1. tun vuflra I V's-tiiintv 3.1m ”miurwnsfi‘... u. 239‘” 5 vi 1 \ a! . i3}h.r!. L1: 1.4 V. 3.)- dazfiré. impaiz . . .vhbv" . I , ' ,5??? ".5. EL 3:}! a; .13.! «3.1.35 «.v%..¥....1 a; ...R...r.§ v 11.4.. :33 ... ‘ €25..., . 2’ . 7’ .1: 1.. er I. ‘ , Xi’an” . EL; 1?: A. . 1113.: 3-1... .. 1 Jr llt$lnr'l I. .l I, ‘ r ‘ 1v! flight" ID! kfimfiufimfi magm. i I a. \salé lllllllllllllll :25 (C LIBRARY Michigan State University This is to certify that the thesis entitled APPLYING FOOD AND OTHER HOUSEHOLD MATERIALS TO BEGINNING CHEMISTRY EXPERIMENTS presented by Deborah Ann Pudell has been accepted towards fulfillment of the requirements for MS. Jegree in Phy31calSc1ence é $444.4“. / Major professor July 20, 2000 e Dat 0-7639 MS U is an Affirmative Action/Equal Opportunity Institution PLACE IN REi'URN BOX to remove this checkout from your record. TO AVOID FINES return on or before date due. MAY BE RECALLED with earlier due date if requested. DATE DUE DATE DUE DATE DUE W mm m.“ APPLYING FOOD AND OTHER HOUSEHOLD MATERIALS TO BEGINNING CHEMISTRY EXPERIMENTS By Deborah Ann Pudell 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 2000 ABSTRACT APPLYING FOOD AND OTHER HOUSEHOLD MATERIALS TO BEGINNING CHEMISTRY EXPERIMENTS By Deborah Ann Pudell The purpose of this project was to determine whether experiments involving common household materials would help increase student understanding and retention of main chemistry concepts. Throughout the year, beginning chemistry students performed various experiments, some involving food chemistry and others involving standard chemicals. All of the experiments that involved common household materials were introduced into three units: Unit 1: Introduction to Chemistry and Measurement; Unit 2: Matter, Solutions, and Energy; Unit 3: Chemical Naming and the Mole Concept. The developed labs contained twelve in- class experiments and three take-home experiments. At the end of each semester, the students were assessed on concepts related to the fifteen experiments. Overall, the experiments were well received by the students. The grades and surveys showed the experiments to be effective in helping students learn and remember certain chemistry concepts. ACKNOWLEDGEMENTS i am grateful to the Towsiey Foundation for their financial support during my studies at MSU. Also, i would like to thank the chemistry students from Laker High School for their interest in more fun food labs and making teaching so enjoyable. Finally, special thanks to my husband, Paul, for his unending patience and help during my research. TABLE OF CONTENTS LIST OF TABLES ..................................................................................... viii LIST OF FIGURES ..................................................................................... ix lNTRODUCTION l. Rationale ...................................................................................... 1 II. Scientific Background ................................................................... 3 III. Demographics .............................................................................. 8 IMPLEMENTATION |. Basic Outline .............................................................................. 10 ll. Objectives ................................................................................... 12 Ill. Laboratory Description & Analysis ............................................. 15 Unit 1: Introduction to Chemistry and Measurement ............. 15 Unit 2: Matter, Solutions, and Energy .................................... 22 Unit 3: Chemical Naming and the Mole Concept .................. 30 EVALUATION I. Overview .................................................................................... 39 ll. Unit Test Results ........................................................................ 40 Ill. Semester Results ....................................................................... 44 IV. Student Retention and Association ............................................ 46 V. Student Opinion Survey ............................................................. 47 VI. Experiment Evaluation ............................................................... 49 iv DISCUSSION I. Effectiveness .............................................................................. 52 II. Improvements ............................................................................. 54 III. Conclusion .................................................................................. 55 BIBLIOGRAPHY ......................................................................................... 57 APPENDICES ............................................................................................ 60 A. Experiments Using Household Materials .................................... 61 1. Lab 1: Observation Skills: Peanut Possibilities ................... 62 2. Lab 2: Metric Measurement Madness ................................ 64 3. Lab 3: Density Dilemma ..................................................... 67 4. Unit I: Take-Home lab: Density Bottle ............................... 71 5. Lab 4: Separation of Iron, Sugar, and Sand ....................... 72 6. Lab 5: Properties of Solutions: Ice Cream Depression ....... 73 7. Lab 6: Powder Potential: Chemical & Physical Changes ..75 8. Lab 7: Junk Food Energy ................................................... 79 9. Unit 2: Take-Home Lab: Solutions ..................................... 83 10. Lab 8: Chemical Formulas .................................................. 86 11. Lab 9: Formulas for Smarties® ........................................... 90 12. Lab 10: Percent of an Oreo® .............................................. 92 13. Lab 11: How Thick is Aluminum Foil? ................................ 93 14. Lab 12: Water of Crystallization .......................................... 95 15. Unit 3: Take-Home Lab: Molarity ....................................... 98 V B. Lab Write-up .............................................................................. 100 C. Unit Tests .................................................................................. 101 1. Unit 1 Test: Chemistry and Measurement ........................... 102 2. Unit 2 Test: Matter, Solutions, and Energy .......................... 106 3. Unit 3 Test Part A: Chemical Formulas ............................... 110 4. Unit 3 Test Part B: The Mole Concept ................................. 114 D. Surveys ...................................................................................... 116 1. Student Retention Survey ................................................... 117 2. Student Association Survey ................................................ 118 3. Student Opinion Survey ...................................................... 119 E. Lab Results ............................................................................... 121 1. Lab 1 Results ...................................................................... 122 2. Lab 2 Results ...................................................................... 123 3. Lab 3 Results ...................................................................... 124 4. Unit 1 Take-Home Lab Results ........................................... 125 5. Lab 4 Results ...................................................................... 126 6. Lab 5 Results ...................................................................... 127 7. Lab 6 Results ...................................................................... 128 8. Lab 7 Results ...................................................................... 129 9. Unit 2 Take-Home Lab Results ........................................... 130 10. Lab 8 Results .................................................................... 131 11. Lab 9 Results .................................................................... 132 vi 12. Lab 10 Results .................................................................. 133 13. Lab 11 Results .................................................................. 134 14. Lab 12 Results .................................................................. 135 15. Unit 3 Take-Home Lab Results ........................................ 136 F. Student Write-up Check Sheet .................................................. 137 G. Survey Results .......................................................................... 138 1. Student Retention Results ................................................... 139 2. Student Association Results ................................................ 140 vii LIST OF TABLES Table 1: Outline of activities ...................................................................... 11 Table 2: Experiment information ............................................................... 14 Table 3: Student Opinion Survey Results ................................................. 47 Table 4: Grades for Lab 1: Observation Skills: Peanut Possibilities ....... 122 Table 5: Grades for Lab 2: Metric Measurement Madness ..................... 123 Table 6: Grades for Lab 3: Density Dilemma .......................................... 124 Table 7: Grades for Unit 1 Take-Home Lab: Density Bottle .................... 125 Table 8: Grades for Lab 4: Separation of Iron, Sugar, and Sand ............ 126 Table 9: Grades for Lab 5: Properties of Solutions: Ice Cream Depression ......................................................................................................... 127 Table 10: Grades for Lab 6: Powder Potential: Chemical & Physical Changes ........................................................................................... 128 Table 11: Grades for Lab 7: Junk Food Energy ...................................... 129 Table 12: Grades for Unit 2 Take-Home Lab: Solutions ......................... 130 Table 13: Grades for Lab 8: Chemical Formulas .................................... 131 Table 14: Grades for Lab 9: Formulas for Smarties® ............................. 132 Table 15: Grades for Lab 10: Percent of an Oreo® ................................ 133 Table 16: Grades for Lab 11: How Thick is Aluminum Foil? ................... 134 Table 17: Grades for Lab 12: Water of Crystallization ............................ 135 Table 18: Grades for Unit 3 Take-Home Lab: Molarity ........................... 136 viii LIST OF FIQURES Figure 1: Chemistry enrollment by gender. ................................................. 9 Figure 2: Chemistry enrollment by grade level ............................................ 9 Figure 3: Test grades for Unit 1: Introduction to Chemistry and Measurement ..................................................................................... 41 Figure 4: Test grades for Unit 2: Matter, Solutions, and Energy ............... 42 Figure 5: Test grades for Unit 3: Chemical Naming and the Mole Concept ........................................................................................................... 43 Figure 6: Grades for Semester 1 over the past four years. ....................... 44 Figure 7: Grades for Semester 2 over the past four years. ....................... 45 Figure 8: Graph for Survey of Chemistry Concept Retention with Labs . 139 Figure 9: Graph for Survey of Chemistry Concept Association with Labs ......................................................................................................... 140 ix INTRODUCTION I. Rationale Since my first year of teaching, I have asked my students one extra credit question on their final exam: to reflect back over the past year of chemistry and comment on what they liked most and suggest possible improvements that could be made to the course. As you can image, I often receive a wide gamut of responses from: “If I chose a major in college that had anything to do with chemistry, I would be insane,” to, “I liked everything about the class.” Yet, the one student response that continually surfaced paper after paper was “I really liked the labs. | wish we could have done more labs.” In addition, most students’ favorite experiments were the ones that involved food. The student requests for more labs were the primary reason I chose to redevelop my laboratory program for general chemistry. However, this was not my only reason. A majority of my students took chemistry in the tenth grade. I have found most students at this age are not ready for advanced labs because they lack maturity and require lab skill training. Both of the aforementioned are necessary before students are ready to use regular laboratory equipment. Overall, there was a need to redesign labs that would be at their level of interest and ability. A final reason to redevelop my experiments came from students questioning how chemistry concepts relate to their every day world. Even though students did experiments, they did not seem to see the relationship between unfamiliar chemicals and the chemistry concepts. For example, students rarely remember a neutralization experiment involving hydrochloric acid and sodium hydroxide. Yet most students can recall a freezing point depression experiment between salt and water that allowed them to make ice cream. By the end of the year, the experiments and concepts that students remembered seemed to be the few experiments we did that involved some type of food. The goal of creating new experiments for first semester chemistry using common materials (Appendix A) was to improve student understanding and retention of key chemistry concepts. By redeveloping most of the first semester labs, I hoped to set a stronger foundation for more involved labs second semester. In addition, I wanted my students to see that learning chemistry can be fun. There were three units involved in the food-based experiments during first semester: (1) Introduction to Chemistry and Measurement, (2) Matter, Solutions, and Energy, and (3) Chemical Naming and the Mole Concept. The two other units that were taught during the first semester were not included in the laboratory study. Those units were based on atomic structure and periodic trends. The same five units were taught first semester as in the past years. The only difference was the addition of common materials into the experiments and the introduction of three lab styles (open-ended, cookbook, and take-home). The seven-step lab format (Appendix B) remained the same as in the past years: title, purpose, materials, procedure, data analysis, conclusion, and learn. Many more new experiments were also added to these units. The same unit tests were used as in the past years (Appendix C). II. Scientific Background There were two main reasons for reconstructing my current semester one experiments. One reason was to integrate more hands-on activities. The other reason was to make my classroom chemistry experiments more practical by using food and household materials. Sir Francis Bacon is the founder of the experimental method in science. Prior to his work in the 1600’s, “scientific laws” were still being derived by Aristotelian inductive reasoning (Frank, 1990). Through induction, events were observed and explained without testing to be true or false. Since testing was the basis for the experimental method, the idea was a bit controversial. Eventually the technique of experimentation became accepted. By the 1870’s teachers realized the impact experiments would have on their students. Professor William James Beal at Michigan State University was one of the first college professors to use hands-on teaching with experiments. He developed an interactive laboratory focused on teaching and observation of the world through botany (Telewski, 1999). As a result of his efforts the Botanical Garden and Arboretum was founded on the campus of Michigan State University and now bears his name. Professor Beal holds the record for the longest running experiment. Students learn very little about science by just watching teachers demonstrate science. When students are actively involved in science they become motivated about science. Students gain a vested interest in doing a science activity by predicting, participating, and thinking (Penick, 1991 ). Experiments in my classroom are always done in pairs. By having students work together, they learn the importance of sharing information, interacting with other students, and team cooperation. Other teachers of chemistry, who use cooperative learning strategies, found students become more active in the learning process (Robblee, 1991) and learn in a more productive atmosphere (Nelson, 1996). Chemistry and experiments go hand in hand. Yet, some chemistry programs have very few experiments. Many reasons include safety issues, high cost of chemicals, and lack of time. For this reason teachers have developed alternatives to experiments, including videos, demonstrations, and interactive computer activities. Yet, studies by Bradley, Durback, Bell, and Mungarulire (1998) show that these materials “are not a substitute for personal, hands-on experiences.” A key part to developing my labs was to minimize cost, waste, and time needed to perform the experiment. Therefore, most experiments are based on a microscale method. According to Brother Carmen V. Ciardullo, C.M.