Science/Chem/SCH3AOInomenclature/radicals.html.

Bolton, Ruth P., Elizabeth V. Lamphere, Mario Menesini, and

Paul C. Huang. 1973, Laboratopy Experiments in Action
Qhemieppy. Holt, Rinehart, and Winston, Inc. NQW’YOIK.

Borgford, Christie L. and Lee R. Summerlin. 1998, Chemical

Activities, Teachep Edition. American Chemical
Society, washington, D.C.

Collins, John J. 1992, ve o 'n Writin d T ’ ' Ski ls
Across the Curriculum, The NETWORK Inc., Andover,
Massachussets.

Dougan, David. 1994, LewaWaste, Low-giek Chepietpy Lape,
J. weston Walch, Publisher, Portland, Maine.

Dunn, Rita. 1996, How te Ipplemept and Supervise e Learpipg
Styie Pregram. Association for Supervision and

Curriculum Development, Alexandria, Virginia.

Elkins, Gale H. 1997, Midland Schools Block Schedule,
Pgaciical Strategiee. Portland, Oregon.

Fairhurst, Alice M. and Lisa L. Fairhurst. 1995, Effeetive

Teaching, Effective Leainipg: uekipg the Persepeiipy
Copnectiop in Your Classpoqm. Davies-Black Publishing,

Palo Alto, California.

Goldstein, Kenneth M. and Sheldon Blackman. 1978, Cognitive
Spyie. John Wiley & Sons, New York.

46

Hashway, Robert M. and L. Irene Duke. 1992, Cognitive Styies:
A Epime; to the Literature. Lewiston, New York.

Jonassen, David H. and Barbara L. Grabowski. 1993, Handbook
of Individual Differences, Learning, and Instruction.
Lawrence Erlbaum Associates, Publishers, Hillsdale,

New Jersey.

Krieger, Carla R. 1997, “Stoogiometry: A Cognitive Approach
to Teaching Stoichiometry." Journal of Chemical
Education, v74, n3, p306-309, March.

Park, John L. 1996, Flowchart for Naming Simple Inorganic
Compounds. [Online Image] Available: http://dbhs.wvusd.
k12.ca.us/Naming-Flowchart.html.

Parker, Maryellen. 1997, Learning Style Instruction and The
NASSP Learning Style Profile. [Online] Available:
http://www.nassp.org/servicesIresource/profile.htm.

Scott, William.A., D. Wayne Osgood, and Christopher Peterson.

1979, Cognitive Structure: Theopy and Measurement of
Individual Differences. V. H. Winston & Sons,

Washington, D.C.

Silberman, Robert G. and Wilmer J. Stratton. 1994,

Chemistpy in Congent: Applyihg Chemistpy te Society,
Wm. C. Brown Publishers, Dubuque, Iowa.

Sternberg, Robert J. 1996, “Allowing for Thinking Styles."
Egpcatiohal Leadership, v24, n1, p64-75, January.

Summerlin, Lee R. and James L. Ealy, Jr. 1988, Chemical
hemonstrations: A Sourcebook f0; Teachers,

Volume 1 Second Edition. American Chemical Society,
Washington, D.C.

 

Tocci, Salvatore and Claudia Viehland. 1996, Holt Chemistpy
Eisnelizihg_he§pep. Holt, Rinehart, and Winston, Inc.

walsh, Maria R. 1998, Eppewering Students hy Mahihg Them More
Respehsihle for Their Leepning. Michigan Science

Teachers' Association Conference.

wasmer, Gini. 1997, Feed Labs 0; the Teepege Bgeih florks
Beige; flheh_Eeg. Downers Grove North H.S., Illinois.

Witkin, Herman A. and Donald R. Goodenough. 1981, Cognitive
Styies: Essehce and Origins. International

Universities Press, Inc., New York.

47

APPENDICES

48

£Eilfin§££;_2§&§.
Menday: 11/24/97

Tuesday: 11/25/97

Tuesday: 12/2/97

MOnday: 12/8/97

Tuesday: 12/9/97

wednesday: 12/10/97

Thursday: 12/11/97

Appendix A

Daily Outline of Unit

We;

*Prequiz
*Students made color-coded
flash cards of polyatomic ions

*40 minutes spent on computer
program to help memorize
polyatomic ions

*Type I writing done as an
informal assessment tool

*40 minutes spent on computer
program for polyatomic ions
*Quiz over polyatomic ions

*Actual beginning of
Stoichiometry"Unit:
*Pretest given
*Oxidation number review
*Flow chart on naming
*60-second power writing
*Learning Style Survey

*Handouts: Goals of Unit,
Packet on ”How to Name
Compounds", oxidation number
worksheet, naming compounds
worksheet.

