WPI Teaching Practicum

WPI Teaching Practicum

WPI Teacher Preparation Program

MEGAN BARRIGA

June 14, 2012

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Table of Contents Chapter 1 ....................................................................................................................................................... 4

Doherty Memorial High: Demographics, MCAS Performance History, and the Curriculum Covered in Chemistry .................................................................................................................................................. 4

Chapter 2 ..................................................................................................................................................... 13

A Review of the Chemistry Courses Taught at Doherty Memorial High ................................................. 13

Chapter 3 ..................................................................................................................................................... 15

Course Materials and Homework ........................................................................................................... 15

Chapter 4 ..................................................................................................................................................... 17

The Chemistry Students .......................................................................................................................... 17

The period 2, college prep class .......................................................................................................... 17

The period 3, college prep class .......................................................................................................... 18

The period 4, honors class .................................................................................................................. 19

The period 7, honors class .................................................................................................................. 21

Guiding absent and new students ...................................................................................................... 23

Chapter 5 ..................................................................................................................................................... 24

Assessment ............................................................................................................................................. 24

Conclusion ................................................................................................................................................... 27

References .................................................................................................................................................. 30

Appendix A .................................................................................................................................................. 32

Appendix B .................................................................................................................................................. 38

Observation Notes .................................................................................................................................. 38

Appendix C .................................................................................................................................................. 39

Syllabi for Chemistry ............................................................................................................................... 39

Appendix D .................................................................................................................................................. 40

Daily Lesson Plans ................................................................................................................................... 40

Appendix E .................................................................................................................................................. 65

Lecture Notes .......................................................................................................................................... 65

Appendix F .................................................................................................................................................. 66

Homework Worksheets .......................................................................................................................... 66

Appendix G .................................................................................................................................................. 75

Tests and Quizzes .................................................................................................................................... 75

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Appendix H .................................................................................................................................................. 93

Answer Keys ............................................................................................................................................ 93

Appendix I ................................................................................................................................................. 107

Interviews/Quotes ................................................................................................................................ 107

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Chapter 1

Doherty Memorial High: Demographics, MCAS Performance History, and the Curriculum Covered in Chemistry

The practicum, during which the full taste of teaching was experienced, involved

seventy-five hours of observation and one hundred fifty hours of student teaching under the

supervision of Mrs. Elaine Hall at Doherty Memorial High School. Doherty Memorial High is

located on 299 Highland Street in Worcester, Massachusetts, “the heart of Commonwealth”

(Learn about Worcester). In 1966, Doherty Memorial High School replaced both Classical High

School and Commerce High School (A Few Worcester Schools).

There were three attempted settlements of Worcester. In 1673, Worcester was given the

Indian name of Quinsigamond; however, this first settlement was abandoned at the start of King

Philip’s War (Learn about Worcester). The settlement, abandoned in 1701, was renamed

Worcester in 1684, possibly for Worcester, England, as an angry gesture at King Charles II of

England, who had suffered defeat at the Battle of Worcester in 1651(About Worcester, Learn

about Worcester). Worcester, Massachusetts was incorporated as a town in 1722 and as a state

in 1748 (About Worcester).

Worcester is the second largest city in the state, has a population of about 182,500, and

over six million live within a fifty mile radius (Demographics and Census Information).

Worcester is a growing, thriving, metropolitan city that serves as “an important manufacturing,

medical, insurance, and transportation center” (About Worcester). Due to Worcester’s

convenient location in Central Massachusetts and the benefits available to its citizens, the

population growth the city has experienced does not come as a surprise. According to the U.S.

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Census Bureau, the population in 2010 was about 181,045. The population according to the

2011 census was claimed as 182,500 (Demographics and Census Information). Worcester is a

home to a diverse array of cultures. The 2010 census stated that approximately 20.9 percent of

the population was of Hispanic origin, 11.6 percent was of Black ethnicity, 6.1 percent was of

Asian descent, 0.4 percent was identified as American Indian and Alaska Native, and less than

0.0 percent was comprised of Native Hawaiians and other Pacific Islanders. The majority of the

population, 69.4 percent, consisted of those of white ethnicity (Worcester (city), Massachusetts).

Out of the 74,645 housing units in Worcester recorded in 2010, about 70,441 were

classified as households from 2006 to 2010. The median household income between 2006 and

2010 was 45, 036 dollars and 18.3 percent of the population of Worcester was below poverty.