(1992): “To microsize means: less time is needed to perform, prepare, and clean up an experiment; less equipment, materials and storage is needed; less danger is present.” In the past, my students have done labs that provided them with the procedure. The students merely did the experiment and filled in the desired outcome. These traditional labs were designed to follow a specific recipe and are often called “cookbook labs.” When redesigning the new experiments, two more lab styles were included: open-ended and take- home. Open-ended experiments give the students the problem but not the procedure. The students must design their own procedure. They must analyze the given situation and reason out what direction to take. Often students are less confident with this type of problem because they are more familiar with the experiments that tell them what to do (Robblee, 1991). Take-home experiments are designed for the student to do the experiment at home, either alone or with a group of chemistry students. The experiments use materials that the student should already have around the house. The objective is for students to see that chemistry is found in their own home and that they could share their experiment with a family member. Another focus of the experiments was to involve food or some other application to the every day world. Applications and analogies are only useful if the students can relate to them. Historically scientists have used analogies to explain important concepts (Glynn and Takahashi, 1998). Yet, the application must be such that it will increase student understanding. Students have difficulties relating chemical concepts to their every day world. Research done at Purdue University by Gayle Nicoll (1997) showed: ...that students are entering college and pursuing degrees in the sciences without fully grasping the scientific meanings of technical words. They are attempting to go through their undergraduate careers without understanding one of the fundamental ideas in chemistry... It would therefore be useful for educators to emphasize more “real world” applications of chemistry, especially for students who are not science majors. Nicoll goes on to explain that all levels of students may benefit when real world relationships are used to link chemistry concepts to every day life. In another study, Sumrall and Brown (1991) found when using real world activities that students become more motivated and curious about chemistry. The integration of food science into the chemistry classroom has many memorable real world applications. Susan J. Barkman (1996) found that food science is directly connected to chemistry and many other sciences. She believes that when using food sciences not only are “the possibilities for different experiments and learning experiences endless,” but they are also, ”an excellent method of bringing science into students’ daily lives.” In another classroom, Elise Hilf Levine (1996) found that by using candy in experiments and demonstrations students are motivated and interested in learning. The lab disposal is easy, because students eat the results! For safety reasons, food based experiments should not be done in a chemistry lab, but in an alternative location. Within the last few years, books such as Chemistry in the Community (1998) and Chemistry in the Marketplace (1998) have focused on chemistry relationships to the every day world. Students need to relate science to their daily lives to set a strong foundation of understanding. When you apply thinking to observations, it is amazing what can be done. “Science teaching should be directed to every day thinking. We should understand what is around us.” (Potchen, 2000) Ill. Demographics The Elkton-Pigeon-Bay Port school district, where I teach, is located approximately sixty miles from Bay City at the top of Michigan’s Thumb. The consolidated rural district covers 237 square miles and enrolls about 1,300 students per year. During the 1999-2000 school year, the high school had 456 students in ninth through twelfth grade of which the majority are Caucasian (94%). I teach general chemistry, advanced chemistry, and physics to tenth through twelfth graders. General chemistry is comprised mainly of tenth grade students. It is an elective science class so the enrollment varies year to year between two or three sections. The time allotted for each class period is on the average fifty minutes. The current study, during the 1999-2000 school year, included three sections of chemistry, each with 23 students. Out of the 69 students who were involved in the research 48% were female and 52% were male; 4% were seniors, 28% were juniors, and 68% were sophomores. In past school years, the number of students and the grade breakdown varied slightly. The following graphs show chemistry enrollment for the past four years. Percent of Male and Female Students in Chemistry 100% , 80% I 60% -, I 40% I’ I 20% . 7 I 0% I I 98/97 1 97/98 I, 98/99 ‘ 99/00 I Figure 1: Chemistry enrollment by gender. Percent of Students by Grade Level in Chemistry 100% e H , 50%} w I 0%‘ 96/97 97/98 98/99 99/00} IPLSe'1l0',,,I 1 L1}: 31,93 PJunior I 14 I 9 L 2 19 I "E, ,,,,,, ,, , 1 I I!S,°Ehm°Ee1 61 I 45 1 43; , 47’, Figure 2: Chemistry enrollment by grade level. IMPLEMENTATION I. Basic Outline The lab book I developed, using food and household materials, was integrated into three preexisting units for first semester general chemistry. The three surveys (Appendix D) and fifteen redesigned labs (Appendix A) were the only new materials added to each of the units. Most of the redesigned labs required one to two class periods to complete. This work was a direct result of my research at Michigan State University. To assess each unit, the students completed a test over the main chemistry concepts. Each unit assessment remained the same as the previous year. The tests consisted of various question forms, including matching, short answer, true/false, fill in the blank, and problems. On the following page is a detailed outline of what activities took place in each of the modified units. The appendix where each activity is located is also included. 10 Table 1: Outline of activities Appendix Overall Pre-Survey D3 Unit 1: Introduction to Chemistry and Measurement Lab 1: Observation Skills: Peanut Possibilities A1 Lab 2: Metric Measurement Madness A2 Lab 3: Density Dilemma A3 Unit 1 Take-Home Lab: Density Bottle A4 Assessment: Unit 1 Test C1 Unit 2: Matter, Solutions, and Energy Lab 4: Separation of Iron, Sugar, and Sand A5 Lab 5: Properties of Solutions: Ice Cream Depression A6 Lab 6: Powder Potential: Chemical & Physical Changes A7 Lab 7: Junk Food Energy A8 Unit 2 Take-Home Lab: Solutions A9 Assessment: Unit 2 Test C2 Overall Mid-Survey D3 Unit 3: Chemical Naming and the Mole Concept Lab 8: Chemical Formulas A10 Lab 9: Formulas for Smarties® A11 Assessment: Unit 3 Test A C3 Lab 10: Percent of an Oreo® A12 Lab 11: How Thick is Aluminum Foil? A13 Lab 12: Water of Crystallization A14 Unit 3 Take-Home Lab: Molarity A15 Assessment: Unit 3 Test B C4 Overall Post-Survey D3 Concept Retention Survey D1 Concept Association Survey DZ End of the Year Concept Retention Survey D1 End of the Year Concept Association Survey DZ 11 ll. Objectives Since Chemistry I is an elective science class, many of the general objectives set by Michigan Essential Goals and Objectives for Science Education (MEGOSE) (1991) and the Michigan Curriculum Frameworks (1996) have already been taught in a previous science class. However, past experience showed that students still had difficulty with some of the required science concepts to be taught in Michigan. For this reason, the first two units of chemistry provided students with an overview of those basic concepts. The following labs are grouped with the respective objectives from the Michigan Curriculum Frameworks (1996): 9 Lab 1 & 6: All students will measure and describe the things around us. (N1) 9 Lab 2 & 3: Describe and compare objects in terms of mass, volume, and density. (N1) 0 Lab 2: Recognize and explain the limitations of measuring devices (l6) 0 Lab 3 & 4: Designing an experiment using quantitative data (l6) 9 Lab 4, 5, 6. 7: Describe and analyze ways in which matter changes (NZ) 9 Lab 7: How changes in matter are related to changes in energy (IV.2) The third unit in this course is more closely aligned to only chemistry objectives. Two of the most important chemistry topics of the year are taught in this unit: naming compounds and the mole concept. Other objectives include determining a percent error, calculating a mass percent, and finding the formula of a hydrate. 12 In summary, the goal of the new experiments was to integrate more every day materials to relate to students’ lives and to include different styles of lab. Each unit contains one open-ended experiment and one take-home experiment. The remaining experiments were all cookbook experiments. All of the experiments followed a formal lab format (Appendix 8). Out of the fifteen experiments, students were required to write four formal write-ups on their own. The following table lists the common material, lab type, and main chemistry concept associated with each experiment. The symbol “F” after a lab type designates a formal lab write up was required. 13 Table 2: Experiment information Common Lab Chemistry Lab Material(s) Type Concept 1 peanuts Cookbook observation 2 Starburste, pennies, water Cookbook measurement 3 plastic, water Open- density & ended(F) percent error Unit 1 vegetable oil, water Take-home density 4 iron, salt, sand, water Open- separation ended(F) 5 ice cream (milk, sugar, Cookbook freezing coffee creamer, vanillaL depression 6 baking soda, starch, salt, Cookbook chemical & sugar, water, vinegar, physical iodine, Pixy Stixo, baking changes powder, powdered sugar 7 Cheese Nipo, potato chip, Cookbook energy & corn chipJop can, water specific heat Unit 2 fudge, sugar, tea Take-home solutions 8 m&m’S® Christmas Cookbook chemical candies formulas 9 Smartiese Cookbook molecular & empirical formulas 10 Oreo® regular & double Open- percent stuffed ended(F) composition 11 aluminum foil Cookbook Avogadro’s # 12 epsom salt Cookbook (F) hydrate analysis Unit 3 sugar, water, Kool-Aid® Take-home molarity & moles 14 Ill. Laboratory Description & Analysis Each of the following experiments are located in Appendix A: Experiments Using Household Materials for Beginning Chemistry Students. After each experiment is a list of any references used or modified for creating the lab. I used many of the referenced experiments as an impetus to spark ideas for redesigning labs more suitable for my general chemistry class. The resulting lab format and design of each experiment is all my own. During all experiments, students worked with a partner. I required each student to be responsible for his or her own laboratory report. The lab results for all students is summarized in Appendix E. For student comments on each experiment, I examined the same nine students’ papers. Three papers came from each hour, representing one high achieving student (H), one average achieving student (A), and one low achieving student (L). Targeted chemistry concepts are included in the discussion of each lab. Unit 1: Introduction to Chemistry and Measurement |_._a_b__1_: Observation Skills: Peanut Possibilities (Appendix A1) The first lab of the year was an observation activity performed on the third day of class. The experiment can easily be done in one class period. Prior to the lab, we discussed the different types of observations that can 15 be made by scientists: qualitative observations using your senses and quantitative observations using numbers. Students were given a piece of string, a ruler, and a peanut and asked to write at least twenty observations about their peanut. In addition, students classified each description as qualitative or quantitative. As a final check, all of the peanuts were collected and placed on a table. Then the students traded their list of observations with another group and tried to find that group’s peanut. Students quickly realized whether or not they had detailed enough observations to find the peanut. The questions in the conclusion stressed the importance of being observant and accurately expressing what you see. The students also used a ruler to gather data, even though specific instructions had not been given in-class. The students did not eat the peanuts that everyone handled, but they ate the extra peanuts I had on hand. Overall, 84% of the 69 students scored an A on this experiment (Appendix E1). No one scored less than a C. The students who lost points on the experiment did not have enough observations, incorrectly classified the observations, or did not explain answers to the conclusion questions. Some of the students did not see a use for the string in the experiment. If the groups were short on time and observations, I would ask them these questions: Is the peanut two-dimensional or three- 16 dimensional? What can you measure using a string? How can you use the ruler and string together to take measurements? There was only one group of students who could not locate another group’s peanut based on the given observations. This group had only listed ten general observations. As a whole, most of the students had difficulty describing the peanut with twenty observations in fifteen minutes. For this reason, I did not penalize students unless they had less than fifteen observations. In the future, I will lessen the required number to fifteen observations. Student comments on what they learned from Lab 1: 0 Being descriptive is important when looking for something. . gczod observation is important so others know what you are talking about. (H) . The more specific the observation the easier it is to find the peanut. (L) o This is one nutty experiment. (H) Lflg: Metric Measurement Madness (Appendix A2) The second lab was a series of measurements performed on the eleventh day of class. The experiment was done in one class period, but required an additional ten to fifteen minutes on the next day to wrap up unanswered questions. The weeks preceding the lab were spent learning about precision, accuracy, significant numbers, and conversions. This lab was designed to show how all of these concepts relate to three basic measurements: length, mass and volume. 17 In a pre-lab discussion students were informed about laboratory precision and care related to the equipment they would use in the lab. Length: A meter ruler can be read to 0.02 cm. Mass: A digital balance is very sensitive to small masses. Our balances can weigh to 0.01 9, but not more than 400 g. (A stapler is too heavy to weigh on our balance!) Volume: A graduated cylinder has a protective plastic ring at the top of the glass and is read from the bottom of the curve (meniscus) to 0.1 mL. Students measured their height with a meter stick, massed two different pennies with a digital balance, and determined the volume of an irregular and regular solid using a Petoskey stone and Starburst® respectively. This experiment introduced students to basic laboratory equipment that would be used in future labs. Students measured familiar items: themselves, money, Michigan’s state stone, and candy. The analysis questions were related to each measurement the students performed and had them apply the concepts to other measurements that could be made. Overall, 30% of the 69 students scored an A on the second experiment, 51% scored a B, and 16% a C (Appendix E2). Two students scored less than a C because they turned in an incomplete lab. The students who lost the most points on the experiment did not record their answers in the correct significant numbers and forgot to put units with the measurements. Other points were lost for incorrect answers to the analysis questions and for being too general in the conclusion. As a whole, students had more difficulty with this experiment. In the future, I 18 plan to emphasize units and precision more before the experiment. Students were very excited to get to the end of the experiment to measure and eat their Starburst® fruit candy. Student comments on what they learned from Lab 2: I learned how important exact measurements are. (A) We learned that the metric system is very easy to understand. (H) I learned how to measure an object precisely. (A) I learned how to properly measure with metric instruments. (H) L913: Density Dilemma (Appendix A3) The third lab was the first open-ended lab experiment and took students through their first formal lab write up. The lab related to density was started on the seventh day of class and completed on the twentieth. The lab can be done in two class periods, but may require an additional day to have students finish the formal write-up. During the first day students wrote the procedure and performed the experiment. In the second day, students gathered and analyzed the class data. The lab took us a few days longer due to various conflicts with school related activities. The students learned about density and how to calculate it the week before the lab. The lab introduction is the only background information the students received about the relationship between density and plastic recycling symbols. The students were to create their own procedure to 19 determine the density of the unknown plastic that draws on lab techniques and skills learned during Lab 2. The lab guided students through the analysis of the data. The students gathered the data from the whole class and made a graph. To find the average value for the density of the unknown plastic, the students calculated the slope of the graph. Once the density value is determined, the unknown plastic was identified and the percent error calculated. The students also described any sources of error. Not only did students design their own experiment to determine the identity of an unknown, but they also interpreted the results of a graph and explained experimental errors of the lab. Overall, 26% of the 69 students scored an A on the third experiment, 51% scored a B, and 17% a C (Appendix E3). Four students scored less than a C because they turned in an incomplete lab or they did not do the assignment. The most common errors on the experiment were from students not recording the correct significant numbers, forgetting to put units with the measurements, and being too general in the purpose and conclusion. Other points were lost because the graph did not have labels on the axis and students forgot to make general observations. As a whole, students had some problems with this experiment. Some errors carried over from Lab 2 and other mistakes were made because this was a more involved experiment than the two previous 20 experiments. This was one of the harder experiments in the lab book. After doing the experiment with students, I found the analysis section to be a little confusing. This portion of the experiment will be reworded before it is used again next year. Student comments on what they learned from Lab 3: . I learned how to find percent error. (A) I found what plastic was made of and found out the density of our plastic. (L) We learned that not all pieces of plastic are the same... (A) During the experiment I learned how to find the density of an unknown object. (H) o I learned how to get a more exact answer by taking the average of the group analysis. (H) Unit 1 Take-Home lib: Density Bottle (Appendix A4) The students were sent home with instructions to make a density bottle out of two solutions and a 20-oz bottle. The recommendation was to use water and some type of cooking oil. The students could work with a group or by themselves. The goal of the take-home lab was to get students to share the experiment with their family members and other chemistry students. Most of the students did share the experiment with a family member. Overall, 68% of the 69 students scored an A on the first take-home experiment and 15% scored a B (Appendix E4). Seven students scored less than a B because they turned in an incomplete lab or they did not do 21 the assignment. A few students lost points for turning in the lab assignment after the due date. I had hoped students would make these bottles and want to keep them as a chemistry “treasure”. However, once the student brought the bottle to class to prove they had completed the assignment, the bottle became a part of the chemistry room. Although density bottles are a colorful display in my classroom, one does not need sixty bottles. In the future, I plan to micro-size the experiment by using small hotel shampoo bottles. The most common student comment from what students learned during the Unit 1 take-home Lab was: “I learned that the density of oil is less than water.” Unit 2: Matter, Solutions, and Energy Law: Separation of Iron, Sugar, and Sand (Appendix A5) The fourth lab of the year, based on separation, was done during the sixth week of school and was another open-ended lab requiring a formal lab write-up. The lab required three days to complete. During the first two days, the students wrote the procedure and performed the experiment. On the final day students worked on the formal report and completed a student check sheet (Appendix F), which reminded them of anything they may have left out of the formal lab report. 