*Practice: assigning

of oxidation numbers,writing
formulas, and naming compounds

*Hand in homework-naming
compounds worksheet

*Quiz on compounds

*Pivot Activity

*Name game and worksheet
*Handout on % composition and
worksheet

*homework check

*Name game

*Mass % worksheet - went over
*Homework: Read/notes on
pages 207-208, problems 1-3
pages 209—211, problems 16,17

49

Appendix A (cont'd)
Friday: 12/12/97

Monday: 12/15/97

Tuesday: 12/16/97

wednesday: 12/17/97

Thursday: 12/18/97

Friday: 12/19/97
*Christ-as Break

Monday: 1/5/98

Tuesday: 1/6/98

*QpeoB Cookie Lab

*Homework problems - went over
*Empirical formula notes
*Handout worksheet on

empirical formulas - class

work and homework

*Students showed and explained

their answers to worksheet on

the blackboard

*Handout WOrksheet II for
homework

*Prelab and Lab - F

Empiricel Eopmhla Lab

*Finish 12/16 lab by massing
dry products

*Work on lab in class
*Review for test

rim-

*Test

*Homework: read/notes on
pages 238-251, problems 7A:
1,2

section review problems:
8,10,11,13

*Smore Lab introducing
Stoichiometry problems

*Handout goals for second half
of the unit

*Hand back and go over test 1
*Review naming rules

*Assign problems over formula

weights, determine molar mass,
and conversions from grams to
moles and vice versa

*Hand back and go over labs

*NOtes on types of reactions
*Practice sheet on balancing
and determining types of
reactions

*Prelab

50

Appendix A (cont'd).
wednesday: 1/7/98
Thursday: 1/8/98

Friday: 1/9/98

Monday: 1/12/98

Tuesday: 1/13/98

Wednesday: 1/14/98

Thursday: 1/15/98

Friday: 1/16/98

*Exan Week

WEek of: 1/26-28/98

*Quiz

*Qhemical Reaetione Lab

*Mole city handout

*Practice conversions of moles
to grams and vice versa

*Mole to Mole problems
introduced

*Hand back quiz/answer
questions

*Hand back lab/answer
questions

*Go over homework on balancing
*Prelab

*A_M9l§Z_L§D (HC1 and NaHC03)

*Internet Computer Lab -
practice stoichiometry

*Prelab and Lab (Doubie
W)

*Finish lab
*Review for test

*Test 2
*Lab Survey

*Post-test

51

Appendix B1

Permission Slip

December, 1997

Dear Parents,

Over the past several years I have been working on courses to
fulfill the requirements of a Masters of Science degree
through Michigan State University. For the next four to five
weeks I will be completing my thesis project. In order to
accomplish this, I will be asking your child to fill out a
survey to find out the type of learning style that he/she
prefers. Then, we will be working with many different
teaching techniques so that eii of the learning styles are
incorporated into the classroom. My primary concern will be
to provide the best learning environment for eii of the
students involved.

Through this process I will be using your childrens' course
work, grades and comments to formulate conclusions about the
success of these teaching styles. Students' names will not be
used in the project and will remain confidential.

Please sign below, in the appropriate blank, regarding your
feelings on this issue and return via your student to me.

Michigan State University's policy requires me to get your
acknowledgement of this process. If you have any questions
please feel free to call me or my Science Department Head. I
may be reached at Herbert Henry Dow High School (839-2482) or
at home (689-4891). Dorothy Horan , Science Department Head,
may be reached at Herbert Henry Dow School (839-2482).

Sincerely,

Luann K. Decker
Chemistry Teacher

 

Student's Name Hour
Yes, You may use my No, you may not use my
student's data. student's data.

52

Appendix B2

Stoichiometry Goals

Part 1: Chemical Femmulas
The student should be able to:

1.

2.

5.

define and distinguish between the terms empirical
formula and molecular formula.

determine the mass percentage composition from the
formula for a compound.

write the chemical formula for ionic and covalent
compounds.

establish the empirical formula for a compound from:
a. mass percentage composition data
b. relative mass data
c. rules of inorganic nomenclature and valences

establish the molecular formula for a compound from
empirical formula data and molecular mass data.

Peit 2: Chemical Egpations--Inerganic Reactions
The student should be able to:

1.

2.

understand the quantitative benefits of a chemical
formula equation over a word equation

write correctly balanced chemical formulas from.word
equations.

identify the following types of reactions from the given

equation:
a.composition b.decomposition
c.single displacement d.double displacement

compute mass-mass problems using the mole method

53

Appendix B3

Polyatomic Ion List

 

 

1+ ‘29

*ammonium. = NH41+

1:-_..‘LQB.L

*acetate = 0233021' M

*bisulfate = H8041 *perchlorate = C1041-
*chlorate = C1031-

*bicarbonate = HCO31‘ *chlorite = ClOzl'

(hydrogen carbonate) *hypochlorite = C101“

*nitrate = N031' *perbromate = Br041‘

*nitrite = N021' *bromate = Br031‘

*hydroxide = OH1‘ *bromite = BrOzl"

*permanganate = MnO41' *hypobromite = BrOl‘

*cyanide = CNl'
*perfluorate = F041-
*fluorate = F031-
*fluorite = F021-
*hypofluorite = F01“
*periodate = 1041-
*iodate = 1031‘
*iodite = 1021-
*hypoiodite = 101-

54

Appendix B3 (cont'd).

 

 

2:45:11

*carbonate = C032-
*chromate = CrO42'
*dichromate = Cr2072‘
*sulfite = $032-
*sulfate = 8042'
*oxalate = C2042-
1:429:

*phosphate = PO43'
*phosphite = P033-

55

Appendix B4

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  

 

 

 

  

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Fhw Clan for Naming Simple [normals Compounds
T12 fhwchart is adapted fiom p. 131-132 oftln February 1983 issue of the J mat of
ChunuaLEdunfiwL
Does the formula Are there two
in with H? ‘ atoms, both Does the acid contain
0 as —'D' * a -'7 apolyatomic ion?
“i
It is tlm diato ' *
Does it bum with a metal 8&8 m Does the polyatomic
whichhasmorethanom endm-atoor-ito?
oxidathn number? Fe. N 1, 4m 4::
Cu 8 H PbLCo CgAu Narmtlnfirst *
o l as H element followed by
its oxidation number. (Name tl‘n ‘
(Roman numeral) polyatomi:
ion. replacing
-mefih4a
Does the tbmnnacommii / Addthe word
apdymmnnmbn?flflne hand. J
than two elements. Is the pobratomic I
o as -———hqwnuenfinW? (Namath: ‘
No I Yes polyatormc
ion. replacim
inwmhqmw.
Nannthefinnebnnnh Addflmnmnd
then the polyatomic bn. field. J
(Iftwo elements are present. Y ‘
name both. then the I Write the prefix
polyatomic ion.) hydro. than the
I name of the
I Harm the polyatomic first. second elenent
Are both ebmentd then name the element second. with the 4;:
t ? If there are two polyatomics. ending. Add the
No Yes nmnndheflmnnunntheuwoni annhmmi .1
I
Name the first Are both ebments
element. then the M? _
second element No Yes
with 4'40 e ' . i
Name the first element using the It is a diatomic
proper prefix (di, tri. etc), but never ebment. The
mane. Name the accord element with compound has the
unrmmnmpEwammmmurmnn) munenmmeasun
endthe 44c ending. . element.

 

 

 

56

 

Appendix B5

Chemistry Name Game

Objective: Student will demonstrate ability to:

1. Communicate effectively with classmates without
talking.

2. Recognize a correct formula for an ionic compound.

3. write the name of the ionic compound after creating its
formula.

Activities:
1. Review rules for naming ionic compounds including the
STOCK SYSTEM and polyatomic ions.

2. NAME GAME:

a) Each student will be given a card that
contains: either a number (representing a subscript), an
anion, or a cation.

b) The students will then leave their seats and begin looking
for their "match". Each student will need to find three
others so that a complete compound can be formed (an anion
followed by a subscript and then a cation followed by a
subscript).

c) Once the match is made the four will sit together. No

talking is allowed until all four are sitting as a group!

d) Once all of the students are sitting, each group will
share its compound's name and formula. The class will
vote on whether or not it is a match by showing thumbs up
or down. If the vote is thumbs down the class must
correct the match.

Assessment:

Informal assessment will take place during the above activity
as the teacher observes the students for appropriate learning
behavior. The teacher will only interrupt student work

if there appears to be severe problems in understanding the
activities by several students. Formal assessment will be the
correcting of the worksheets collected at the end of the
second activity.

57

Appendix B5 (cont'd).

IONIC COMPOUNDS (working in groups of two)
Name: and

 

 

Complete the following problems as a PAIR CHECK exercise.
First student do number one while partner checks. Second
student do number two while first student checks, and so on.

Part I:
1. NazS

 

2. K2804

3. L103

 

4. szo

 

5. Mg3(PO4)2

5- Al2(C204)3

 

7. Sn02

 

8. Ca(MnO4)2

 

Part II: Identify the ions used and write a formula for each
compound given its name.

9. calcium.hydroxide

 

10. aluminum.sulfide

 

11. tin (II) sulfate

 

12. chromium.(VI) oxide

 

13. barium.iodide

 

14. strontiun nitrate

 

58

Appendix C1

Learning Style Survey

Are you aware of the rhythm of people's names?

Do you notice and adjust a picture that is not
hung straight?

Do you do any crafts, such as knitting,
carpentry, cooking, gardening?

Do you feel annoyed by crowds in a museum.or by
people standing in the aisle of the
supermarket?

Do you play a musical instrument?

Do you have a good sense of direction?

Do you react strongly to climate?

Can you quickly tell what you like most about
your shape?

Are you proud of your handwriting?

Do you respond strongly to color?

Can you easily identify a familiar voice on the
telephone?
Do you have Good spatial sense? For example,
could you do a rough sketch of the layout of
the building you go to school in?
Can you identify a car by the sound of the
motor?
Do you think noise pollution is as serious as
garbage pollution?
Can you quickly say what you like least about
your shape?

Do you find that eye contact is second nature to
you when you speak to one or more people?
Can you pick out an animal that moves like you?

Are you aware of how others speak?

Do you enjoy: art, sculpture, graphics,
outstanding TV commercials?

Do you hate to sit still?

Do you like black/white photography or films?

59

Appendix C1 (cont'd).

------- 22. Do you respond to gesture and touch in everyday
life?

------- 23. Are you aware of how others move?

------- 24. Do you like poetry and/or commercial jingles?

------- 25. Do you enjoy dancing?
------- 26. Do you enjoy drawing, painting, sculpting?
------- 27. Do you enjoy doodling?