22 A few days before this lab, students took notes on matter and the breakdown of matter. Through demonstrations and discussion, students were introduced to various separation techniques, such as filtering and decanting. Another separation method I showed them was how to remove iron from Total® cereal using a magnet. The lab sheet gave instructions on how to make the mixture of iron, sugar, and sand, and the materials the students may use to separate the mixture. Similar to Lab 3, the students created their own procedure that draws on lab techniques and skills learned previously. Students calculated the percent error in the separation at the completion of the experiment. After calculating the percent of error, students saw how good their lab skills really were. Most of the students did an excellent job with the separation; they had a few errors compiling the results in a formal write-up. Overall, 28% of the 69 students scored an A on the fourth experiment, 42% scored a B, and 26% a C (Appendix E5). Only three students scored less than a C because they turned in an incomplete lab or they did not do the assignment. By far the most common error on the experiment was students forgetting to record general observations. Another area that caused students to lose points was not showing a sample calculation with their data. Students really enjoyed the experiment, but did not like the lab write- up. I had done a similar experiment in previous years, using salt instead of 23 sugar. I found the students had huge errors with the salt separation so I decided to try sugar instead. While the sugar did dissolve better, it burned when removing the water. In the future, I will most likely use salt. Student comments on what they learned from Lab 4: o I learned how to use different lab instruments to separate the iron, sand, and sugar. (H) o In this experiment I learned how to write-up a lab and separate different substances. l have a much better understanding of those two things now after I have completed the lab. (A) o I learned how to calculate my percent errors and ways to improve them. (H) Lab 5: Properties of Solutions: Ice Cream Depression (Appendix A6) The fifth lab, addressing properties of solutions, was done during the seventh week of school and required one class period. Students learned about colligative properties related to solutions the day before the activity. Since this experiment allowed students to eat the product, the lab was done away from the chemical lab stations using kitchen equipment. The lab also required a cooler to hold several gallons of milk and ice throughout the school day. Students rotate through a material collection line and after about twenty minutes of flipping the bag the ice cream will become firm. Students did not need any instructions on what to do with the end result of this experiment. The analysis questions talked students through what happened to the milk solution to make ice cream. 24 Everyone turned in this lab report. As a result, 51% of the 69 students scored an A, 33% scored a B, and 14% score a C (Appendix E6). Only one person scored less than a C. Most of the students who lost points on the experiment did not record general observations during the making of the ice cream. A few students thought ice cream was homogeneous. I think this links back to the confusion with homogenized [ milk. l- This experiment was the students’ favorite and the messiest experiment of the year. In the past years, I had students make ice cream as an end of the year activity, without recording data or tying the activity into a unit. The activity was much more organized with the lab sheets and students really seemed to understand freezing point depression and properties of solutions. Student comments on what they learned from Lab 5: o The salt mixed with ice helps the ice stay even colder. (A) . I learned you can make ice cream without an ice cream maker. (A) 0 Salt lowers the freezing point of water. (L) o I learned the importance of salt in this experiment. (A) Lab 6: Powder Potential: Chemical & Physical Changes (Appendix A7) One class period was required for the lab and a portion of another day to complete the analysis. Prior to the activity, students had observed a demonstration on chemical and physical changes. The demonstration, 25 called “A Reaction in a Bag,” showed students three things to look for in a chemical change: color change, gas evolution, and temperature change. Each student group should have access to eight vials of powder and three bottles of solutions. During the first part of the experiment, students were asked to react and analyze four known kitchen powders (salt, sugar, starch, and baking soda) with three common household liquids (water, r vinegar, and iodine solution). In part two of the experiment, the students I were given four powders with unknown composition (Pixy Stix ®, powdered sugar, baking powder, and an unknown mixture I created from the known powders) to react with the three liquids. The students analyzed these powders to determine if any of the known kitchen powders were present. In the final part of the experiment students mixed two powders (Pixy Stix® and baking soda) with water and analyzed what happened. Students were rewarded with a Pixy Stix® once they had completed the experiment. The lab results showed that 32% of the 69 students scored an A , 54% scored a B, and 13% score a C (Appendix E7). Only one person scored less than a C. Most of the students had difficulties analyzing the results of part one and two. I think the problems arose from the wording on the lab sheet. I revised the lab sheet and retried the analysis portion of the experiment. The students seemed to understand the new version befier 26 There were a few minor problems with two of the reactions. When I reacted the Pixy Stix® powder with the iodine I observed a slight reaction. However, when the students did the same reaction, there were no observed results. A similar outcome was observed for the reaction in part three. If the students did not mix enough of the two powders, the reaction was too small to observe. I plan to increase the amount of powders used in part three in future labs. Student comments on what they learned from Lab 6: Powdered sugar contains starch. (A) I learned I don’t like this stuff. (L) I learned how to pay attention and observe carefully. (A) I learned what household powders make a chemical change when added to certain liquids. (A) L161: Junk Food Energy (Appendix A8) The final lab for unit two focused on energy. The experiment required two days: one for experimenting and one for analyzing the results. The day before the lab, students were introduced to energy conversions between joules and Calories, along with specific heat calculations. The lab instructions guided students through a calorimetry experiment using a pop can with water and a piece of junk food for the energy source. The students chose what junk food they wanted to use: a potato chip, corn chip, or Cheese Nip®. The students gathered various mass and temperature readings before and after the burning of the junk food. Once the data was collected the students were guided through 27 calculations on the lab sheet. Finally, the students calculated a percent error based on the energy content indicated on the food package. Students then described sources of error. This lab was definitely well received by the students, especially since it involved fire and food. Overall, 52% of the 69 students scored an A , 30% scored a B, and 9% score a C (Appendix E8). Six students scored less than a C. The students did a much better job recording general observations on this experiment than they had done in the past. However, students still made mistakes recording measurements to the correct precision and with units. Students either did all of the calculations correctly or did them all wrong. Several students also did not summarize their results in the conclusion. This lab was not designed to arrive at accurate calorimetry results, although many students did do several trials. Percent errors were very high, but this allowed students to think about the many sources of experimental error. Also, students reasoned ways to redesign the apparatus to yield better results. The favorite junk food to burn was the Cheese Nip®. By the end of lab most students had done at least one trial using a Cheese Nip®. Other student comments on what they learned from Lab 7: o I learned how to determine how much energy is in a sample of food. (H) 28 c We learned how to get the energy of our favorite junk food and how to convert between kJ and C. (H) . I learned to find out how much energy was in a Frito®. (A) Unit 2 Take-Home Lag: Solutions (Appendix A9) The students were sent home with the instructions to make either sweetened tea or homemade fudge. While the students were making the appropriate solutions, they were asked at various points to record observations and classify the solution and mixture. The students again were given the option of working with a group or by themselves and were asked if they shared the experience with their family members and other chemistry students. As with unit 1, most of the students shared the experiment with a family member. Overall, 38% of the 69 students scored an A on the second take-home experiment, 33% scored a B, and 9% scored a C (Appendix E9). Fourteen students scored less than a C. Six of those fourteen did not do the assignment. Most of the students lost points for not making observations and mixing up the classifications of the solution and mixture. In class the students seemed to understand the concepts of homogeneous and heterogeneous solutions. They also seemed to understand saturated, unsaturated, and supersaturated solutions. However, when they had to analyze the solutions out side of class they were not as successful. 29 The most common student response from what they learned during the Unit 2 take-home Lab was: “Heating substances can change the solubility.” Unit 3: Chemical Naming and the Mole Concept Unit three is actually the fifth unit of the first semester of beginning chemistry. There are two units that fall between unit two and unit three of this study: Atomic Theory and Periodic Trends. Lgbfi: Chemical Formulas (Appendix A10) The first lab of unit three was done during the sixteenth week of school and focused on writing chemical formulas. The experiment required one full day. Prior to the experiment the students were to have already memorized several polyatomic ions, learned the rules associated with writing formulas, and learned how to determine oxidation numbers. The experiment was really an activity that guided students through writing the chemical formula for twenty compounds using cards and m&m’s® Christmas candies. The first step was for students to fill out all of the ion cards. For example, the card with the word aluminum would have Al+3 written on it. Next the students use the cards to create a formula for the given compound. The number of cards needed for a formula depends on the charge of the cards. The students would then use the m&m’s® to represent the charges, red for positive and green for negative. When the 30 charges were equal the number of green and red candies would be equal and the student could write the formula. Students did a fine job on this activity, with 67% of the 69 students scoring an A, and 23% scoring a B (Appendix E10). Only seven students scored less than a B. A few students had difficulties using parentheses and subscripts on the formulas. A majority of the students felt the m&m's® candies helped them to write the formulas because they could see the number of ions and this kept them organized. Other students felt they could do the experiment without the candy because it just slowed them down. In the past, this activity was simply a worksheet that students completed as homework. I found that students seemed to work harder and understand more by developing the formulas as an in-class activity. However, I do not know if the candy is necessary. The lower level students seemed to grasp naming much faster by using the cards and the candy, but the upper lever students found using the candy to be pointless. However, both groups enjoyed eating the candy when the lab was complete. Student comments on what they learned from Lab 8: . I learned to make formulas out of ions. (L) . I learned how (to) equalize the charge of ions to form a chemical formula. (H) . I learned to create formulas in an easy fun way. (H) 31 . I learned how to combine various ions and create various formulas... It was one sweeeeet experiment! (H) L_ab_9_: Formulas for Smarties® (Appendix A11) As a sequel to lab 8, lab 9 continued to focus on writing chemical formulas. This is a short experiment that required only half a period and was done the same week as lab 8; students were still working on naming and writing formulas to compounds. This experiment also had students look at the difference between molecular and empirical formulas. This experiment also was an activity that had students examine rolls of Smarties®. Students created chemical symbols for the Smarties® based on the colors. After counting the number of each color the students arrived at a “molecular formula” for the Smartie®. Students may also be able to deduce an empirical formula for the same Smarties® “compound”. Students did an outstanding job with 97% of the 69 students scoring an A (Appendix E11). The remaining scores were all B’s. Students did not have any problems with this experiment, especially once they could eat the candy. In the future I plan to revise this experiment by adapting it more to empirical formulas. Not a single Smarties® “compound” yielded an empirical formula. Instead of using the small plastic rolls of Smarties®, I would like to try the Sweettarts® that come three to a package. I think the colors will be more repetitive. 32 Student comments on what they learned from Lab 8: . No smartie packs are alike. (L) o I learned how to make chemical formulas using smarties. . (TIL difficulty it is to find equal compounds and formulas. . figarned that not all smarties are created equal. (H) M: Percent of an Oreo® (Appendix A12) The third lab of unit three focused on mass percent and was done before students left for Christmas break. This lab was an open-ended lab requiring a formal lab write-up. It required two days: one day for students to write their procedure and another for students to complete their lab write-up. Prior to the experiment, students were introduced to molecular weights and how to calculate the mass percent of elements in a compound. The accompanying lab sheet proposed the question: Does a double stuffed Oreo® cookie really have double the cream? Students were given a set of materials including a regular Oreo® and a double stuffed Oreo®. Students were responsible for writing their own procedure to arrive at the answer to the proposed question. Since students could use a chemical balance, they were given fresh Oreo® cookies to eat at the conclusion of the experiment. Most of the students quickly arrived at a procedure and had no problems collecting the data. Overall, 52% of the 69 students scored an A 33 on the experiment, 32% scored a B, and 14% a C (Appendix E12). Only one student scored less than a C because they turned in an incomplete lab. The most common error on the experiment was that students did not show the mass percent calculation. Some students lost points for not including all of the results in their conclusion Students really seemed to be into the experiment, but again had some difficulties with the lab write-up. I had done a similar experiment in the past, but comparing a reduced fat Oreo® to a regular Oreo®. Student results varied when answering the double stuffed Oreo® question, but as long as the data supported their results they were not penalized. Student comments on what they learned from Lab 10: . That it can be fun to weigh stuff and find how much you get in a cookie. (L) o I learned to be exact in my measurements and record my data carefully... (L) o I learned that they actually double the cream in a double stuffed Oreo and I learned how to figure that out. (A) o This experiment taught me that advertising claims are sometimes true and other times advertising claims are just to encourage people to buy their products. The Oreo Company is not just using the claim that the double stuffed cookie contains twice the amount of cream for advertising, the claim is true. (H) Lab 11: How Thick is Aluminum Foil? (Appendix A13) The fourth lab of unit three focused on the mole concept and was done during the nineteenth week of school after Christmas break. The lab required one day. During the week before the experiment, students had 34 their first encounter with the mole concept and learned how to do conversions related to the concept. One goal of the experiment was to determine the thickness in atoms of a piece of aluminum foil. Students also were to calculate the number of atoms in the entire aluminum sample. For the experiment, students were given a piece of aluminum foil and a cylinder of aluminum and asked to collect various measurements. From the data, students performed the required calculations. Most of the students seemed interested in determining the outcome of this activity; however the results indicated that many of them were forgetful after the two week break. Overall, 32% of the 69 students scored an A on the experiment, 25% scored a B, and 22% a C (Appendix E13). The remaining students scored less than a C. The most common error was that students did not show units on the data they collected. A few students lost points for answering only a portion of the analysis questions. Overall, students did not take time to double-check the lab before I graded the assignment. The format of the lab seemed a bit cumbersome so I reformatted the lab. A final addition I plan to make in this lab is to use a miniature peanut butter cup as the source for the aluminum foil. There was not a student comment section on this version of the lab. 35 @122 Water of Crystallization (Appendix A14) The last lab of unit three was performed at the start of second semester as an extra topic on hydrates. The students were given three class days to perform the experiment and required to do a formal write-up. The topic of hydrates is used to tie together first semester concepts with second semester concepts. Prior to the lab, students learned how to name hydrates and calculated the percent of water in hydrates. Students determined the amount of water in Epsom salt (MgSO4' nHzO) by finding the