Communication Modes - Evaluation Guide

= 1, 5, 11, 13, 14, 18, 24
V= 2, 6, 10, 12, 19, 21, 26
T = 3, 5, 7, 9, 16, 22, 27
K= 4, 8, 15, 17, 20, 23, 25

60

Appendix C2

Stoichiometry Lab/Activity Survey
For each activity listed below please explain:
A. What you liked about the activity
B. What you didn't like about the activity
C. Ways to improve the activity
D. What you learned from the activity(did it help you?)
1 . OreoR Cookie Lab:
A.
B.
C.
D.
2. Smore Lab:
A.
B.
C.
D.
3. Empirical Formula Lab (Zinc chloride lab):
A.
B.
C.
D.
4. Chemical Reactions Lab (Starting with Cu wool):
A.
B.
C.
D.

5. A Mole? Lab (sodium bicarbonate and hydrochloric acid):
A.

61

Appendix C2 (cont'd).

6. Double Displacement Lab:
A.

B.
C.
D.
7. Internet Computer Activity:
A.
B.
C.
D.
8. Polyatomic Ion Hyperstudio Program:
A.
B.
C.
D.
9. Chemistry Name Game (with cards):
A.
B.
C.
D.
10. Pivot Activity (turned to a single partner to
concept):
A.
B.
C.

D.

62

explain a

Appendix D1

Polyatomic Ion Stack Sample Cards

(3—) Polyatomic Ions

Sending you on the way [I +lions

 

63

Appendix D2

Mnemonic Stack Sample Cards

. i'r“ , ‘i' . " .. -
it sounds like a car-barn.
here is only one par-barn, but there
are three “eddies" (triplet brothers to
_; addyl, and they go by the barn tw_o
._ times. Hence the formula for
carbonate =

C03 with a [2-l charge

{mils- . 7! m pi
' vir‘lif‘lifj,

64

next card

 

' D3

13

Append

Stack Sample Cards

Quiz

 

65

Appendix E1

Pretest and Post-test

WW:
1. Fe2(SO4)3

 

2. C02
3. Cu(NO3)2

4. NH4F

W
W:

5. Tin (IV) iodide

 

6. Mercury (I) fluoride

 

7. sodium acetate

 

8. Dinitrogen tetroxide

WW:—
W-

9. a) When is a Roman Numeral used in the name of an ionic
compound?

 

b) What does the Roman Numeral in a name mean?

66

Appendix E1 (cont'd).

10. Explain (in writing) how you could predict the mass of a
product in a chemical reaction, knowing the formulas of

all reactants and products involved and knowing the
masses of the beginning reactants.

11. What type of chemical reactions are the following:

a. Potassium chlorate --—-> potassium chloride +

oxygen gas
Type of reaction:

 

b. copper + oxygen ----> copper (II) oxide

Type of reaction:

 

67

Appendix E2

Polyatomic Ion Quiz 1

Part 1. Matching - write the correct formula's letter in the
blank next to its name.

1. nitrite A. HCO31'
2. sulfate B. 3032‘
3. oxalate C. N021’
4. bicarbonate D. C1031-
5. acetate E. H8041-
6. permanganate F. C233021'
7. ammonium G. N341+
8. carbonate H. C1041'
9. chlorate I. 8042’
10. nitrate J. N031-
11. hydroxide K. C032-
12. perchlorate L. C2042"
13. bisulfate M. onl-
14. sulfite N. Mn041’
15. phosphate 0. P043"

PART 2: Short answer.
On the computer program, which card:

16. had a donkey (jackass) on it?

 

17. had a preying mantis on it?

 

18. on the baseball card, which ion made it to second
base?

 

Types of bonds:

19. What kind of bond forms between sodium and
fluorine?

20. What kind of bond forms between carbon and

nitrogen?

 

 

68

10.

Appendix E3

Polyatomic Ion Quiz 2

Rubidium.Chloride

Sulfur (IV) Chloride

Nitrogen (IV) Oxide

Calcium Sulfite

Tin (II) Chloride

B:‘=1(1‘103)2

HgO

K3P04

NizS3

NazS

69

Appendix E4

Test 1 and Test 2

Test 1. Part 1. Choose the best answer.

1.

10.

What is the mass of 1.0 mole of aluminum phosphate,
AlPO4?

a. 74 g b. 74 kg c. 122 g d. 122kg

What is the mass of 1.00 mole of aluminum carbonate,
A12(C03)3?

a. 234 g b. 279 g c. 138 g d. 210. g

The formula for strontium fluoride is Ser. The sum of

the ionic charges in the formula for the compound is:
a. 0 b. -2 c. +2 d. none of the above

In the compound diantimony pentasulfide, the valence of
the antimony is:
a. 0 b. +7 c. +5 d. +3

The simplest formula, Cu3(AsO4)2, for

copper (II) arsenate can be interpreted as follows:
a. 4 oxygen atoms b. 2 arsenic atoms

c. 317.5 g of copper in a mole of this compound

d. 6 copper ions

Among the following ions, the one that has a valence of
+1 is: a. hydrogen carbonate b. cuprous
c. hydroxide d. calcium

The symbol of an element stands for one atom of the
element. It, in quantitative terms, can also stand for:
a. one molecule of a diatomic element
b. 12 grams of the element
c. one mole of atoms of the element

A formula which represents the actual number of atoms

found in a molecule of a covalent compound is a(n):
a. polar dot formula b. molecular formula
c. empirical formula d. ionic formula

In the formula, Cr2(SO4)3, the total number of electrons

transferred from the chromium atoms to the sulfate ion
is: a. 6 b. 2 c. 3 d. 5

The formula, HN03, represents all of the following EXCEPT
a. 1 mole of hydrogen nitrate
b. 1 gram of the compound
c. the composition of the compound

70

Appendix E4 (cont'd).