mass of the salt before and after heating. The students then calculated the amount of water in the salt and compared the experimental value to the value printed on the container of Epsom salt. The students did a great job on this experiment. The only students who scored less than a C did not turn in the lab. Overall, 51% of the students earned an A; 32 % of the students earned a B; 14% of the students earned a C (Appendix E14). The main errors in the lab reports came from mistakes in the conclusion. Students forgot to answer the purpose of their lab by stating the complete formula of the hydrate with any error. Student comments on what they learned from Lab 12: . The heating of magnesium sulfate crystals results in the loss of water in the crystals. (A) . ...I also learned that moisture does evaporate when you are warming something whether it is a under a low flame or a high flame. (L) 36 c To heat thoroughly for best results. (L) o ...I also learned how to determine an empirical formula of a material with water inside. It was a hot experience. (H) Unit 3 Tgke-Homefilab: Molarity (Appendix A15) Since the end of the semester was near and many of my students were getting the usual winter cold, the last take-home lab was designed around drinking lots of fluids. The students were sent home with lab instructions to make a pitcher of Kool-Aid®. While drinking the beverage, they were asked to calculate the molarity of the solution. In order to make the molarity of Kool-Aid® a little more interesting, I also asked the students to calculate the molarity of sugar of their favorite soda pop and compare the two solutions. As with the other take-home experiments, the students were given the option of working with a group or by themselves and asked if they shared the experience. Most of the students did share the experiment with a family member. Overall, 90% of the 69 students scored an A on the third take-home experiment (Appendix E15). Six students scored an F because they did not do the assignment. There were only minor errors in the calculations of molarity. Almost one third of the students were surprised by the amount of sugar in soda pop. This was by far the most talked about take-home lab during the year. 37 The most common student response from what they learned during the Unit 3 take-home Lab was: “I learned that there is more sugar in pop than in Kool-Aid.” 38 EVALUATION I. Overview Various assessments were used to evaluate the overall effectiveness of introducing the household-based experiments to my classroom. For each unit, I compared unit test scores from the current school year, 1999-2000, to the previous school year, 1998-1999. Each unit test was the same over the two-year period. In addition, I also compared semester one and two grades for all of my students over the past four years. Students responded to three different surveys. The first survey was a student opinion survey (Appendix D) that compared student responses over the relevance of experiments and the relationship of experiments to every day materials. Students were asked to agree or disagree with sixteen statements. A pre-, mid-, and post-project survey was conducted. For the mid- and post-survey a second free response section was added. The second and third survey evaluated student’s retention and association of common materials related to chemistry concepts (Appendix D). The purpose of the survey was to see if students remembered chemistry concepts associated with the common materials used in each experiment. The survey was done twice, once after all of the labs had been completed and returned, then again at the end of the school year. The results can be found in Appendix G. 39 When evaluating the individual experiments I used two methods: grades earned on each experiment (Appendix E) and a second portion of the student opinion survey (Appendix D). The grades corresponding to each experiment were documented in the previous section, Laboratory Description & Analysis. Using the student opinion survey, I compared student opinions on the best and worst experiments. Students only answered the second portion during the mid- and post—survey. ll. Unit Test Results The first unit of the year introduced students to the basic concepts of chemistry and measurements. The test over this unit (Appendix C1) consisted of forty-eight questions (for a total of 100 points), including matching, short answer, true/false, fill in the blank, and problems. Materials covered during lecture and in the laboratory related directly to the test. The questions focused on terms, observation skills, laboratory safety, laboratory equipment, density, significant numbers, units, and metric conversions. The results (Figure 3) show that grades during the Unit 1 test improved during the 1999-2000 school year when the new material was introduced. The average score of the 1999-2000 school year was 88% and the 1998-1999 school year was 85%. Both groups were the same academically, even though the 1999-2000 group was larger in size. 40 Unit 1 Test Results 60% MI , 40% I» 30% .. 20% ~ 10% j i 0%J " [£9906] ' 5398/99-? Percentage of Students Grades flgu_re_§: Test grades for Unit 1: Introduction to Chemistry and Measurement The second unit introduced students to matter, solutions, and energy. The test was worth one hundred points and consisted of thirty- three questions (Appendix CZ). The questions included matching, short answer, fill in the blank, graph interpretation, and problems. Materials covered during lecture and in the laboratory related directly to the test. The questions on the test focused on terms, classification of matter, chemical or physical changes, energy conversions, and interpreting solubility using a graph. The test results (Figure 4) indicated that grades during the Unit 2 test did improve during the 1999-2000 school year for the B and C range, but not the A range. The average scores for the two years were about the same. The average score of the 1999—2000 school year was 81% and the 1998-1999 school year was 83%. 41 Unit 2 Test Results 50%Lfin,_ ~ [339768; 1 I 98/99 1 Percentage of Students Grades giggly}: Test grades for Unit 2: Matter, Solutions, and Energy The third unit introduced students to chemical naming and the mole concept. This unit had two tests: one covered the naming, worth one hundred points (Appendix C3); the other the mole concept, worth forty points (Appendix C4). The naming test consisted of twenty-three questions, including multiple choice, fill in the blank, and short answer. The questions focused on oxidation numbers, naming compounds, and writing chemical formulas. The mole concept test contained seven questions and was entirely problems. Students had to calculate a percent composition, empirical formula, molecular weight, molarity, and mass to mole problem. When grouping both tests together, the results indicate a pattern similar to the Unit 2 test. The grades during the 1999—2000 school year for the B range improved, but the A range declined (Figure 5). The average scores 42 for the two years were about the same. The Unit 3 average test score for the 1999-2000 school year was 81% and for the 1998-1999 school year was 80%. Students during the 1999-2000 school year averaged higher because they scored 4% higher on the mole test than the previous year. Unit 3 Test Results 35% ,. 30% 25% 20% ‘ 99/00 ‘ 15% I I 98/99 . 10% [:l 5% 0% , [i Percentage of students Figure 5: Test grades for Unit 3: Chemical Naming and the Mole Concept 43 Ill. Semester Results Since the unit test scores from the past two years were very similar, I analyzed the overall semester grades students earned over the past four years. The students during this four year period were taught the same basic materials and were graded the same. Since the summer of 1996, when I started the program at Michigan State University, I had gradually been picking up more practical experiments and integrating them one by one into my classroom. The 1999—2000 school year was the first year students were introduced to many new labs, along with redesigned labs that were used in the past. Overall Semester 1 Grades E C a, _g , , '0 F—"—“ '93 ___F_ _ __ __ __________ ___, II99/00 3 ”n “Hefihfiw ‘I98/99 g, fl97/98 g [096/97 d3 __VM_S ,, 2 C) F Grades Figure 6: Grades for Semester 1 over the past four years. 44 Figures 6 and 7 show that during both semesters, the 1999-2000 year showed a reduction in the percentage of D and F grades earned by students over the past four years. In addition, the percentage of students scoring a B increased during first semester and the percentage of students scoring an A increased during the second semester of the 1999-2000 school year. Overall, there has been a greater percentage of students earning higher grades in the past four years since the implementation of more practical every day experiments. Overall Semester 2 Grades o , _ - _- __ - - _ _ _. Q 60A: , g 50% -‘ — — — m __\ *3 40% w ~ mm {-99100; a- ‘5 , o . . 1.98/99, 3 °/ ., — H d 8. O o 1397/98' '2 20% ‘ {999/91 10% w 0 “- 0%‘ ~11 F Grades Figure 7: Grades for Semester 2 over the past four years. 45 IV. Student Retention and Association Students were given a survey (Appendix D1) to determine if they remembered a chemistry concept as a result of using a common material in an experiment. The first survey was done at the beginning of second semester after the students had completed the fifteen experiments. The survey listed materials for each of the respective labs in the order that they were used during the year. The students were asked to write the chemistry concept they remembered next to the material. The survey was repeated at the end of the year. The same survey, with the addition of a list of chemistry concepts (Appendix DZ), was given to students to determine if they could match the common material used in lab with the related chemistry concept. The survey was also given at the beginning and end of second semester. The complete results of each survey can be found in Appendix G. The first survey showed that, on average, students remembered nine of the fifteen chemistry concepts. When matching the list of concepts to the materials, the students also correctly associated nine of the fifteen. Please note that there is some error in the concept matching average for the first survey because one third of my students did not finish the survey because of an early dismissal. The results of the second survey showed that, on average, the students remembered six of the fifteen chemistry concepts and correctly associated nine of the fifteen. 46 V. Student Opinion Survey The first page of the student opinion survey (Appendix D3) was a series of sixteen statements relating to experiments. The students were asked to circle a number corresponding to whether they agreed (1) or disagreed (5) with the remark. Even though the survey was given three times at three different points during the year, the average student response did not vary. Table 3: Student Opinion Survey Results Average Response for Survey Question _P_r§-_ My; 3031-, #1 1.7 1.6 1.8 #2 1.7 1.6 1.6 #3 1.6 1.5 1.8 #4 1.9 2.0 2.0 #5 2.3 2.0 2.3 #6 2.1 1.7 1.8 #7 4.0 3.5 3.6 #8 2.2 2.0 2.1 #9 1.7 1.6 1.8 #10 2.4 2.0 2.1 #11 2.8 3.2 3.3 #12 3.8 3.2 3.3 #13 2.1 1.9 1.7 #14 2.9 2.9 2.8 #15 2.3 2.8 2.6 #16 1.9 1.7 1.8 47 Students agreed with most of the statements on the survey. The following are the statements from the survey with which the students agreed, representing a student average response of 1 to 2.9: #1 Chemistry relates to every day materials. #2 Chemistry could be understood better if it relates to every day materials. #3 Chemistry courses should offer lab activities that relate to every day materials. #4 Chemistry courses should offer more lab activities than they do. #5 Lectures and labs in chemistry are connected. #6 Chemistry labs have increased my understanding of how scientists work. #8 Experiments have increased my interest in science. #9 Experiments have taught me more about chemistry than lectures. #10 Experiments have supplemented my understanding of lecture. #13 The best experiments are very structured and already written out for me to follow. #15 I am more focused on lab work if I know I will be tested over the experiment. #16 I am able to remember chemistry concepts when l have performed an experiment on that concept. Students disagreed with only a few statements on the survey. The following are the statements from the survey with which the students disagreed, representing a student average response of 3.1 to 5: #7 Experiments are more work than they are worth. #11 The best experiments are open-ended experiments that are of my own design. #12 The best experiments are take-home experiments. #14 Experimental work should be a part of unit tests. The second page to the student opinion survey was five free response questions and is discussed further in the next section. 48 Vl. Experiment Evaluation Overall, on the fifteen lab reports students averaged a B. The students enjoyed the labs, especially the ones that incorporated food. The favorite experiment by most students was Lab 5: Ice Cream Depression. Other experiments that students chose as their favorites were Lab 7: Junk Food Energy. Lab 10: Percent of an Oreo®, and Lab 4: Separation of Iron, Sugar, and Sand. Some student comments included: 0 My favorite experiment was the ice cream because I love to eat ice cream and it was good. It also helped me (to) get a good understanding of freezing point depression. . My favorite experiment was that of the SISS (Separation of Iron, Sugar, and Sand) because I came up with the experiment alone. The second portion of the student opinion survey asked students to rank the three lab styles we used this year, from most favorite to least favorite. They also had to explain why they responded this way. Overall, the students ranked the cookbook experiments the highest and open- ended experiments the lowest. The students liked the cookbook style of experiments the most because they are quick, easy, and everything they have to do is explained. Other student comments: . I like labs that are all written out because I know how to do the things if it is written out for me. It also gives me a better example to follow when I have to write a formal lab. 0 I like cookbook experiments because we get to do them in- class with a friend and I learn more about the experiment. 49 Some students did not like cookbook experiments because they found them less interesting. The students who did not like the open-ended lab style thought they were too much work and were too hard. Student comments included: 0 I don’t like open-ended labs because they take too long to o $13. do not have anything to follow and I don’t like typing my own report. . ...l‘m terrible at writing my own procedure. A few students did appreciate the open-ended experiments. One student commented: I like the open-ended experiments the most because they make me think more about what I am doing and how I plan on doing it. It prepares me for the more complex experiments. Another student wrote: I like open-ended experiments because I feel that I learn more using my own ideas and procedures. I understand the experiment better using my own work and try to get a very low percent of error to show that my procedure worked. Even though take-home experiments were not ranked the worst experiment style, many students did not like them because they do not have time to do the lab at home and they can not ask questions. Other students enjoyed the take-home experiments because they were free to do the lab when they wanted and work at their own pace. One student wrote, “I like take-home labs because it gives me more time to think and less 50 distractions.” Another student responded, “I like take-home labs because my parents can help me.” Students listed a few reasons why they did not like labs. Most of the dislikes involved some type of work the student had to perform. A few of the reasons were having to do lab write-ups, having to wear goggles, and having to clean up at the end of lab. One student wrote the worst part about labs is “to do all of the writing, the data, the conclusion, and especially the analysis ‘cause those are the hardest parts...” Yet, the same student finished the comment with “...but I learn from that.” Students listed many reasons why they liked labs including: working in-groups, getting to eat food, and doing hands-on activities. The following lists more specific student comments: The best part is being able to eat the food. They are more fun than taking notes and listening to lectures. o The best part is the experiment itself. I think it is neat to see how different things react with others. 0 The best part about labs is the hands-on contact. You get to do things on your own and see the experiments yourself. 0 The best part about labs is that you get to see things first hand. By doing this it helps you to better understand the concept that you are trying to learn. a The best part is when you turn in your write-up because it makes me feel as if I’ve accomplished something. . The best part about labs is that through them you learn yery easily. More labs = more learning. 0 Being able to burn food and make food. The fun of playing with stuff and still learning chemistry. 51 DISCUSSION l. Effectiveness The use of household materials in experiments was effective in helping students learn chemistry. The experiments maintained student interest and the food at the end of an experiment provided an incentive for students to complete the lab on time. I feel that the experiments were a success and I plan on using all of these experiments again in future years. By restructuring most of my semester one experiments, I had hoped there would be a carry over to make a difference in future experiments during the second semester. I did notice a change in student behavior during labs and in student lab reports during the second semester. There was a lot less chaos in lab this year compared to past years. Students seemed more focused and ready to figure things out on their own. This was especially true during the more complicated second semester experiments. For example, during the longest lab of the year, students completed fourteen different chemical reactions and classified them as synthesis, decomposition, single replacement, double replacement, and combustion. In past years during this experiment, students had questions during every single reaction step while experimenting and more questions when they tried to write the correct formulas, observations, and products. This year students had fewer questions during the experiment and worked together to reason out what 52 they saw happen during each reaction. This year I felt the students were less apprehensive about experimenting and in control of their own learning experience. I provided them with the starting information but then I merely became an observer. Even though students did not like all of the various lab types, I plan on continuing to use all of them again in the future. Each type brought something different to the lab adventure. Students need to experience this variety when exploring science in a hands-on manner. Students liked the cookbook style of labs the best because they did not have to think about what procedure to use. Yet, students did not comment on the analysis portion of these labs, which required them to do more work than the other experimental types. Students ranked the open-ended experimental style the lowest, because they had to think about every part of the lab. Even though this style of lab was less involved experimentally, some students had difficulties with being in control of their own scientific exploration. The only problem I found with the take-home experiments was a few students deciding not to do the lab. Students must continually be encouraged to work on their own, whether at home or at school. The biggest problem during the experiments was students who were absent. Students were given the opportunity to make up missed assignments, however most students do not do this in a timely fashion. This presents a problem when working with food. Doing a food lab is 53 different than doing a traditional chemical-based lab. With a chemical- based lab students could easily make up a lab after school. However, with some of the food-based labs, the experiment is a one time shot. The main experiment for which this is true is the ice cream lab. When analyzing the survey results, I question the effectiveness of the student opinion survey. The results seem to be a little more vague than I had anticipated. The survey that proved to be more interesting to me was the student retention and association survey. Unfortunately, some students did not make much effort to fill out the survey completely, while other students went into great detail about what we used to do each experiment. Over time student memory declined, but when given both the concept and the material students seemed to maintain their knowledge. Overall, I was very pleased with what they could remember. ll. Improvements There are two areas of improvement with the experiments and with future experiments. A few minor improvements can be made to some of the experiments in the lab manual. These include: Lab 3: Density Dilemma, Unit 1 Take-Home Lab on Solutions, Lab 4: Separation, Lab 6: Powder Potential, and Lab 11: How thick is Aluminum Foil? Most of these changes were simple improvements and mentioned in the Experimental Results and Discussion section. The only experiment that needs major 54 revision is Lab 9: Formulas for Smarties®. I feel that it can be more effective by choosing a candy that allows for empirical formulas to emerge. In the future, I hope to integrate more household materials and food into experiments for second semester. At the end of the school year students could truly use some motivation in the classroom. I also plan to integrate more experiments that use all three lab styles. lll. Conclusion Food based experiments have been a motivation for learning chemistry for my students. The application of chemistry to every day materials helps all levels of students understand the concepts better. Students could easily see the relationships between chemistry and consumer products. This year I did not get asked by students, “How does this relate to every day life?” Instead the question I heard was: “When are we going to do another food based lab?” One student comment that really took me off guard was in response to the best part of labs. The student wrote, “The best part is working with things that we don’t use every day, for example Bunsen burners.” l was so focused on applying every concept to every day materials that I forgot students also enjoy new things related just to chemistry. Some of the experiments in my lab book do use common chemistry equipment, but I must remember experiments should have a balance of both traditional 55 chemistry materials and household materials. Students benefit from experiencing both kinds of experiments. Science is the basis for solving real world problems. One should not be surprised then by using real world materials to explore science. I believe that students had fun doing these experiments while learning science. Knowing that l was responsible for helping students enjoy learning is what makes teaching worthwhile. I hope that other teachers may also bring as much joy to their students by bringing science home and using materials that students can sink their teeth into. 56 BIBLIOGRAPHY 57 BIBLIOGRAPHY American Chemical Society. (1998). Chem Com: Chemistry in t_h_e community. Dubuque, IA: Kendall/Hunt Publishing Company. Barkman, Susan. (1996). Food science. Thcficience Teacher. 63(1), 44- 46. Bradley, J.D., Durbach, 8., Bell, B. & Mungarulire J. (1998). Hands-on practical chemistry for all-why and how? Mrnal of Chemical Education, 7_5(11), 1406-1409. Ciardullo, Carmen V. CM. (1992). Micro action chemistry (Vol.1). Batavia, IL: Flinn Scientific, Inc. Selinger, Ben. (1998). Chemistrv in the marketplace. (5th ed.). Australia: Harcourt Brace & Company. EIkton-Pigeon-Bay Port Schools. (1999). Annual ed_L_rcation report 1998- 1999. Pigeon, Ml: Author. Elkton-Pigeon-Bay Port Schools. (2000). Egpil headcount report 1999- 2000. Lansing, MI: Michigan Department of Education. Frank, Sylvia. (1990, December 7). Experimental method. Chem Matters. 9(4). 7. Glynn, Shawn M. & Takahashi, Tomone. (1998). Learning from analogy- enhance science text. Mrnal of Research in Science Teaching, 35(10), 1129-1149. Levine, Elise Hilf. (1996). Confectionary chemistry. The Science Teacher. 63(5), 18-21. Michigan State Board of Education. (1996). Michigan curriculum framework. Lansing MI: Author. Michigan State Board of Education. (1991). Michigan essential goals and Lbiegtives for science ectpcatjon (K42). Lansing MI: Author. Nelson, Beverly. (1996). Cooperative science. The Science Teacher. _6_3_(5), 22-25. 58 Nicoll, Gayle. (1997). Chemical-free foods: An investigation of students’ definitions of a chemical. Journal of Chemical Education. 74(4), 455-460. Penick, John E. (1991). Where’s the science? The Science Teacher. 58(5), 28-29. Potchen, James. (2000, May). Virtual imaging of living humans and performance evaluation in observers. Frontiers in science workshop, Michigan State University, East Lansing, MI. Robblee, Karen M. (1991). Cooperative chemistry. The Science Teacher. §_8_(1), 20-23. Sumrall, William J. & Brown, Fred W. (1991). Consumer chemistry in the classroom. The Science Teacher. 58(4), 29-31. Telewski, Frank W. (1999, September). Botanical gardens and arboreta: The living museums. Frontiers in science workshop, Michigan State University, East Lansing, MI. 59 .. "‘7" 0‘. APPENDICES 60 APPENDIX A Developed: by Deborah Pudell Laker High: Sshool: 61 APPENDIX A1 P %_ Lab 1: Observation Skills: Peanut Possibilities Purpose To introduce students to the detailed observation skills needed while doing an experiment and be able to classify observations as quantitative and qualitative. Materials Peanut (in the shell) String Ruler Procedure/Data Part 1: With your partner collect a peanut, string, and ruler. Make at least 15 observations regarding your peanut. Remember you have a string and ruler to aid in your analysis. You want to make enough distinctive observations that anyone could find your peanut. A few observation rules: do not mark or taste your peanut, do not give your peanut human descriptions (i.e. your peanut is not happy or sad). Classify your observations as quantitative or qualitative in the chart below. You have 15 minutes to make these observations. I Quantitative Qualitative] 62 Part 2: Place all of the peanuts in a pile on the front table. Trade your observation lab sheet with another pair of students and try to find their peanut from the pile. If you think you have found their peanut check with the group. You have 10 minutes to find the peanut. Conclusion 1. Were you successful in discovering the other students’ peanut? 2. If yes, why were you successful? If no, why were you unsuccessful? 3. Why do scientists need good observation skills? Learn (What did you learn from this experiment?) References: Tzimopoulos, Nicholas D., Metcalfe, H. Clark, Williams, John E. & Castka, Joseph F. (1990). Observing a candle. Modern chemistry laboratory experiments (pp.221-222). Austin TX: Holt, Rinehart, and Winston, Inc. Kotas, Ann. (1994). [Peanut lab]. Unpublished experiment. 63 APPENDIX A2 C3 CID g Lab 2: Metric Measurement Madness Purpose: To introduce students to metric measurements using the proper significant digits and becoming familiar with basic laboratory equipment. Materials (List all materials you used in lab today. Hint: there are seven) Procedure Part I: Measuring Length A. Compare centimeters to inches. 1. Using your 15 cm metric ruler draw a square that is 1 cm on a side, and draw a square that is 1 inch on a side in the space below. "centimeter square” “inch square” 2. Measure the side of the “1 inch” square in centimeters. Record the number of centimeters on the line below. (Remember the precision of a metric ruler and units!) B. Compare meters to centimeters. 1. With the help of your partner use the meter stick to find your height to the nearest centimeter. 2. Knowing that 100 centimeters equals 1 meter, calculate your height in meters. Watch your significant digits. Part II: Measuring Mass A. Examine the balance. 1. What is the smallest mass you can measure? 2. What is the largest mass you can measure? B. Take a mass on the balance. 1. Determine the mass of one penny dated after 1982. 2. Determine the mass of one penny dated prior to 1982. 64 Part III: Measuring Volume A. Determine the volume of a liquid. 1. Examine the graduated cylinder. What is the smallest unit of volume you can measure with the cylinder? 2. Carefully fill the graduated cylinder about half full with water. Accurately record the volume of the water. B. Determine the volume of an irregular solid (Petoskey stone). 1. Gently lower a small Petoskey stone into the graduated cylinder that is still half full of water. Record the new volume of the water. 2. To calculate the volume of the stone, subtract the original volume of water from the volume of the water with the stone. (B1 - A2 = volume) C. Determine the volume of a regular solid. 1. Measure the dimensions of a Starburst® in the wrapper. Length = Width = Height = 2. Since volume = length x width x height, what is the volume of your Starburst®? (Don’t forget to multiply your units.) 3. Knowing that 1 cm3 = 1 ml, calculate the volume of the candy in ml. Data Evaluation (Did you have any problems collecting your data? Why or why not?) Conclusion (Write a conclusion that summarizes what you did during the experiment.) Learn (Tell me what you learned during the experiment.) 65 Questions: Part I: Length Which unit (m, dm, cm, mm) is closest to the following size: a. The thickness of a fingernail? b. the width of a finger? c. the width of a hand? (I. the length of your leg? Part II. Mass 2. Was the mass of each penny the same? Explain. Part III. Volume 3. What kind of error would result if you read the liquid volume at the top of the curve and not the bottom of the curve? General 4. How is the metric system simpler to use than English units (like inches, feet, and yards)? References: American Chemical Society. (1998). Isotopic Pennies. Chem Com: Chemistry in _t_he commnitv (pp.309-310). Dubuque, IA: Kendall/Hunt Publishing Company. Measurement and the metric system (Rev 6/91). Unpublished experiment from Chemistry 101, Central Michigan University, Mt. Pleasant, Ml. Williams, Tammy K. (1995). Metric measurement. Science experiments: Chemistm and physics (pp.5-8, 23). USA: Mark Twain Media/Carson-Dellosa Publishing Company, Inc. 66 APPENDIX A3 Lab 3: Density Dilemma 65f lntrocluction: Today many people recycle plastics. You may have noticed the recycle codes, numbers, and letters, stamped into various plastics. These codes stand for different plastic compounds with various densities. Plastic Abbreviation Code Number Density(g/mL) polyethylene PETE 1 1 .39 terephthalate high density HDPE 2 0.95-0.97 polyethylene polyvinyl chloride PVC 3 varies low density LDPE 4 0.92-0.94 polyethylene polypropylene PP 5 0.90-0.91 polystyrene PS 6 1 .05-1 .07 When a plastic sample is missing a code, recycling becomes more difficult. How can you solve this missing code dilemma? You will be given a small strip of unknown plastic to perform an experiment. However, before you enter the lab write your title, purpose, materials, and procedure. Make sure the teacher initials the bottom of your lab page. (Experimental hint: use skills and equipment from Lab #2 Metric Measurement Madness.) When you have completed your experiment, you should compare your results with other students and determine the percent error as described in the analysis. O, t.) 67 Title: Purpose: Materials: Procedure: stewamns: Data: Teacher’s initials 68 Density Dilemma Group Analysis Group Volume( ) Mass( ) Data Analysis: 1. Using graph paper, plot the mass of the plastic on the y-axis and the volume of the plastic on the x-axis. Draw a straight line that passes through as many points as possible. Points may fall on either side of the line due to experimental error. (Remember that graphs need a title and labels on both the x and y axis.) 2. Determine the x and y values of two points on the line. Calculate the slope, m, of the line. Remember that slope is the change in y over the change in x. The slope of the line is equal to the average density of the plastic. 3. Determine the density from your own experiment, using the density equafion. 4. How does the density from your own trial compare with average density found from the slope of the plot? 69 5. Using the average density and the list of given plastic densities at the introduction of the experiment, determine the identity of the unknown plastic. 6. Calculate the percent error for the average trial and your own trial based on the actual density value from the chart. % error: I actual density-experimental density I x 100 actual density 7. Describe any sources of experimental error. Conclusion: Learn: References: Smoot, Robert C. & Smith, Richard G. (1995). A graphical determination of density. Chemistgy (pp.799-780). Westerville, OH: GIencoe/McGraw-Hill. Anderson, Guy E. (1996). A simpler small scale method for the identification of plastics. Jpprnal of Chemical Education 73(3): A173. 7O APPENDIX A4 Unit I: Take-Home lab: Density Bottle You may work alone or as a group. What you will need: empty 20 oz pop bottle with the label removed Tape, baby oil or vegetable oil, water food coloring (optional) What you have to do: > > Carefully pour cooking oil or baby oil into a clean plastic 20 oz pop bottle until it is half full. Carefully add water to the bottle until it is completely full, but not overflowing. You may also add a few drops of food coloring of your choice. Screw the cap tightly onto the bottle and seal the cap using tape. Wipe off the outside of the bottle and check to make sure that it doesn’t leak. Using the provided label stickers, write water on one label and oil on the other and place each one on the appropriate portion of the bottle. 01 **How to get credit for your take-home lab:** . You must bring the density bottle to school to show the teacher the outcome of your lab, or you may take a picture of yourself with your density bottle (pictures must be turned in with this form to get credit.) List all chemistry students involved with lab and hour. (Ex. Joe Smith—15‘) List any other people involved with the lab, including anyone you told about the lab, i.e. parents. How does this experiment relate to chemistry? What did you learn? Reference: Source unknown. 71 APPENDIX A5 8% Lab 4: Separation of Iron, Sugar, and Sand To begin your experiment, you must first mix 2 grams of iron with 2 grams of sugar and 4 grams of sand. Record the exact mass of each substance in your data table. These values will be your actual masses. Your goal is to use only the following list of materials to separate the three items. In the end you will have experimental values for each of the masses and be able to calculate the percent errors. Materials: electronic balance, funnel, ring stand, clamp, filter paper, magnet, 2 beakers, stirring rod, hot plate, drying oven, 1 piece of paper, beaker tongs, water bottle, graduated cylinder, ceramic pad, water (as much as you need), flask You and your partner must decide on a procedure for the separation and write it down. Before you begin the lab get it checked first by the teacher. Remember your write-up should include a purpose, materials used, procedure, data analysis, conclusion, and learn section. References: Ehrenkranz, David & Mauch, John J. (1990). Micro-mixture separation. Chemistry in microscale (pp.35-36). Dubuque, IA: Kendall/Hunt Publishing Co. Kotas, Ann. (1994). [Separation lab]. Unpublished experiment. 72 APPENDIX A6 9- " 9 a Lab 5: Properties of Solutions: Ice Cream Depression Purpose: To study the colloid properties of a mixture combined with freezing point depression. Part I: Materials 1 quart size zip lock freezer bag 2 tablespoons of powdered coffee creamer % cup granular sugar 1/2 teaspoon vanilla 1 cup of milk Procedure With your partner rotate through the stations and fill your zip lock bag with all of the ingredients. Securely close your zip lock bag and carefully mix the ingredients. flirt II: Maierfis 1 gallon size zip lock freezer bag 4 cups of ice 1/2 cup of salt Procedure Record the temperature of the pure ice in the cooler. Next, obtain a gallon size zip lock bag that is half full of ice and contains 1/2 cup of salt. Place your sealed smaller bag inside of the larger bag and seal. Carefully shake or flip the bag every minute for five minutes. Carefully open the larger bag to measure the temperature of the ice and salt mixture (outer bag only) and record your reading. Again, make sure your larger bag is resealed and continue mixing and flipping the bag every 30 seconds for five more minutes. Once the ice cream is firm you may stop. Take a final temperature reading of the ice salt solution and record. You may now remove your ice cream, reseal the large zip lock and return it to the cooler. Grab a cup, spoon, and some chocolate syrup and share your experiment with your partner. 73 General Observations: Data Temperature Results Pure ice Ice & salt, 5 min Ice & salt, 10 min _Qata Analvsis 1. Is it necessary to add salt to the ice to make ice cream? Why? 2. Why does the salt melt the ice? 3. Is ice cream homogeneous or heterogeneous? Explain. 4. What allows the milk solution/ice cream to change state? Conclusion Learn References: Mehas, Kay Y & Rodgers, Sharon L. (1997). Salt and homemade ice cream. Food science [supplemental experiments] (pp.116-117) Peoria, IL: Glencoe/McGraw—Hill. Ebrahimi, Kathy. (1996). [Ziploc ice cream]. Unpublished experiment. 