11. What is the empirical formula for silver fluoride, which
is 85% silver?
a. AgFZ b. AgZF c. AgF d. Ag3F

12. Which of these compounds contains the highest percentage

of nitrogen?
a. Ca(N03)2 b. Ca(CN)2 c. (NH4)2SO4

Part 2: Name the following compounds:

 

 

 

 

 

 

 

 

1. Fe2(SO4)3 6. SnO
2. C02 7. Sn02
3. Cu(NO3)2 8. Ni283
4. NH4F 9. PC13
5. $03 10. AsC15

 

 

Part II: write the formulas for the following compounds:

11. Tin (IV) iodide

 

12. Mercury (I) fluoride

 

13. Dinitrogen tetroxide

 

14. hydrogen phosphate

 

15. sodium acetate

 

16. lithium carbonate

 

Part 3: Percentage composition, empirical and molecular
formulas:

17.a.Determine the mass of 1.00 mole of Sn(SO4)2 -2H20.

b.Determine the mass percentage of Sn in this compound.

18. Determine the mass percentage of silver in the
compound, Ange.

71

Appendix E4 (cont'd).

19. The simplest formula for a compound is SN. Its
molecular weight is 184 amu. Determine the
molecular formula for this compound.

20. A compound upon analysis gave the composition:
C = 40%, H = 6.7%, 0 = 53.3 %.
Its molecular weight is 180.amu. Determine the:

empirical formula

 

molecular formula

 

Extra Credit: Design an original mnemonic device to help
remember one of the polyatomic ions.

\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\

Test 2. Part 1. Balance the following equations and show all
set ups to receive full credit.

1. 25.0 g of lead (II) oxide is to be decomposed by heating.

pbo —--> Pb + 02

(a) How many moles of lead (II) oxide are given?
(b) How many moles of oxygen can be prepared?
(c) How many grams of oxygen can be prepared?

(d) How many moles of lead can be prepared?

72

Appendix E4 (cont'd).

2. A quantity of magnesium reacts with hydrochloric acid and
produces 0.10 g of hydrogen.

Mg + HCl ---> H2 + MgClz

(a) How many moles of hydrogen are produced?

(b) How many moles of HCl are produced?

(c) How many moles of magnesium are required?

(d) How many grams of Mg are required?

3. Potassium hydroxide reacted with 10.0 g of
Copper (II) nitrate in water solution.

KOH + Cu(N03)2 ---> Cu(OH)2 + KN03

(a) How many moles of Cu(N03)2 react?

(b) How many moles of KOH are required?
(c) How many grams of KOH are required?
4. What mass of copper (II) oxide in grams is formed by

oxidizing 1.00 kg of copper?

Cu + 02 ---> CuO

73

Appendix E4 (cont'd).

Part 2. For the following reactions - write out the correct
formulas, balance the equation, and identify the type of
reaction taking place. You must complete 5 out of the 6. If
you do eii 6, you may earn extra credit.

1. potassium chloride + aluminum hydroxide --—>
potassium hydroxide + aluminum chloride

 

Reaction type =

 

2. sodium chloride + hydrogen sulfate --->
sodium sulfate + hydrogen chloride

 

Reaction type =

 

3. hydrogen + fluorine --—> hydrogen fluoride

 

Reaction type =

 

4. potassium.chlorate ---> potassium.chloride + oxygen

 

Reaction type =

 

5. aluminum + copper (II) nitrate --->
aluminum nitrate + copper

 

Reaction type =

 

6. iron (II) sulfide + hydrogen chloride --—>
hydrogen sulfide + iron (II) chloride

 

Reaction type =

 

74

Appendix F1

OreoR Cookie Lab

Percent composition of cream filled cookies.

Materials — cream filled cookie
- balance
- milk? (for later)

Procedure - you figure it out :)
Write up must include the following:

' title

- material list

- brief outline of procedure

- calculations with data table which should include %
composition of cream and % composition of wafer.

- conclusion

Have fun & enjoy!

 

75

Appendix F2

Empirical Formula Lab

Purposese *To help students obtain a better understanding
of the Law of Definite Composition.
*To have experience in synthesizing a compound.
*To determine the empirical (simplest) formula
for an ionic compound.

Introduction: The Law of Definite Composition states that
compounds have a definite mass proportion. This concept is
applied in calculating empirical formulas. In this experiment
you will react a given metal with a given acid to produce a
compound called a salt and hydrogen gas. The reaction occurs
in a water solution with the gas escaping. The salt can be
obtained as an ionic solid thru evaporation of the water. You
will find the mass of the metal and the mass of the resulting
solid. This information will allow you to determine the mass
of the element that combines with the metal and the empirical
formula of the resulting compound (salt).

Procedure:

1. wash, rinse, and dry your 150 mL beaker. Mark your
drawer number on it with your wax pencil, then
determine the beaker's mass (on the digital balance) to
the nearest 0.01 g.

Record. Balance #

2. Obtain, using a weigh paper, approximately lg of zinc
metal from the main supply table using the “large"
balance. (NOte: the large balance should be preset to
about 2 g to approximately account for the mass of the
weigh paper which is about 1 g).