74 APPENDIX A7 .I ,- . €653 . . . Ux Lab 6: Powder Potential: Chemical & Physrcal Changes Purpose: To observe the interactions of common household powders with common household liquids and use the observations to identify the unknown components of other mixtures. Materials 4 vials of pure powders (table salt, cane sugar, starch, baking soda) 3 bottles of liquids (deionized water, vinegar, iodine) Unknown mixture powder, Pixy Stix®, powdered sugar, baking powder 2 well plates (4x3 wells), wooden splints, micro-spatulas, hand magnifier Procedure/Data Part I: Place your well plate so that you have three wells across and four wells down. In the first row (across), use a micro-spatula to place a BB size or smaller sample of table salt in each of the three wells. Do the same process for the second row with the cane sugar, the third row with the starch, and the fourth row with the baking soda. Next add five drops of distilled water to each of the four wells in the first column (down). Observe and record your observations for each well in the data table. Use the same procedure for the second column with the vinegar and the third column with the iodine solution. Don’t forget to record your observations as you go along. Analysis: Classify each of your observations in the table by placing “C” for chemical change and “P” for physical change in the box provided. Part I: - - C C C —— Deronrzed , \fine ar 0, Iodine Water r Known Water 0 g 0 Tests P P P Table Salt Cane Sugar Starch Baking Soda 75 Part II: Place your second well plate so that you have three wells across and four wells down. In the first row, use a micro-spatula to place a BB size or smaller sample of Pixy Stix® powder, in each of the three wells. Do the same process for the second row with the powdered sugar, the third row with the baking powder, and the fourth row with the unknown. Also, write down the code letter of the unknown in your chart. This unknown mixture contains one or more of the following: table salt, cane sugar, starch, or baking soda. Next add five drops of distilled water to each of the four wells in the first column. Observe and record your observations for each well in the data table. Use the same procedure for the second column with the vinegar and the third column with the iodine solution. Don’t forget to record your observations as you go along. Analysis: Classify each of your observations in the table by placing “C” for chemical change and “P” for physical change in the box provided. Part II: - - C C C -— Deionized o, Vine ar or Iodine Water or Unknown Water 9 Tests P P P Pixie Stick Powdered Sugar Baking Powder Unknown Mixture Part III: In the larger well on your well plate, place eight scoops of the Pixy Stix® and eight scoops of the baking soda. Mix the two powders with the wooden splint. Add 5-10 drops of deionized water. Record your results. Part III: Pixy Stix® + Baking Observations: C Mix Test Soda + Deionized Water 3 76 flglvsis for Part I Based on your observations, what chemical change did you observe for the following powder? What liquid was required for this to happen? If a powder did not have a chemical change leave the spaces blank. Table Salt with Cane Sugar with Baking Soda with Starch with Anavsis for Part II A. What does each unknown powder mixture definitely contain? Circle one or more of the following for each unknown substance: Pixy Stix® table salt cane sugar baking soda starch Powdered sugar table salt cane sugar baking soda starch Baking powder table salt cane sugar baking soda starch Unknown mixture table salt cane sugar baking soda starch B. Are there any powders which may or may not be present in the powder mixtures? Why were these powders hard to determine? Analvsis for Part III: How do you explain what caused this reaction? What other powder and liquid had a similar reaction? Powder Liquid used 77 Conclusion Learn References: Kitchen powders (Rev 11/92). Unpublished experiment from Chemistry 101, Central Michigan University, Mt. Pleasant, Ml. Hunter, Deb. (1997). [What’s the matter with you]. Unpublished experiment. 78 APPENDIX A8 Lab 7: Junk Food Energy Purpose To find out how much energy is in your favorite junk food. Circle your food choice: potato chip, corn chip, or cheese cracker. Materials: (List all materials you used in lab today) Procedure Obtain a sample of (food you selected) and a food holder (baby food lid with a paper clip glued to the inside). Record the initial mass of the holder and your food. Record the weight of an empty pop can with a wooden rod. Measure about 100 ml of cool water in a graduated cylinder and pour the water into the pop can. Reweigh the pop can with the water and determine the exact mass of the water. popcan\‘ Set up the apparatus as shown. O ring stand The can should beabout 1 cm foo above the food. d\ holder _* Record the initial temperature of the water in the can with a thermometer to +/- 0.1 degree Celsius. Using a match light the food on fire. As soon as the food stops burning, carefully stir the water, and record the final temperature of the water. After the food is cool, measure the final mass of the food and holder. If time permits repeat the procedure for a second trial. General Opservatjons during experiment: 79 Table 1: Collected Energy Data Trial 1 Trial 2 Initial mass of food and holder Final mass of food and holder (1) Mass of burned food Mass of can with 100mL water Mass of empty can (2) Mass of water in can Final temperature of water Initial temperature of water (3) Temperature change (4) Heat, q in kJ (5) Energy content in kJ/g (6) Energy content in Cal/g (7) Actual energy content in Cal/g (8) Percent Error Data Evaluation The following steps are listed to aid you in your calculations. All calculations and results can be shown in the data table above. 1. Determine the mass of food sample burned. 2. Determine the mass of water heated in the can. 3. Calculate the temperature change in the water. 80 4. Calculate the heat absorbed by the water, using the equation q = mTCp. Remember Cp = 4.18 J/(g'C), m= mass of water, and T = temperature change of the water. Convert your answer to kJ. 5. Calculate the energy content of your food sample. (Assume the energy absorbed by the water is equal to the energy your food released.) energy content = energy(4) lmass of food burned(1). 6. Remember food energy equals heat and is expressed in Calories. One Calorie equals 4.18 kJ. Calculate the Calories per gram sample of your food. 7. Determine the actual Calorie per gram value for your sample. Table 2: Consumer Package Energy Values Energy(Calories) Mass(grams) Cheese Nip5® 150 30.0 FritOS® Brand Corn Chips 200 35.4 Ruffle5® Brand Potato Chips 160 28.3 8. Determine the percent error of your results. 9. Explain your error. Give two specific sources for error. 10. Could the apparatus used in this lab be used to test the energy content for all foods? Explain your answer. 81 Conclusion Learn References: Holmquist, Dan D. & Volz, Donald L. (1994). Energy content of foods. Chemistry with computers, (pp.16-1 to 16-4) USA: Vernier Software. American Chemical Society. (1998). Food energy in a peanut. Chem Com: _ChemistnLin the community (pp. 239-242). Dubuque, IA: Kendall/Hunt Publishing Company. 82 APPENDIX A9 Unit 2: Take-Home Lab: Solutions You may work alone or as a group. You may choose one of the two lab options and answer the appropriate questions for credit for the take-home lab. Answer the questions as you do the experiment. > Option 1: Sweetened Tea What you will need: tea bag (or instant tea), ice cubes, water, sugar, spoon, glass, cup that can be microwaved, microwave What you have to do: 1. Make a glass of iced tea and remove the ice (1 cup of liquid will do). Is this a homogeneous or heterogeneous mixture? Record observations: 2. Add a spoon of sugar and stir. Add sugar and stir until some undissolved sugar remains on the bottom of your glass. Is this a homogeneous or heterogeneous mixture? What type of solution have you created? (supersaturated, saturated, or unsaturated) Record observations: 3. Transfer the mixture to a microwavable cup. Be sure to transfer the sugar on the bottom of the glass. Microwave the cup for 1 minute and stir. Is this a homogeneous or heterogeneous mixture? What type of solution have you created? (supersaturated, saturated, or unsaturated) What happens to the solubility of the sugar as the temperature of the tea is increased? Record observations: 4. Be sure to clean up after you are done! 83 Additional questions... A. List any other people involved with the lab, including anyone you told about the lab, i.e. parents, friends B. How does this experiment relate to chemistry? C. What did you learn? > Option 2: Fudge Factor What you will need: (or any other favorite fudge recipe) 2 cups sugar % cup milk 2 one ounce squares of unsweetened chocolate 1 teaspoon corn syrup 2 tablespoons butter or margarine 1 teaspoon vanilla What you have to do: 1. Butter sides of a 2-quart saucepan. In the pan, combine the sugar, milk, chocolate, and corn syrup. Heat and stir over medium heat, until the sugar dissolves and the mixture comes to a boil. Is this a homogeneous or heterogeneous mixture? What type of solution have you created? (supersaturated, saturated, or unsaturated) Record observations: 2. Continue to cook until a “soft-ball” stage around 234 degrees F. Stir only if necessary. (Note: Milk is a solution in which water is the solvent.) When you add sugar to milk, the boiling point (increases, decrease, stays the same) This is known as boiling point 3. Remove from heat and add butter and cool to luke warm without stirring This cool time is to allow for crystallization or What type of solution have you created? (supersaturated, saturated, or unsaturated) Record observations: 4. Add vanilla and beat vigorously until the fudge becomes very thick and starts to loose its gloss. Quickly spread into a shallow dish. 5. Be sure to clean up after you are done! 84 Additional questions... A. List any other people involved with the lab, including anyone you told about the lab, i.e. parents, friends B. How does this experiment relate to chemistry? C. What did you learn? References: Mackenzie, Norma N. [Old-time fudge an at home lab]. Unpublished experiment. Smoot, Robert C. 8 Smith, Richard G. (1995). Sweetened tea. Chemistm (pp. 52-53). Westerville, OH: Glencoe/McGraw-Hill. 85 APPENDIX A10 if: Lab 8: Chemical Formulas Q> Purpose: To combine various ions to create chemical formulas. Materials: 2 Sheets of paper that contain various ions in a grid. 1 cup with red and green plain m&m’s® candies. (Do not eat any candy until you have completed the lab!) Procedure Find all of the ion cards that say aluminum. Write the symbol and charge for aluminum on the space below the card. Do the same for all other ion cards. Check your completed sheet with your partner’s completed sheet. Aluminum Aluminum AI+3 Carefully cut out all of the ions from the gridded paper to create ion cards. Once the cards are complete you are ready to start creating formulas. Stack similar ion cards together. Each positive charge will be represented by a red m&m’s® and each negative charge will be represented by a green m&m’s®. For example, to make aluminum phosphate, you would need an aluminum ion card and a phosphate ion card. The aluminum ion card would have three red m&m’s ®(+3 charge), and the phosphate ion card would have three green m&m’s ®(-3 charge). red Aluminum 0 O Phosphate +3 0 o _3 Al o 0 PO._, green All formulas on this lab have a neutral charge. Therefore, every red candy must be matched with a green candy from the other card. Since aluminum phosphate has one card for each ion, the formula is AIPO4, If the candies are not equal, other cards of the same ion must be added until equal candies are obtained. The number of each card used becomes the subscript for that ion. Also, if a polyatomic ion has more than one card, place parenthesis around the ion before using a subscript. 86 Data: Example: 1) 2) 3) 4) 5) 5) 7) 8) 9) 10) 11) 12) 13) 14) 15) 16) 17) 18) 19) 20) Compound Formula aluminum phosphate AIPO4 sodium chloride ammonium hydroxide ‘ calcium sulfate magnesium nitrate zinc bromide mercury (ll) oxide aluminum sulfate silver nitrate barium hydroxide potassium sulfide iron (II) sulfate copper (ll) carbonate calcium acetate iron (Ill) sulfate calcium phosphate zinc sulfide ammonium carbonate potassium oxide iron (lll) chloride aluminum oxide 87 Data A_nalvsis Do you believe that using the m&m’s® helped you to write the formulas for compounds? Explain. Conclusion Learn References: Smoot, Robert C. & Smith, Richard G. (1995). Formulas and oxidation numbers. Chemistm (pp. 806-807). Westerville, OH: GIencoe/McGraw-Hill. Tzimopoulos, Nicholas D., Metcalfe, H. Clark, Williams, John E., & Castka, Joseph F. (1990). Worksheet VI: Quizzes on formula writing and ions and their charge(s). Modern chemistry teacher’s resodrce binder (pp. 1W1 4). Austin TX: Holt, Rinehart, and Winston, Inc. 88 Aluminum Aluminum Ammonium Ammonium Acetate 8;; 0:18; Ca;nate C—h;de Chm—ride Chl;ide C5559» (ll) grimxide Hydr—oxide Exide 1:;17") l111—0“) 1:99;") MiBel—nesium 9919mm) Nib—ate Nitr——a—t—e Q; 6:1; 5;; Ph;hate ghate P—c;;s_sium P5;sium S:lt'r_de 21:: Sodium 89 APPENDIX A11 { Lab 9: Formulas for Smarties® Purpose: To determine all of the chemical formulas found in a package of Smarties. Materials: 1 package of SmartieS® per person Procedure: Get into a group of at least four people. Each person will count the number of each color (atom of an element) and write a chemical formula for his or her Smartie compound. After everyone is complete, switch until you have all of the compounds in your group. Complete the chart below as data is collected. Do NOT open any package until the activity is over. Smarties element symbols: White = W Yellow = Y Pink = P Orange = 0 Green = G Lilac (light purple) = L Data: Package Number of Each Chemical Formula Empirical Number Atom & Element (Molecular Formula) Formula Example 2 W, 1 Y, 1 P, 3 O WzYP03 WzYP03 1. 2. 3. 4. 90 Data Analysis: 1. Did each person have the same compound? 2. How could you tell? 3. Did each compound have the same formula? 4. Did some compounds have the same elements in them? 5. Were the elements in the same ratio or different ratio? Conclusion: Learn: Reference: Hensley, Lynn. (1998, March). Using Candy to Teach Chemistry. Annual Conference for Michigan Science Teachers Association. 91 APPENDIX A12 3 E _ Lab 10: Percent of an Oreo® Is there really extra cream in a double stuffed OreO® cookie? Now is the time to put your percent composition skills to work and figure out how to solve this problem. Here are some materials you can use: 1 regular Ore0® cookie 1 double stuffed OreO® cookie 1 balance (do n_o_t put cookies directly on the balance) 1 plastic spoon 1 piece of toweling The procedure is up to you, just remember to be specific. OOOOOOOOOOOOOOOOOOOOOOOOOOOOOO0000OOOOOOOOOOOOOOOOOOOOO A formal lab write up is required. Please include the following in your report: Title Purpose Materials Procedure & General Observations Data & Analysis: Collected masses from both cookies (cream, wafer and total cookie mass) Calculations, include % composition of cream and % compostion of wafer for both cookies. Include sources of error Conclusion: Be sure to answer the question: Does a double stuffed Oreo have twice the cream of a regular OreO®? Support your answer with your results. Learn Reference: Decker, Luann. (1998). Stoichiometry unit project. Unpublished master defense, Michigan State University, East Lansing, MI. 92 APPENDIX A13 2 :51} Lab 11: How Thick is Aluminum Foil? How many centimeters thick is the aluminum foil surrounding your miniature Reese'S® peanut butter cup®? How many atoms thick is this? The small size of an atom may give you a clue as to the tremendous number of atoms that are actually in a sample of matter that we can measure. Purpose To relate the size of an atom to the thickness of a piece of aluminum foil surrounding a piece of candy. Materials aluminum foil or candy wrapper string balance aluminum block or cylinder ruler water 10 mL graduated cylinder Procedure 1. Mass the block or cylinder of aluminum metal. Record the mass in grams in the following data table. 2. Fill a 10 ml graduated cylinder with about 6-ml of water and record the exact volume to +/- 0.1 ml. 3. Tie a string to the aluminum block or cylinder and lower it into the water in the graduated cylinder until it is completely immersed. Record the new volume of water. Compute and record the volume of the aluminum. Find the mass of a piece of aluminum foil. Measure and record the length and width of the foil to +/- 0.1 cm. 9391:“ Table: Collected Aluminum Data Mass of piece of aluminum Volume of water in cylinder Volume of water plus aluminum Volume of piece of aluminum Mass of aluminum foil Length of aluminum foil 99m999> Width of aluminum foil 93 Data & Analysis (show all work) 1. What was the purpose of the aluminum block or cylinder? 2. Determine the density of the aluminum block. Density = Mass / Volume 3. Find the volume of the aluminum foil in cubic centimeters. Volume = Mass/ Density 4. Find the height (thickness) of the foil in centimeters. Volume=lxwxh 5. One aluminum atom is 2.5 x 10’8 cm thick. Find the thickness of the foil in atoms. Number of atoms thick = height / 2.5 x 10'8 cm 6. Compute the number of moles in the TOTAL sample of aluminum foil. 7. Compute the number of atoms in the TOTAL sample of aluminum foil. 8. If the world had 5.6 x 109 people, how many atoms of aluminum could you distribute to each person from your sample of aluminum foil? Conclusion Learn Reference: Smoot, Robert C. & Smith, Richard G. (1995). Aluminum foil thickness. Chemistm (pp. 809-810). Westerville, OH: Glencoe/McGraw-Hill. 94 APPENDIX A14 y And» ’1‘, . . . t.- 4mm... 4.912 Lab 12. Water of Crystallization Overview: Many ionic compounds contain water in their crystal structure. The water occurs in a fixed ratio with ionic components of the crystal and is called the water of hydration. This water may be driven off with heat. Our goal is to determine the empirical formula of the hydrate magnesium sulfate. You may know this as Epsom Salt. Materials balance evaporating dish Bunsen burner tongs ring stand spatula iron ring Epsom Salt clay triangle ceramic pad Procedure 1. Make sure your lab equipment is clean. 2. Heat the evaporating dish on top of the clay triangle for about a minute, then move it to a ceramic pad to cool for about five minutes. 3. Once cool, weigh the evaporating dish and record the mass in a data table. 4. Place about 1-2 grams of Epsom Salt (MgSO4 ' nH20) into the evaporating dish and weigh the exact mass of the wet sample. 5. Heat the sample gently for about 5 minutes. Watch the sample carefully and record any qualitative observations. If you hear crackling lower your flame. Heat the sample an additional 3-5 minutes on maximum heat. Cool the dish on the ceramic pad for at least 5 minutes. Once cool, weigh the dry sample and dish. If time permits, heat the dish a second time for 2-5 minutes on maximum heat and repeat steps 7 and 8. 