3. Add the Zn metal to your beaker. Mass your beaker (on
the digital balance) with the zinc metal. Record. Use
the same balance you used in step 1.

4. At your lab table, SLOWLY add 15 mL 0 f 6 M hydrochloric
acid, to the beaker and metal.

5. After observing the reaction, and making a note of your
observations, place the beaker under the hood on the hot
plate provided. Any remaining, unreacted acid and water
will be evaporated leaving the other product of the
reaction, a salt, in your beaker.

Procedure Day 2 :

1. You will find your beaker and salt in the oven indicated
by your instructor. Mass your beaker and its contents
using the same balance you did yesterday. Record.

2. After recording your mass rinse out your beaker and
dissolve the contents with tap water.

76

Appendix F2 (cont'd).

Data table :

Mass of beaker and metal 9
Mass of beaker 9
Mass of metal used 9

 

Mass of beaker and solid product
Mass of beaker
Mass of salt (product)

«lino

Calculations and Conclusions:

The first thing you need to know is what chemical change took
place. 80, write the chemical equation for the reaction.
(Hint: single replacement reaction).

 

1. From the mass of the metal use, calculate the moles of
metal used.

moles
2. Using subtraction, determine the mass of the second

element in your salt product (the metal used being the
first element).

9

 

3. Determine the moles of the second element in the salt.
moles

4. Now you need to determine a ratio of moles. To do this,
look at the moles of metal used ( moles of metal)
and look at the moles of the second element used
( moles of second element). Which is smaller?

Now: Take your mies pf mete; and divide by this

 

“smeller 1"
Take your if mlee oi second elgnt tand divide by this

same“_smaller_£" =

(By doing this you have now determined a ratio of first
element to second element in your product the salt. This
gives you a formula). write your experimentally determined
formula for the salt. -

 

Can this formula be considered a molecular formula?
why or why not?

What is the stock system name for this compound?

77

Appendix F3

Smore Lab

Background: Using graham crackers, marshmallows, and mini
chocolate bars, you will discover the
stoichiometry of smores. What is Stoichiometry?
well, it is going to be your job to find out.

Materials: Two graham crackers, one marshmallow, and one
mini chocolate bar per person

Procedure: Study the balanced equation below:

2 0c + 1 M + 1 Cb ----> 1 Smore
Obtain all of the materials needed and mass the reactants and
products. Consume your finished product when all of the
masses have been recorded in the following data table. YUM.

Mass of 1 graham cracker
Mass of 2 graham.crackers

 

 

Mass of marshmallow

Mass of chocolate bar

 

@0000

Mass of Smore

 

Use the above balanced equation AND your data to answer the
following questions:

1. If you add your three individual masses together,
do they equal the mass of your product? Should
they? What law have you just observed?

 

2. What mass of Go would be needed to react with 5.0 g of M?

 

3. What mass of Smores could you make using 15.0 g of Go and
excess M and Cb?

 

78

Appendix F3 (cont'd).

By using the masses that you obtained in your data table as
“mole masses" you can do the above problems. You just learned
Stoichiometryl Stoichiometry is the relationship between the
masses and quantities of reactants and

products.

PART :2

Examine the following equation and answer the following ?'s

2 H2 + 1 02 ----- > 2 H20

1.A. What is the mass of 1 mole of H2?

B. What is the mass of 1 mole of 02?

C. What is the mass of 1 mole of H20?

(Since we do not have a mole of these sitting in front of you
just use your periodic table to figure them out)

2. If you had 2.0 moles of H2:
A. how many moles of 02 would you need?

B. how many moles of water could you produce (assuming
enough 02 is around)?

3. A. What mass of water could you make using 42.0 g of 02
and excess H2?

4.A. What mass of 02 would you need to react with 22.0 g
of H2?

HAVE It VERY nunuur CHRISTMHEI.AND It HAPPY Inn: YEAR!!!

79

Appendix F4

Chemical ReactionslllLab

Background Intonation and Purpose: There are many
different ways to categorize chemical reactions. If you take
a look at your goal sheet you should have noticed that you are
required to recognize the following types: composition
reactions, decomposition reactions, single replacement
reactions and double replacement reactions. This lab will
give you some practice in recognizing such reactions and
writing such reactions.

Reactions involving chemical changes will produce new and
different substances. Most of the chemical changes which will
occur in this lab are easily recognized either through a
definite color change, a solid forming, or maybe even a gas
given off. Or a special substance, known as an indicator may
be used so that a change may be noticed.

For each step (each chemical reaction) that occurs you will
need to write a balanced chemical equation. The reactants and
products will either be apparent or you will be given their
names or formulas. Some of the reactions will occur in water
solutions and will actually involve ions from.the salt, acid,
or base that is dissolved in that water, but that knowledge
will be explored (in great depth) in a later chapter. For
now, just know that if a salt, base, or an acid is dissolved
in water it is considered aqueous and its symbol should be
followed with thiS: tag); a solid should be followed with
(s); a gas with a (g); and a pure liquid with a (1).

Materials: test tubes, copper wool, crucible, clay
triangle, ring and stand, forceps, 150 mL beaker, 3 M sulfuric
acid, funnel, filter paper, 250 mL beaker, 3 M sodium
hydroxide, stirring rod, Bunsen burner, iron nail, copper
sulfate pentahydrate(s), 0.5 M copper sulfate (aq), NaOH
pipette, H2804 pipette

Procedure:

1a. Make a loose wad of copper wool and place it in a
crucible. Place the crucible, uncovered, on a clay
triangle on an iron ring and heat strongly for a five
minutes. The black product is copper(II) oxide. The
reactants are copper metal and oxygen gas from the
air.