10. Dispose of the dry sample in a designated waste jar and clean up your station. $°9°.“.°° Note #1: You will be responsible for a full formal lab write-up in ink or typed. (Title, Purpose, Materials, Procedure, Data Analysis, Conclusion, and Learn) 95 Note #2: You will need to design a data table to collect your experimental data. It must include: mass of evaporating dish, mass of dish & wet sample, mass of dish & dry sample. You may also want to include your general observations here. Don’t forget a title to your table. Note#3: The following questions should help you with your calculations to arrive at your conclusion. This information should be placed in the data analysis section of your write-up along with any errors made during the experiment. You may wish to summarize the calculated information in a second data table. Please attach this lab sheet to your final report. Calculations: (show all work) 1. Calculate the mass of the anhydrous magnesium sulfate (dry sample). 2. Calculate the moles of anhydrous magnesium sulfate. 3. Calculate the mass of water driven off from the sulfate. (wet sample —dry sample) 4. Calculate the moles of water driven off from the sulfate. 5. The reaction for the experiment is MgSO4'nH20 ——> MgSO4 + nH20 Find the value of “n” by taking the mole ratio of water to MgSO4. 6. Determine the percent error of your results. You may find the actual value by looking at the Epsom Salt package. 7. What were your sources of error? How could you improve your results? _ConcluLsion: Learn: 96 References: Dougan, David. (1994). Percentage of hydration. 40 Low-waste, low-risk chemistry labs (p.53-54). J. Weston Walch Publisher. Tzimopoulos, Nicholas D., Metcalfe, H. Clark, Williams, John E., & Castka, Joseph F. (1990). Water of crystallization and empirical formula of a hydrate. Mogern chemistry laboratonLexgeriments (pp.151-154). Austin TX: Holt, Rinehart, and Winston, Inc. 97 APPENDIX A15 Unit 3: Take-Home Lab: Molarity Now that you are familiar with the mole concept and know how to calculate the concentrations of solutions, the time has come for you to examine your favorite beverages. You may work alone or as a group. What you will need: a packet of Kool-Aid® (the flavor is up to you) water sugar container unit conversion chart can or bottle of pop What you have to do: > Carefully make yourself a pitcher of Kool-Aid® according to the directions on the packet. While you are drinking your beverage, perform the following calculations to determine the concentration of sugar in your solution. Analysis of your Kool-Aide : 1. Calculate the moles of sugar in your Kool-Aid® . ( 1 cup of sugar = 102 9 sugar) (Use C12H22011 for the formula of table sugar) 2. Calculate the liters of Kool-Aid®. (Look up the conversion for quarts to liters.) 3. Calculate the Molarity of sugar in your Kool-Aid® . 98 Analysis of your pop: 4. Look at the nutrition information on your container of pop. Find the number of grams of sugar per serving and then calculate the moles of sugar in your pop. (Assume that pop is made in the same manner as the Kool-Aido.) 5. Calculate the liters of pop per serving of sugar. 6. Calculate the Molarity of sugar in your pop. Comparing the two solutions: 7. What solution had the highest concentration of sugar? 8. Did this surprise you? Explain. Additional questions: A. List any other people involved with the lab, including anyone you told about the lab, i.e. parents. B. How does this experiment relate to chemistry? C. What did you learn? References: Self designed idea. 99 APPENDIX B Lab Write-up Experimental write-ups should be organized in a logical order. Before you begin the experiment you must have a purpose prepared. Some experiments may also require a procedure to be written ahead of time. The general format of a write-up should be as follows: Title: Each lab should be titled appropriately. Purpose: Short sentence that gives the reason for doing the lab. Usually, starts with the preposition “To ..... ” Materials: List of all items and apparatus used during experiment. Procedure: Summary of steps taken while experimenting. Data collected during the experiment should be in data tables. This must always be neat and clear. Use a ruler to make your data tables. Any general observations made can also be included in this section Data Evaluation: Answer the question: Are the data you collected accurate and/or precise? If there was a problem obtaining the data explain it. Also, graphs and any calculations are included in this part. Conclusion/Final Analysis: Answer the question: Did you achieve the purpose in this experiment? Why or why not? Explain why your data was good or bad. Include any calculation results and percent error. Learn: Tell me what you learned during this experiment in a few sentences. Example: How did the experiment help you understand what we did in class? 100 APPENDIX C Unit Tests 101 APPENDIX C1 Unit 1 Test: Chemistry and Measurement 1. Match the following terms to the correct definition. Put the appropriate letter of the definition in front of the term. HHHHi—I PWPBP H 01 16. 17. 18. 19. 20. EOWNQP‘PSPPT‘ > accuracy scientific notation precision density volume weight quantitative mass _ qualitative matter experiment scientific method theory significant figures .zgrixFr-‘FEQCPF‘JCQW . mass per unit volume logical solution to problems;order in nature whatever occupies space and has mass plausible explanation of nature; why number in form A x 10n amount of space and object occupies closeness to true value amount of matter in a material closeness of values to each other describes quality of an item # of digits reported for value measure of force of gravity between objects describes quantity of an item; measurement controlled observation; repeatable . Define: chemistry and list three branches of chemistry" * For an extra point list all of the g chemistry branches . Circle the appropriate classification to the following observation. The candle is 4.5 cm tall. quantitative qualitative The candle is white. quantitative qualitative Smoke came from the candle. quantitative qualitative The diameter of the candle is 2.5 cm. quantitative qualitative The candle smelled like vanilla. quantitative qualitative 102 111. True or False. 21. Hold your nose directly over a solution and take a big whiff to smell a solution. 22. Report all accidents to Miss Pudell even the minor ones. 23. Always taste every chemical you use in the lab to make sure it is fresh. 24. Handle chemicals carefully. DO NOT touch chemicals. 25.Never return chemicals to the original containers. 26.Never wear your safety goggles in the laboratory. 27.If a chemical is spilled put a piece of paper on it and walk away. 28. DO NOT MESS AROUND IN THE LAB! 29. Always leave your work area as messy as possible and be sure to leave the gas on for the next class. 30. Know the location of all safety equipment. 31. Handle chemicals carefully at all times. 32. Always discard garbage and matches down the sink and not in the trash can. IV. Write the name for the following symbols and apparatus. . k . "" g 35. O 36. 37. 38. I 103 V. Short answer. 39. Name the two types of measurement systems used in the US. 40. Describe in detail how to find the density of an object. 41. List two safety equipment devices in the room. For each one describe: where it is located and how to use it. Equipment Where is it? How do you use it? VI. Problems (Show your work and use proper sig figs!) 42. Part A. A graduated cylinder weighed 45.1 g. Added to the cylinder was 23.0 g water and 1.63 g of sodium bromide. What was the total mass of the cylinder and the solution? Express the answer to the correct number of sig figs. ANSWER: How many sig figs should be in your answer? Part B. Multiply your answer from A by 5.1 g and record the answer with the correct number of sig figs. ANSWER: How many sig figs should be in your answer? 43. Fill in the following equivalency statements and in the box behind the statement write if it is a length, mass,volume or density unit. 104 44. Write the following in Scientific notation: 569,000,000 0.0000603 45. The Star of India sapphire weighs 563 carats. A carat equals 200 mg. What is the weight of the gemstone in grams? Use dimensional analysis and show all work please. 46. Convert: 144 ft to dm 47. The density of mercury is 13.5 g/mL. Write the density equation and answer the following questions. (a) What is the mass of 14.20 mL of mercury? (b) What is the volume of 28.0 g of mercury? 48. Measure the solution below to the greatest precision. Answer: 105 APPENDIX C2 Unit 2 Test: Matter, Solutions, and Energy 1. Match the following terms to the correct definition. Put the appropriate letter of the definition in front of the term. (2 points each) 1. matter A. specific kind of matter 2. solute B. energy unit 3. element C. two or more kinds of material separated physically 4. heterogeneous D. a homogeneous mixture; two parts 5. mixture E. same kind of atom 6. compound F. does not depend on amount of matter, ex density 7. exothermic G. mixture composed of different parts 8. heat H. anything that occupies space 86 has mass 9. extensive I. same throughout; material contains similar materials 10. homogeneous J. material that does dissolving in solution, ex H20 11. solution K. dissolved material in a solution 12. endothermic L. transfer of energy as a result of AT; symbol q 13. chemical symbol M. letter(s) to represent an element 14. material N. absorbed energy in a reaction 15. intensive O. depends on amount of matter, ex. mass 16. joule P. released energy in a reaction 17. solvent Q. more that one different atom chemically combined 18. precipitate R. solid that separates from a solution 11. Answer the following short answer questions. 19. List and describe the three phases of matter. (3 points) 20. State the difference between a physical property / change and chemical property/ change (4 points) 106 111. Answer the following . . . 21. Classify the following materials as homogeneous or heterogeneous. (6 pts) a. sugar homogeneous heterogeneous b. granite homogeneous heterogeneous c. air homogeneous heterogeneous d. a penny homogeneous heterogeneous e. table salt homogeneous heterogeneous f. chocolate chip cookie homogeneous heterogeneous 22. Circle whether the following is a chemical or physical change. (6 points) a. dissolving salt in water chemical physical b. alcohol evaporating chemical physical c. rotting egg chemical physical d. chopping wood chemical physical e. melting ice cream chemical physical f. burning gasoline chemical physical 23. Write whether the following are compounds, mixtures, solutions, or elements.(6 pts) a. apple b. sulfur c. paint d. water e. sugar f. Fruitopia 24. Write the following symbols (7 points) a. mercury e. neon b. potassium f. fluorine c. sodium g. phosphorous (1. silver 107 25. Write the following names (6 points) a. B b. S c. Ca d. Cu e. N f.O IV. Problems Convert between emery units: 1 calorie = 4.184 joules 1000 calories = 1 Calorie 26. A serving of Frosted Shredded Wheat Cereal contains 190 Calories. How many joules is this? (6 pts) 27. How much heat is required to raise the temperature of 235 g of H20 from 10 °C to 75 °C? (5pt) Cp = 4.184 J/g°C q=mAT Op 28. What is the mass PC13 required to produce 12,675 J of heat? The temperature rose from 55.2 °C to 80.2 °C and the specific heat is 0.874 J / g-°C (5 pt) 108 29. Describe what happens when salt is added to ice. What colligative property does this process represent? (5 pt) Solubility graph: 5pt 120 00'” ' 100 $6 , 80 so .. 40 ~— 20 «5‘06 Solublity (g/100g H20) 0 O 10 20 3O 4O 50 60 7O 80 90100 Temperature (°C) Use the solubility curve above to answer the following questions: 30. Name the two salts that have the same solubility at 25°C. 31. What salt has the least solubility at 0°C? 32. How many grams of KBr are needed to saturate 100 g of water at 70°C? 33. At 20°C a solution of 80 g of NaClO3 in 100 g of water is (saturated, unsaturated, supersaturated). 109 APPENDIX C3 Unit 3 Test Part A: Chemical Formulas 1. Multiple Choice (2pts each) 1. The charge on an individual atom is represented by the a. coefficient b. subscript c. formula unit d. oxidation number 2. A metal and a nonmetal are named using the compound rules. a. ionic b. molecular c. polyatomic (1. molecular and ionic 3. A nonmetal produces a ion. a. neutral b. negative c. positive (1. happy 4. A metal produces a ion. a. neutral b. negative c. positive (1. happy 5. For the formula of a compound to be correct, the algebraic addition of the charges on the atoms or ions in the compound must add up to zero a sum one less than the number of elements present a sum one greater than the number of elements present a sum equal to the number of elements present 999'?“ 6. A shorthand method used to represent one atom of an element is a a. chemical formula b. coefficient c. chemical symbol d. subscript 7. Which of the following represents the number of atoms of a given kind in a compound? a. oxidation number b. coefficient c. subscript d. formula unit 110 10. ll. 12. 13. 14. 15. 8. Which of the following is an organic compound? a. C2H2 b H2804 c. MgO d KNO3 A compound having six carbon atoms linked in a chain would be named using which of the following prefixes? a. eth- b. prOp- c. hept- d. hex- Am atom that has an electric charge is called a(n) a. formula unit b. isotope c. ion d. binary compound The oxidation number of the nitrate ion is a. + 1 b. +2 c. - l d. -2 Which of the following elements occurs naturally as diatomic molecules? a. phosphorus b. sulfur c. carbon d. oxygen How many formula units are represented by 3KZSO3? a. four b. three c. two d. one The oxidation number of the ammonium ion is a. -l b. +1 c. +2 (:1. -2 The empirical formula for benzene (C6H6) is a. C6H6 b. C2H2 Q C3H3 d. CH 111 16. The simplest formula for a compound (having the smallest whole number ratio) is the molecular formula. empirical formula. structural formula. atomic formula. 9.09:2» II. Answer the following short answer questions. 17. Name the oxidation number of both elements in the following molecules: (1 pt each) a. P02 p O b. M3012 Mg c1 18. How many atoms of each kind are in Fe2(CO3)3? (2pt each) Fe C O 19. How many atoms of each kind are in 5MgC12? (2pt each) Mg Cl 20. Name the following compounds: (4 points each) a. NaQO b. AgBr S? FelN03I3 d. NH4F .9 NgBré 112 21. Write the symbols for the following compounds: (4 pts) a. nicke1(II) phosphate b. sulfur trioxide 0. magnesium hydroxide (1. calcium oxide e. tin(IV)chloride 111. Short Answer. (Please answer in complete sentences) 22. Why is the name sulfur aluminide incorrect for the compound A1283? 23. How do chemical symbols and formulas help scientists to communicate? 113 APPENDIX C4 Unit 3 Test Part B: The Mole Concept You must show all work to get full credit. Don’t forget units and proper sig figs! 1. How many moles of sulfur are contained in 25.0 g of sulfur? (6 pt) 2. Baking soda (NaHCOg) is an active ingredient in the rising of baked goods. If a certain cake recipe calls for 2.55 g of baking soda, how many formula units does this represent?(Remember formula units are found the same way as molecules) (8 pt) 3. Determine the percent composition of each element in C6H1206. (6 pt) 114 4. What is the empirical formula of a substance composed of 3.05% carbon, 0.26% hydrogen and 96.69 % iodine? (8 pt) 5. What is the concentration(molarity) of a solution that contains 75.3 g of MgSO4 in 5.02 L ? (6pt) 6. What is the molecular weight of A12(SO4) 3? (4 pt) 7. Distinguish between molarity and molality as measures of concentration. (2 pt) 115 APPENDIX D Surveys 116 APPENDIX D1 Student Retention Survey Write the corresponding Chemistry Concept for the labs that contained the following common items: Common Item Chemistry Concept Peanut Starburst®, Water, Pennies Plastics Oil & Water Sand, Sugar, Iron Ice Cream Baking Powder & Vinegar Starch & Iodine Salt & water Cheese Nips® Fudge or Tea m&ms® Smarties® Oreo® Aluminum Foil Epsom Salt KooI-Aid® 117 APPENDIX DZ Student Association Survey Write the corresponding Chemistry Concept for the labs that contained the following common items. You may use the word bank down below. Common Item Peanut Starburst®, Water, Pennies Plastics Oil & Water Sand, Sugar, lron Ice Cream Baking Powder & Vinegar Starch & Iodine Salt 8. water Cheese Nips® Fudge or Tea m&ms® Smarties® Oreo® Aluminum Foil Epsom Salt KooI-Aid® Observation Skills Density & Percent Error Matter Separation Chemical & Physical Changes Boiling Point Elevation Molecular & Empirical Formulas Avogadro’s Number Molarity Chemistry Concept Measurement & Conversion Density Freezing Point Depression Energy Chemical Formulas & Naming Percent Composition Analysis of a Hydrate 118 APPENDIX D3 Student Opinion Survey Please respond by circling the number that shows how much you agree with the following statements. Low numbers mean you agree with the statement and high numbers mean you disagree with the statement. Base your answers on this science course only. 1. Chemistry relates to every day materials. agree 1 2 3 4 5 disagree 2. Chemistry could be understood better if it relates to every day materials. agree 1 2 3 4 5 disagree 3. Chemistry courses should offer lab activities that relate to every day materials. agree 1 2 3 4 5 disagree 4. Chemistry courses should offer more lab activities than they do. agree 1 2 3 4 5 disagree 5. Lectures and labs in chemistry are connected. agree 1 2 3 4 5 disagree 6. Chemistry labs have increased my understanding of how scientists work. agree 1 2 3 4 5 disagree 7. Experiments are more work than they are worth. agree 1 2 3 4 5 disagree 8. Experiments have increased my interest in science. agree 1 2 3 4 5 disagree 9. Experiments have taught me more about chemistry than lectures. agree 1 2 3 4 5 disagree 10. Experiments have supplemented my understanding of lecture. agree 1 2 3 4 5 disagree 11. The best experiments are open-ended experiments that are of my own design. agree 1 2 3 4 5 disagree 12. The best experiments are take-home experiments. agree 1 2 3 4 5 disagree 13. The best experiments are very structured and already written out for me to follow. agree 1 2 3 4 5 disagree 14. Experimental work should be a part of unit tests. agree 1 2 3 4 5 disagree 15. I am more focused on lab work if I know I will be tested over the experiment. agree 1 2 3 4 5 disagree 16. I am able to remember chemistry concepts when l have performed an experiment on that concept. agree 1 2 3 4 5 disagree 119 (Mid- and Post-Survey Only) 17. Rank the following from favorite to least favorite (1 most to 3 least) Open-ended experiments Take-home experiments Cookbook experiments 18. Explain your reasons for selecting your favorite and least favorite experimental type. 19. What is the best part about labs? 20. What is the worst part about labs? 21. What was your favorite experiment this semester? Why? 120 APPENDIX E Lab Results 121 APPENDIX E1 Lab 1 Results (20 points total) Table 4: Grades for Lab 1: Observation Skills: Peanut Possibilities 3rd Hr. 5th Hr. 6th Hr. Student