80

Appendix F4 (cont'd).

1b.

lc.

1d.

1e.

2a.

2b.

Using forceps, place the product from 1a into a 150 mL
beaker. Add about 5 mL of dilute sulfuric acid(H2804)

and stir the mixture. Set up a funnel(using a second
clay triangle since the first will still be quite warm)
and filter the mixture into a 250 mL beaker (this will
separate out the excess, unreacted Cu). Note the

characteristic color of Cu2+ ions in the filtrate
(coming from the solubleicopper' (II) sulfate that is
formed). Water is also formed in this reaction.

Add 5 mL dilute sodium hydroxide to the filtrate while
stirring. A precipitate will form. Add additional
sodium.hydroxide (using a pipette) until precipitation
appears to be complete. The precipitate is

copper (II) hydroxide. What is the soluble salt that
is formed?

Pour off about 1 mL of the above mixture into a small
test tube. Add dilute sulfuric lacid drop by drop
(using a pipette) until the precipitate is dissolved.
Identify the colored product. The other product is
water.

Gently boil the remaining mixture from (c) in the beaker
until a reaction takes place. One of the products is
copper(II) oxide. Water is also formed.

Add about 1g of solid copper sulfate pentahydrate to
a small test tube and heat strongly for a few minutes.
Nete any substances forming on the side of the tube.
NOte what you can hear also. Identify the products

(hint: dehydration).

After the tube has cooled to room temperature, add about
5 drops of water to the product. At the same time note
any temperature change be feeling the tube. The
reaction which occurs is very simply related to the one
in 2a. Can you see how?

Add a clean iron nail to about 2 mL of a
copper(II) sulfate solution. Allow to stand for a
few minutes, and note any changes that occur. One of
the reaction products is a soluble salt,
iron(II) sulfate. The other product is a metal.

81

Appendix F4 (cont'd).

W
3.152. mm We.

1a

 

1b
1c
1d

1e

3

2a

-DI.-'

2b
43

Using the reactants and products you have recorded, write a
balanced chemical equation for each reaction. Make sure you
identify the state of each species, with the symbols (9), (l),
(s), or (aq), appropriately. Also, label each reaction
according to its type: Double replacement (DR), single
replacement (SR), Decomposition (D), or Composition (C).

1a:

 

 

 

 

 

 

 

 

82

 

Appendix F5

A Mole? Lab

 

Introduction: During a chemical reaction, reactants combine
with each other in definite proportions by mass. The amounts
of reactants can be expressed in a variety of ways -- grams,
pounds, tons, etc. However, no matter what the units, they
are all related in the ratio of moles of one species reacting
with a certain number of moles of another species (hence the
need and use of a balanced chemical equation (coefficients).

Purpose: In this experiment, you will investigate a reaction
between sodium bicarbonate, NaHC03 and hydrochloric acid

(HCl). This reaction produces a salt, water, and a gas. You
will try to determine the ratio of the number of moles of
sodium bicarbonate, that reacts with an excess of hydrochloric
acid, to the number of moles of sodium chloride (the salt that
is produced). This experimentally determined ratio will give
you the ratio of the coefficients between this reactant and
product in the balanced equation.

Materials and Equipment:

four test tubes sodium bicarbonate
3 M HCl Bunsen burner
small beaker balance

pipette (HCl)

Procedure:

1. Label three test tubes A,B, and C. Put the labels near
the top of the tubes.

2. Mass each of the labeled test tubes to the nearest
hundredth of a gram and record.

83

Appendix F5 (cont'd).

3.

4.

6.

9.
10.

11.

To each test tube add just enough sodium bicarbonate to
fill the curved bottom.of the tube.

Mass each test tube and its contents and record. (The
masses of the three solid samples do not need to be
identical). ’

To test tube A, add 3 M HCl drop wise from a pipette. Let
the liquid run down the wall of the test tube and gently
“tap" the tube after each drop reaches the bottom.
Continue to add acid until there is no evidence of
further reaction. Save the tube and its contents for
further work.

Repeat step 5 with each of the remaining test tubes
(B and C).

Gently heat test tube A and its contents in a
Bunsen burner flame, holding the tube at an angle when
doing so. The idea is to evaporate the water in the
tube without spattering anything out of the tube.
Caution: Too rapid heating of the tube, especially if
it is held in an upright position, will cause spattering
to occur.

Remove the tube from the flame, test for the evolution of
water vapor from tube A, by inverting a clean, dry test
tube over the upright mouth of test tube A. If
condensation occurs, continue the drying and testing
process until no condensation occurs. Set test tube A
and its dried contents aside in a beaker to cool.

Repeat the procedures in steps 7 and 8 with test tubes B
and C.

Allow the three test tubes to cool (at least 5 minutes)
and then mass each with its contents. Record the masses
in the data table.

Clean up your work space by rinsing out your test tubes
in the sink and returning all of the equipment.