Score 3/3 Student Score f/g Student Score 319 #1 18 90 A #24 19 95 A #47 20 100 A # 2 15 75 C #25 20 100 A #48 18 90 A # 3 19 95 A #26 20 100 A #49 19 95 A # 4 19 95 A #27 18 90 A #50 20 100 A # 5 18 90 A #28 19 95 A #51 18 90 A # 6 19 95 A #29 20 100 A #52 20 100 A # 7 20 100 A #30 20 100 A #53 18 90 A # 8 15 75 C #31 19 95 A #54 20 100 A # 9 20 100 A #32 17 85 B #55 18 90 A #10 20 100 A #33 19 95 A #56 20 100 A #11 14 70 C #34 20 100 A #57 15 75 C #12 20 100 A #35 20 100 A #58 18 90 A #13 20 100 A #35 19 95 A #59 15 75 C #14 19 95 A #37 20 100 A #60 20 100 A #15 20 100 A #38 19 95 A #61 20 100 A #16 20 100 A #39 19 95 A #62 19 95 A #17 19 95A #40 19 95A #63 18 90A #18 20 100 A #41 19 95 A #64 19 95 A #19 15 750 #42 19 95A #65 19 95A #20 19 95 A #43 19 95 A #66 20 100 A #21 19 95 A #44 19 95 A #67 15 75 C #22 17 85 B #45 18 90 A #68 15 75 C #23 17 85 B #46 20 100 A #69 20 100 A Ave. 18 92 A Ave. 19 96 A Ave. 18 92 A A 17 A 22 A 19 B 2 B 1 B 0 C 4 C 0 C 4 D 0 D 0 D O F _3 F __0_ F _9_ 23 23 23 TOTAL f/_o A 58 84% B 3 4% C 8 12% D 0 0% F 0 0% 69 100% 122 APPENDIX E2 Lab 2 Results (40 points total) Table 5: Grades for Lab 2: Metric Measurement Madness 3rd Hr. 5th Hr. 6th Hr. Meg; 5.9% X; Student _SJLQE f/g Student Score fl/g # 1 33 83 B #24 36 90 A #47 38 95 A # 2 32 80 B #25 35 88 B #48 33 83 B # 3 29 73 C #26 40 100 A #49 37 93 A # 4 24 60 D #27 32 80 B #50 38 95 A # 5 35 88 B #28 36 90 A #51 35 88 B # 6 37 93 A #29 38 95 A #52 39 98 A # 7 36 90 A #30 37 93 A #53 35 88 B # 8 33 83 B #31 35 88 B #54 35 88 B # 9 29 73 C #32 35 88 B #55 31 78 C #10 23 58 F #33 38 95 A #56 35 88 B #11 29 73 C #34 38 95 A #57 36 90 A #12 30 75 C #35 35 88 B #58 33 83 B #13 28 70 C #35 34 85 B #59 31 78 C #14 34 85 B #37 36 90 A #60 35 88 B #15 35 88 B #38 28 70 C #61 31 78 C #16 32 80 B #39 35 88 B #62 32 80 B #17 35 88 B #40 35 88 B #63 32 80 B #18 34 85 B #41 35 88 B #64 36 90 A #19 32 80 B #42 40 100 A #65 38 95 A #20 35 88 B #43 39 98 A #66 40 100 A #21 34 85 B #44 39 98 A #67 34 85 B #22 30 75 C #45 28 70 C #68 34 85 B #23 33 83 B #46 35 88 B #69 34 85 B Ave. 32 80 B Ave. 36 89 A Ave. 35 87 B A 2 A 11 A 8 B 13 B 10 B 12 C 6 C 2 C 3 D 1 D 0 D 0 F _1 F __0 F _0_ 23 23 23 TOTAL 3/3 A 21 30% B 35 51% C 11 16% D 1 1% F 1 1% 69 100% 123 APPENDIX E3 Lab 3 Results (40 points total) Table 6: Grades for Lab 3: Density Dilemma 3rd Hr. 5th Hr. 6th Hr. Student Score 3/2 Student Score fl/g Student Sgt-.3 5% #1 33 83 B #24 36 90 A #47 29 73 C # 2 32 80 B #25 37 93 A #48 37 93 A # 3 34 85 B #26 36 90 A #49 32 80 B #4 33 83 B #27 27 68 D #50 37 93 A # 5 26 65 D #28 37 93 A #51 34 85 B # 6 35 88 B #29 33 83 B #52 38 95 A # 7 28 70 C #30 34 85 B #53 30 75 C # 8 35 88 B #31 34 85 B #54 37 93 A # 9 34 85 B #32 O 0 F #55 34 85 B #10 32 80 B #33 36 90 A #56 37 93 A #11 28 70 C #34 33 83 B #57 34 85 B #12 35 88 B #35 31 78 C #58 35 88 B #13 30 75 C #35 33 83 B #59 36 90 A #14 34 85 B #37 35 88 B #60 35 88 B #15 29 73 C #38 33 83 B #61 36 90 A #16 32 80 B #39 O 0 F #62 30 75 C #17 31 78 C #40 35 88 B #63 36 90 A #18 34 85 B #41 34 85 B #64 35 88 B #19 34 85 B #42 36 90 A #65 32 80 B #20 28 70 C #43 35 88 B #66 38 95 A #21 31 78 C #44 36 90 A #67 34 85 B #22 34 85 B #45 29 73 C #68 36 90 A #23 35 88 B #46 34 85 B #69 36 90 A Ave. 32 80 B Ave. 31 78 C Ave. 35 87 B A 0 A 7 A 11 B 15 B 11 B 9 C 7 C 2 C 3 D 1 D 1 D 0 F __9 F _2_ F _9_ 23 23 23 TOTAL °/_o A 18 26% B 35 51% C 12 17% D 2 3% F 2 3% 69 100% 124 APPENDIX E4 Unit 1 Take-Home Lab Results (15 points total) Table 7: Grades for Unit 1 Take-Home Lab: Density Bottle 3rd Hr. 5th Hr. 6th Hr. am Sm °_/2 Stude_nt Sm 912 smut Score % #1 15 100A #24 15 100A #47 15 100A #2 15 100A #25 15 100A #48 15 100A #3 13 87 B #26 15 100 A #49 11 73 C #4 13 87 B #27 15 100A #50 15 100A #5 15 100 A #28 O 0 F #51 13 87 B #6 15 100A #29 15 100A #52 15 100A #7 15 100A #30 15 100A #53 15 100A #8 13 87 B #31 15 100 A #54 13 87 B #9 15 100 A #32 O 0 F #55 13 87 B #10 13 87 B #33 15 100A #56 15 100A #11 15 100A #34 15 100A #57 15 100A #12 15 100 A #35 15 100 A #58 15 100 A #13 15 100A #35 15 100A #59 15 100A #14 15 100A #37 15 100A #60 15 100A #15 13 87 B #38 15 100A #61 15 100A #16 15 100 A #39 0 0 F #62 13 87 B #17 0 0 F #40 15 100A #63 15 100A #18 13 87 B #41 15 100A #64 15 100A #19 15 100A #42 15 100A #65 15 100A #20 15 100A #43 15 100A #66 13 87 B #21 13 87 B #44 15 100 A #67 13 87 B #22 15 100A #45 15 100A #68 13 87 B #23 9 60 D #46 0 0 F #69 13 87 B Ave. 13 90 A Ave. 12 83 B Ave. 14 94 A A 14 A 19 A 14 B 7 B 0 B 8 C 0 C 0 C 1 D 1 D 0 D 0 F__1 F_4_ F_(_)_ 23 23 23 TOTAL % A 47 68% B 15 22% C 1 1% D 1 1% F 5 7% 69 100% 125 APPENDIX E5 Lab 4 Results (50 points total) Table 8: Grades for Lab 4: Separation of Iron, Sugar, and Sand 3rd Hr. 5th Hr. 6th Hr. St_ude_n_t M % Student Score % Student Score % # 1 38 76 C #24 40 80 B #47 43 86 B # 2 38 76 C #25 45 90 A #48 25 50 F # 3 44 88 B #26 48 96 A #49 46 92 A #4 44 88 B #27 39 78 C #50 41 82 B # 5 38 76 C #28 43 86 B #51 0 0 F # 6 39 78 C #29 41 82 B #52 46 92 A # 7 34 68 D #30 41 82 B #53 41 82 B # 8 43 86 B #31 44 88 B #54 43 86 B # 9 40 80 B #32 46 92 A #55 35 70 C #10 36 72 C #33 48 96 A #56 46 92 A #11 41 82 B #34 46 92 A #57 37 74 C #12 45 90 A #35 43 86 B #58 46 92 A #13 39 78 C #35 44 88 B #59 40 80 B #14 39 78 C #37 46 92 A #60 42 84 B #15 35 70 C #38 48 96 A #61 42 84 B #16 39 78 C #39 39 78 C #62 45 90 A #17 41 82 B #40 36 72 C #63 41 82 B #18 45 90 A #41 37 74 C #64 41 82 B #19 45 90 A #42 41 82 B #65 36 72 C #20 38 76 C #43 47 94 A #66 46 92 A #21 43 86 B #44 48 96 A #67 40 80 B #22 42 84 B #45 41 82 B #68 40 80 B #23 45 90 A #46 39 78 C #69 43 86 B Ave. 40 81 B Ave. 43 86 B Ave. 39 79 C A 4 A 9 A 6 B 8 B 9 B 12 C 10 C 5 C 3 D 1 D 0 D 0 F __0_ F _0_ F __2_ 23 3 23 TOTAL f/_o A 19 28% B 29 42% C 18 26% D 1 1% F 2 3% 69 100% 126 APPENDIX E6 Lab 5 Results (20 points total) Table 9: Grades for Lab 5: Properties of Solutions: Ice Cream Depression 3rd Hr. 5th Hr. 6th Hr. Student Score % student Score fl/g Student Score °_/o #1 18 90 A #24 17 85 B #47 17 85 B #2 18 90 A #25 17 85 B #48 17 85 B #3 18 90A #26 18 90A #49 15 750 #4 18 90 A #27 15 75 C #50 14 70 C #5 18 90 A #28 17 85 B #51 13 65 D #6 18 90 A #29 18 90 A #52 16 80 B # 7 18 90 A #30 15 75 C #53 14 70 C #8 18 90A #31 17 85 B #54 17 85 B # 9 18 90 A #32 18 90 A #55 18 90 A #10 18 90 A #33 18 90 A #56 16 80 B #11 17 85 B #34 18 90 A #57 15 75 C #12 18 90 A #35 18 90 A #58 18 90 A #13 18 90 A #35 15 75 C #59 17 85 B #14 19 95 A #37 18 90 A #60 18 90 A #15 18 90 A #38 20 100 A #61 18 90 A #16 16 80 B #39 16 80 B #62 18 90 A #17 16 80 B #40 16 80 B #63 15 75 C #18 16 80 B #41 15 75 C #64 16 80 B #19 18 90 A #42 18 90 A #65 16 80 B #20 16 80 B #43 18 90 A #66 16 80 B #21 18 90 A #44 20 100 A #67 18 90 A #22 17 85 B #45 19 95 A #68 15 75 C #23 17 85 B #46 16 80 B #69 18 90 A Ave. 18 88 B Ave. 17 86 8 Ave. 16 82 B A 16 A 12 A 7 B 7 B 7 B 9 C 0 C 4 C 6 D 0 D 0 D 1 F _(_)_ F _O F _0_ 23 23 3 TOTAL % A 35 51% B 23 33% C 10 14% D 1 1% F O 0% 69 100% 127 APPENDIX E7 Lab 6 Results (50 points total) Table 10: Grades for Lab 6: Powder Potential: Chemical 8 Physical Changes 3rd Hr. 5th Hr. 6th Hr. Student Score % Student Score 319 Student Score 3/2 # 1 42 84 B #24 47 94 A #47 44 88 B # 2 38 76 C #25 47 94 A #48 42 84 B # 3 42 84 B #26 41 82 B #49 46 92 A # 4 43 86 B #27 47 94 A #50 35 70 C # 5 42 84 B #28 38 76 C #51 36 72 C # 6 41 82 B #29 45 90 A #52 48 96 A # 7 42 84 B #30 46 92 A #53 38 76 C # 8 44 88 B #31 41 82 B #54 48 96 A # 9 40 80 B #32 26 52 F #55 45 90 A #10 36 72 C #33 44 88 B #56 35 70 C #11 36 72 C #34 44 88 B #57 49 98 A #12 43 86 B #35 43 86 B #58 48 96 A #13 42 84 B #35 41 82 B #59 41 82 B #14 43 86 B #37 46 92 A #60 41 82 B #15 45 90 A #38 44 88 B #61 43 86 B #16 41 82 B #39 41 82 B #62 45 90 A #17 43 86 B #40 41 82 B #63 47 94 A #18 43 86 B #41 42 84 B #64 48 96 A #19 40 80 B #42 43 86 B #65 48 96 A #20 43 86 B #43 44 88 B #66 49 98 A #21 43 86 B #44 45 90 A #67 37 74 C #22 49 98 A #45 46 92 A #68 41 82 B #23 49 98 A #46 42 84 B #69 41 82 B Ave. 42 84 B Ave. 43 86 B Ave. 43 87 B A 3 A 8 A 11 B 17 B 13 B 7 C 3 C 1 C 5 D 0 D 0 D 0 F _g F__1_ F _0_ 23 23 23 TOTAL 2/2 A 22 32% B 37 54% C 9 13% D 0 0% F 1 1% 69 100% 128 APPENDIX E8 Lab 7 Results (40 points total) Table 11: Grades for Lab 7: Junk Food Energy 3rd Hr. 5th Hr. 6th Hr. Student Score fl/g Student Score % Student Score % #1 33 83 B #24 32 80 B #47 35 88 B # 2 37 93 A #25 33 83 B #48 33 83 B # 3 33 83 B #26 38 95 A #49 35 88 B #4 37 93 A #27 0 0 F #50 34 85 B # 5 34 85 B #28 34 85 B #51 13 33 F # 6 40 100 A #29 29 73 C #52 39 98 A # 7 36 90 A #30 30 75 C #53 39 98 A # 8 31 78 C #31 34 85 B #54 38 95 A # 9 36 90 A #32 24 60 D #55 36 90 A #10 27 68 D #33 37 93 A #56 36 90 A #11 29 73 C #34 38 95 A #57 36 90 A #12 39 98 A #35 39 98 A #58 35 88 B #13 32 80 B #35 39 98 A #59 39 98 A #14 32 80 B #37 40 100 A #60 37 93 A #15 3O 75 C #38 40 100 A #61 38 95 A #16 34 85 B #39 35 88 B #62 33 83 B #17 31 78 C #40 36 90 A #63 34 85 B #18 33 83 B #41 37 93 A #64 37 93 A #19 16 40 F #42 37 93 A #65 36 90 A #20 27 68 D #43 39 98 A #66 38 95 A #21 37 93 A #44 40 100 A #67 38 95 A #22 35 88 B #45 37 93 A #68 37 93 A #23 36 90 A #46 33 83 B #69 38 95 A Ave. 33 82 B Ave. 34 85 B Ave. 35 88 B A 8 A 13 A 15 B 8 B 6 B 7 C 4 C 2 C O D 2 D 1 D 0 F _1_ F _1_ F _l 3 23 23 TOTAL fi/g A 36 52% B 21 30% C 6 9% D 3 4% F 3 4% 69 100% 129 APPENDIX E9 Unit 2 Take-Home Lab Results ( 15 points total) Table 12: Grades for Unit 2 Take-Home Lab: Solutions 3rd Hr. 5th Hr. 6th Hr. _s_tu_dent Sole fl/g Student Score °/_o Student Score % #1 13 87 B #24 12 80 B #47 14 93 A #2 12 80 B #25 15 100 A #48 14 93 A #3 12 80 B #26 13 87 B #49 12 80 B #4 13 87 B #27 0 0 F #50 13 87 B # 5 14 93 A #28 0 0 F #51 12 80 B # 6 12 80 B #29 14 93 A #52 14 93 A # 7 9 60 D #30 12 80 B #53 5 33 F # 8 12 80 B #31 14 93 A #54 11 73 C # 9 14 93 A #32 O 0 F #55 13 87 B #10 12 80 B #33 14 93 A #56 14 93 A #11 0 0 F #34 13 87 B #57 8 53 F #12 14 93 A #35 14 93 A #58 13 87 B #13 9 60 D #35 11 73 C #59 8 53 F #14 14 93 A #37 15 100 A #60 13 87 B #15 13 87 B #38 13 87 B #61 15 100 A #16 14 93 A #39 10 67 D #62 14 93 A #17 0 0 F #40 13 87 B #63 14 93 A #18 14 93 A #41 9 60 D #64 11 73 C #19 15 100A #42 15 100A #65 13 87 B #20 0 0 F #43 14 93 A #66 14 93 A #21 13 87 B #44 12 80 B #67 15 100 A #22 15 100 A #45 11 73 C #68 11 73 C #23 15 100 A #46 1O 67 D #69 11 73 C Ave. 11 75 C Ave. 11 74 C Ave. 12 82 B A 9 A 8 A 9 B 9 B 7 B 7 C 0 C 2 C 4 D 2 D 3 D O F _3 F _3_ F __3_ 3 3 23 TOTAL % A 26 38% B 23 33% C 6 9% D 5 7% F 9 13% 69 100% 130 APPENDIX E10 Lab 8 Results (30 points total) Table 13: Grades for Lab 8: Chemical Formulas 3rd Hr. 5th Hr. 6th Hr. Student Score % Student Score 3/2 Student Score °_/q # 1 28 93 A #24 24 80 B #47 27 90 A # 2 26 87 B #25 30 100 A #48 29 97 A # 3 22 73 C #26 30 100 A #49 30 100 A # 4 24 80 B #27 27 90 A #50 26 87 B # 5 23 77 C #28 30 100 A #51 29 97 A # 6 30 100 A #29 28 93 A #52 29 97 A # 7 22 73 C #30 29 97 A #53 27 90 A # 8 29 97 A #31 28 93 A #54 30 100 A # 9 20 67 D #32 30 100 A #55 27 90 A #10 24 80 B #33 30 100 A #56 25 83 B #11 30 100 A #34 25 83 B #57 25 83 B #12 22 73 C #35 25 83 B #58 24 80 B #13 24 80 B #35 25 83 B #59 27 90 A #14 26 87 B #37 27 90 A #60 27 90 A #15 24 80 B #38 28 93 A #61 27 90 A #16 25 83 B #39 29 97 A #62 30 100 A #17 27 90 A #40 27 90 A #63 22 73 C #18 28 93 A #41 29 97 A #64 25 83 B #19 29 97 A #42 27 90 A #65 27 90 A #20 27 90 A #43 30 100 A #66 27 90 A #21 27 90 A #44 29 97 A #67 28 93 A #22 29 97 A #45 28 93 A #68 22 73 C #23 29 97 A #46 27 90 A #69 30 100 A Ave. 26 86 B Ave. 28 93 A Ave. 27 90 A A 11 A 19 A 16 B 7 B 4 B 5 C 4 C 0 C 2 D 1 D 0 D 0 F __0_ F _O_ F _0 23 23 23 TOTAL % A 46 67% B 16 23% C 6 9% D 1 1% F 0 0% 69 100% 131 APPENDIX E11 Lab 9 Results (20 points total) Table 14: Grades for Lab 9: Formulas for Smarties® 3rd Hr. 5th Hr. 6th Hr. mm Score fl/g sum Score % Student §c_o_r_e_ 1/9 #1 19 95 A #24 19 95 A #47 20 100 A # 2 20 100 A #25 20 100 A #48 20 100 A # 3 17 85 B #26 20 100 A #49 20 100 A # 4 18 90 A #27 20 100 A #50 20 100 A # 5 20 100 A #28 20 100 A #51 17 85 B # 6 20 100 A #29 20 100 A #52 20 100 A # 7 19 95 A #30 20 100 A #53 20 100 A # 8 19 95 A #31 20 100 A #54 20 100 A # 9 20 100 A #32 20 100 A #55 20 100 A #10 20 100 A #33 19 95 A #56 20 100 A #11 19 95 A #34 20 100 A #57 20 100 A #12 18 90 A #35 20 100 A #58 20 100 A #13 19 95 A #35 20 100 A #59 20 100 A #14 19 95 A #37 20 100 A #60 20 100 A #15 20 100 A #38 20 100 A #61 19 95 A #16 20 100 A #39 18 90 A #62 20 100 A #17 19 95 A #40 20 100 A #63 20 100 A #18 20 100 A #41 19 95 A #64 20 100 A #19 20 100 A #42 19 95 A #65 19 95 A #20 20 100 A #43 20 100 A #66 20 100 A #21 20 100 A #44 20 100 A #67 20 100 A #22 20 100 A #45 20 100 A #68 20 100 A #23 20 100 A #46 19 95 A #69 20 100 A Ave. 19 97 A Ave. 20 98 A Ave. 20 99 A A 22 A 23 A 22 B 1 B 0 B 1 C 0 C 0 C 0 D 0 D 0 D 0 F __0_ F _g F __0_ 23 23 23 IQTAL % A 67 97% B 2 3% C 0 0% D 0 0% F 0 0% 69 100% 132 APPENDIX E12 Lab 10 Results (20 points total) Table 15: Grades for Lab 10: Percent of an Oreo® 3rd Hr. 5th Hr. 6th Hr. mm m 2». Student 89%. ‘19 sum m 1/2 #1 16 80 B #24 19 95 A #47 18 90 A #2 15 75 C #25 19 95A #48 15 75 C # 3 16 80 B #26 19 95 A #49 19 95 A #4 15 75 C #27 17 85 B #50 18 90 A # 5 19 95 A #28 18 90 A #51 17 85 B # 6 19 95 A #29 19 95 A #52 18 90 A # 7 15 75 C #30 18 90 A #53 18 90 A #8 17 85 B #31 19 95 A #54 16 80 B # 9 20 100 A #32 17 85 B #55 15 75 C #10 15 75 C #33 19 95 A #56 17 85 B #11 18 90 A #34 19 95 A #57 13 65 D #12 19 95 A #35 19 95 A #58 18 90 A #13 16 80 B #35 19 95 A #59 18 90 A #14 18 90 A #37 19 95 A #60 15 75 C #15 17 85 B #38 20 100 A #61 15 75 C #16 18 90 A #39 18 90 A #62 17 85 B #17 17 85 B #40 16 80 B #63 16 80 B #18 16 80 B #41 18 90A #64 18 90A #19 16 80 B #42 20 100 A #65 15 75 C #20 16 80 B #43 19 95 A #66 17 85 B #21 18 90A #44 19 95A #67 18 90A ' #22 17 85 B #45 18 90 A #68 17 85 B #23 17 85 B #46 14 70 C #69 17 85 B Ave. 17 85 B Ave. 18 92 A Ave. 17 84 B A 8 A 19 A 9 B 11 B 3 B 8 C 4 C 1 C 5 D 0 D 0 D 1 F _o F _o F _o_ 23 23 3 TOTAL % A 36 52% B 22 32% C 10 14% D 1 1% F 0 0% 69 100% 133 APPENDIX E13 Lab 11 Results (20 points total) Table 16: Grades for Lab 11: How Thick. is Aluminum Foil? 3rd Hr. 5th Hr. 6th Hr. m Segre. 2/2 5% $2049 22 Mn: SM. 21 #1 18 90A #24 17 85 B #47 18 90A #2 17 85 B #25 17 85 B #48 18 90 A # 3 15 75 c #26 20 100 A #49 16 80 B #4 13 65 o #27 15 756 #50 18 90A # 5 11 55 F #28 17 85 B #51 20 100 A #6 18 90 A #29 14 70 c #52 19 95 A # 7 9 45 F #30 18 80 B #53 18 90 A #8 16 80 B #31 11 55 F #54 16 80 B # 9 12 60 D #32 15 75 c #55 15 75 c #10 15 80 B #33 19 95 A #56 16 80 B #11 8 40 F #34 17 85 B #57 11 55 F #12 14 70 c #35 19 95 A #58 18 90 A #13 5 25 F #35 19 95 A #59 12 60 o #14 15 75 c #37 17 85 B #60 14 70 c #15 6 30 F #38 12 60 D #61 12 60 o #16 17 85 B #39 18 90 A #62 20 100 A #17 15 75 c #40 15 75 c #63 o o F #18 17 85 B #41 10 50 F #64 16 80 B #19 15 75 c #42 17 85 B #65 18 90 A #20 7 35 F #43 18 90 A #66 19 95 A #21 15 75 c #44 15 75 c #67 20 100 A #22 19 95 A #45 14 70 c #68 16 80 B #23 20 100 A #46 18 90 A #69 15 75 6 Ave. 14 69 0 Ave. 16 80 B Ave. 16 79 B A 4 A 7 A 11 B 5 B 7 B 5 c 6 c 6 c 3 D 2 o 1 o 2 F _2 F __2_ F __2 3 3 23 TOTAL 3/9 A 22 32% B 17 25% c 15 22% o 5 7% F 10 14% 69 100% 134 APPENDIX E14 Lab 12 Results (40 points total) Table 17: Grades for Lab 12: Water of Crystallization 3rd Hr. 5th Hr. 6th Hr. Student Score 3/2 Student Score % Student Score % #1 34 85 B #24 35 88 B #47 40 100 A # 2 31 78 C #25 33 83 B #48 30 75 C # 3 35 88 B #26 33 83 B #49 38 95 A # 4 33 83 B #27 38 95 A #50 40 100 A # 5 34 85 B #28 34 85 B #51 31 78 C # 6 40 100 A #29 35 88 B #52 40 100 A # 7 33 83 B #30 30 75 C #53 33 83 B # 8 36 90 A #31 36 90 A #54 37 93 A # 9 37 93 A #32 31 78 C #55 36 90 A #10 37 93 A #33 40 100 A #56 35 88 B #11 31 78 C #34 33 83 B #57 35 88 B #12 37 93 A #35 38 95 A #58 36 90 A #13 33 83 B #35 38 95 A #59 38 95 A #14 37 93 A #37 38 95 A #60 36 90 A #15 28 70 C #38 36 90 A #61 36 90 A #16 37 93 A #39 38 95 A #62 32 80 B #17 30 75 C #40 34 85 B #63 40 100 A #18 39 98 A #41 0 0 F #64 40 100 A #19 0 0 F #42 40 100 A #65 37 93 A #20 30 75 C #43 33 83 B #66 40 100 A #21 37 93 A #44 38 95 A #67 34 85 B #22 35 88 B #45 30 75 C #68 35 88 B #23 38 95 A #46 36 90 A #69 35 88 B Ave. 33 83 8 Ave. 34 84 B Ave. 36 91 A A 10 A 11 A 14 B 7 B 8 B 7 C 5 C 3 C 2 D 0 D 0 D 0 F _1_ F __1_ F _0_ 23 23 23 LCM. °_/2 A 35 51% B 22 32% C 10 14% D 0 0% F 2 3% 69 100% 135 APPENDIX E15 Unit 3 Take-Home Lab Results (20 points total) Table 18: Grades for Unit 3 Take-Home Lab: Molarity 3rd Hr. 5th Hr. 6th Hr. Student Score % Student Score f_/g Student Score % # 1 20 100 A #24 20 100 A #47 20 100 A #2 18 90A #25 19 95A #48 18 90A # 3 18 90 A #26 20 100 A #49 18 90 A # 4 18 90 A #27 20 100 A #50 20 100 A # 5 20 100 A #28 0 0 F #51 0 0 F # 6 20 100 A #29 20 100 A #52 20 100 A # 7 18 90 A #30 19 95 A #53 0 0 F # 8 20 100 A #31 20 100 A #54 18 90 A # 9 20 100 A #32 18 90 A #55 20 100 A #10 18 90 A #33 19 95 A #56 20 100 A #11 20 100 A #34 18 90 A #57 20 100 A #12 20 100 A #35 20 100 A #58 20 100 A #13 15 75 C #35 20 100 A #59 20 100 A #14 20 100 A #37 19 95 A #60 20 100 A #15 20 100 A #38 20 100 A #61 20 100 A #16 18 90 A #39 0 0 F #62 18 90 A #17 0 0 F #40 20 100 A #63 18 90 A #18 20 100 A #41 20 100 A #64 20 100 A #19 20 100 A #42 20 100 A #65 19 95 A #20 0 0 F #43 20 100 A #66 20 100 A #21 20 100 A #44 20 100 A #67 18 90 A #22 20 100 A #45 20 100 A #68 18 90 A #23 20 100 A #46 20 100 A #69 18 90 A Ave. 18 88 B Ave. 18 90 A Ave. 18 88 B A 20 A 21 A 21 B 0 B 0 B 0 C 1 C 0 C 0 D 0 D 0 D 0 F _2_ F _2_ F __2_ 2 23 23 TOTAL % A 62 90% B 0 0% C 1 1% D 0 0% F __6 9% 69 100% 136 APPENDIX F Student Write-up Check Sheet Whose lab are you checking? 1. Is there a title on the experiment? Yes No 2. Is the purpose clear and does it describe what was to be done? Yes No 3. Does the conclusion answer the purpose? Yes No 4. Are all of the correct materials listed? Yes No 5. Could you perform the experiment from the procedure? Yes No 6. Did the person present a clear data table of the collected information? Yes No 7. Does the data table have a title? Yes No 8. Does the data have units? Yes No 9. Are the correct calculations shown? Yes No 10. Did the person comment on accuracy of the results?(percent error) Yes No 11. Overall, this lab report was: excellent -- great -- good --- ok «needs work 12. Suggest one improvement: Checked by 137 APPENDIX G Survey Results 138 APPENDIX G1 Student Retention Results STUDENT RETENTION OF COMMON MATERIALS RELATED TO CHEMISTRY CONCEPTS uSurvey after completion of I, __W labs 1o . E e g lSurvey 4 months after L completion of labs ; NUMBER OF STUDENTS TOTAL LAB CONCEPTS Figure 8: Graph for Survey of Chemistry Concept Retention with Labs 139 APPENDIX G2 Student Association Results STUDENT ASSOCIATION OF COMMON MATERIALS RELATED TO CHEMISTRY CONCEPTS 12 —- -lm____-’____ ----——A——— _____ ,____ L- __1_ ‘ ISurvey after completion of labs ‘ after completion of labs ISurvey 4 months i I NUMBER OF STUDENTS 12 1 1 10 9 8 7 6 5 4 3 2 1 0 TOTAL LAB CONCEPTS Figure 9: Graph for Survey of Chemistry Concept Association with Labs 140 “lilllllllllllllllllllf