Data Table :

Mass
Mass

Mas 8

tube + NaHC03
of empty tube

of NaHC03

 

Mass

M388

Mass

of tube + NaCl

IBM—A m
of empty tube

“29.—C.

of NaCl

84

Appendix F5 (cont'd).

Calculations:
1. Determine the number of moles of NaHC03 used in each test
tube:

Test tube A:
moles

Test tube B:
moles

Test tube C:
moles

2. Determine the number of moles of NaCl produced in each of
the test tubes:

Test tube A:
moles

Test tube B:
moles

Test tube C:
moles

3. Determine the ratio of moles of NaHC03 used to moles of
NaCl produced:

Test tube A: /
Test tube B: /
Test tube C: /

AVERAGE RATIO:
4. write a balanced chemical equation to represent the
reaction: .

 

5. Name two sources of error in this experiment.
a.
b.

6. Estimate whether as a result of each error stated above,
the experimental value would be higher or lower than the

actual value and explain your reasoning.
a.

b.

85

Appendix F6

Double Displacement Lab

Introduction: Stoichiometry is a lot like cooking or
baking. ( If you don't do either you may want to learn. :-)
For example, if a recipe for cookies is doubled to make a
larger batch, how does that change affect the number of
cookies that can be made? Or, if a cookie recipe asks for 4
eggs and you only have 2 (and desperately need cookies) what
could you do to get by with only 2 eggs? Now think about a
chemical reaction, what do the coefficients in an equation
represent?

In this lab you are about to put two chemicals together and
create something completely different and new. Your job is to
predict (beforehand), knowing the amount of reactants you are
going to use, the hype of products you are about to produce
and the em; that you should get of those products. Have
fun, good luck and of course be careful.

Materials: 100 ml graduated cylinder filter paper

two — 150 ml beakers iron ring and stand
250 ml beaker funnel

labeled weighing boat stirring rod

~3 g zinc acetate ~4 g sodium.phosphate
deionized water evaporating dish

Procedure:

1. Obtain a clean, dry 150 mL beaker and label it
“zinc acetate". Determine the mass of this beaker to
the nearest 0.01 g and record its value in the data
table.

2. Add approximately 3 g of zinc acetate to the beaker and
determine the mass of the beaker and its contents to the
nearest 0.01 g. Record to your data table. Add 10.0 mL
of deionized water and stir until completely dissolved.
Don't forget your procedure of cleaning off the stirring
rod before setting it down.

3. Obtain a second clean, dry 150 mL beaker and label it
“sodium.phosphate". Determine the mass of this beaker
(no two beakers are the same) as you did with the first
and record its value in the data table.

4. Add approximately 4 g of sodium phosphate to this beaker
and determine the mass of the beaker and its contents.
Record in the data table. Then, add 10.0 mL deionized
water and stir until completely dissolved.

5. Obtain a clean, dry 250 mL beaker and label ”filtrate"and
also write your drawer number on it. Determine its mass
and record it in the data table.

86

Appendix F6 (cont'd).

6. Obtain a piece of filter paper, mass it, and record.
Also, obtain a clean dry evaporating dish, label it with
your drawer number, mass it, and record.

7. Now take your two solutions and pour them.together into
one of the beakers. Stir.

8. Now you are ready to filter. Set up you filtering
apparatus the same as you did in your previous filtering
lab. Also, follow the same procedures using your 250
beaker to catch the filtrate and your evaporating dish
to hold your filter paper.

9. Once you are done filtering, place your filtrate under
the hood on the hot plate so that the water may
evaporate and place your evaporating dish holding your
solid residue in the brown oven.

Procedure Day 2: Before you will be allowed into lab
you must show your answers to Calculations/Questions
from day 1.

1. Mass both your evaporating dish containing the solid
residue and your beaker containing its solid on the
balance. Record.

2. Cleanup - throw the filter paper and solid in the waste
container. Rinse out the beaker with water and pour
down the sink.

Data Table #1:
Mass of 150 mL beaker and zinc acetate

Mass of 150 mL beaker #1

Mass of zinc acetate used

Mass of 150 mL beaker and sodium phosphate

Mass of 150 mL beaker #2

Mass of sodium phosphate used

Calculations/Questions (Day 1):

What evidence for a chemical reaction was present when you
poured the two solutions together?

write the balanced chemical equation for the reaction that
occurred.

 

87

Appendix F6 (cont'd).

Using the mass of the zinc acetate that you used, show the
theoretical amount of zinc phosphate you should produce?

“ “ show the theoretical amount of sodium.acetate you should
produce?

Using the mass of the sodium phosphate that you used, show the
theoretical amount of zinc phosphate you should produce?

" “ show the theoretical amount of sodium acetate you
should produce?

Which reactant appears to be the limiting reagent?

 

Data Table #2:

Mass of dry solid and 250 mL beaker (day2) 9
Mass of empty 250 mL beaker (day 1) 9
Mass of dry solid 9
Mass of evaporating dish, filter paper, and solid g
Mass of evaporating dish (day l) 9
Mass of filter paper (day 1) 9
Mass of dry solid 9

 

Using your data from.your limiting reagent calculations from
day 1, determine the percentage error for:

mass of zinc phosphate collected

 

mass of sodium acetate collected

 

Name at least two sources Of error:

88

 

MICHIGAN srars UNIV. LIsRnRIEs
illWINill?"IWWWWW”||||1H|HNIWHI
31293016885315