The U.S. Census Bureau states that “the Census Bureau uses a set of money income thresholds

that vary by family size and composition to determine who is in poverty. If a family’s total

income is less than the family’s threshold, then that family and every individual in it is

considered in poverty” (Poverty). In addition, “In Worcester, a census of homeless individuals

identified over 1,400 people in 2009, and local agencies that serve the homeless estimate that

there are approximately 2,000 homeless individuals in the area over the course of one year”

(Results of the Worcester County point in time homeless survey). The 2006-2010 census also

declared that the percent of high school graduates over twenty-five years old was 84.0 percent

and 29.6 percent had a bachelor’s degree or higher. The percent of the population who spoke a

language other than English at home was 32.4 percent (Worcester (city), Massachusetts).

The social and economic demographics of Worcester were somewhat reflected by those

of Doherty Memorial High School. For instance, the ethnicity for the 2010-2011 school year

was recorded as follows: approximately 29.5 percent of the school population was classified as

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Hispanic, 13.6 percent were of African American descent, 10.9 percent were of Asian origin, 1.7

percent were multi-race or non-Hispanic, 0.7 percent were Native Americans, none were of

Native Hawaiian or Pacific Islander decent, and 47.2 percent were of white ethnicity (Doherty

Memorial High (03480512)).

The truancy rate is defined as a “[calculation] based on the number of students truant for

more than 9 days, divided by the End of the Year (EOY) enrollment (including transfers,

dropouts, etc.) for the school year being reported. A student is truant when he or she has an

unexcused absence” (About the Data). At Doherty Memorial High School, the truancy rate

reported for the 2009-2010 school year was 29.0 percent, being significantly higher than that of

the state truancy rate, 2.2 percent (Doherty Memorial High (03480512)). The attendance rate of

Doherty Memorial High, 93.0 percent, was similar to that of the state, 94.6 percent. The average

number of days, of the 180 required instructional days, students were absent in the school was

about 12.0 percent and 9.3 percent for the state. The in-school and out-of-school suspension

rates, 16.8 percent and 15.8 percent, respectively, were more than fifty percent higher than those

of the state, which were 3.7 percent and 6.0 percent, respectively. However, the graduation rate

of Doherty Memorial High was about the same as that of the state, the rates being 81.0 percent

and 82.1 percent, respectively (Doherty Memorial High (03480512)). The behavior and other

social aspects of the students may be shadows of their lives at home.

The percent of the school population whose first language was not English was 42.7

percent and 17.6 percent of the students had limited English proficiency (Doherty Memorial

High (03480512)). Out of the 1,327 students enrolled for the 2010-2011 school year, 48.3

percent came from low income families and 42.0 percent received free lunch (Doherty Memorial

High (03480512)). “The Worcester public schools identified 2,034 of its students homeless

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during the first of semester of [the 20111-2012] school year” (Hammel). Despite the hardships

many of the students may have faced, in the 2009-2010 school year, approximately 20 percent

planned to attend a four-year private college, 30 percent planned to attend a four-year public

college, and 36 percent planned on attending a two-year public college (Doherty Memorial High

(03480512)). Some of the colleges that graduates of Doherty Memorial High have been

accepted to are the following: Boston College, Boston University, Clark University, Fairfield

University, New York University, North Carolina State University, Quinnipiac University, and

Worcester Polytechnic Institute (Doherty Memorial High School College Handbook). Just as the

percentage of those who planned to attend a four-year college was low, the MCAS scores of the

tenth-grade students were low, as well.

The MCAS, Massachusetts Comprehensive Assessment System, is a standards-based test

that is designed to meet the requirements of the Education Reform Law of 1993 (Massachusetts

Comprehensive Assessment System). The Education Reform Law of 1993 was established to

“[e]qualize funding among the districts to level the playing field and to improve all student

performance to succeed with high standards” (Massachusetts Reform Act in Summary). This

reform law has mandated that tenth grade students must pass the MCAS in order to graduate

from high school. The guidelines of the MCAS given by the reform act are that the testing

program must test all students in the public schools of Massachusetts, measure performance

based on the Massachusetts Curriculum Framework learning standards, and report on the

performance of the individual students, schools, and districts (Massachusetts Comprehensive

Assessment System).

The MCAS results for Doherty Memorial High’s tenth graders in 2010 were lower than

the state averages. The percent of the students at Doherty Memorial High who scored at or

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above proficient in Science was 45 percent, in English Language Arts, 71 percent, and in Math,

67 percent (Doherty Memorial High School). The percent of students in the state who scored at

or above proficient in the former subject areas, respectively, was 65 percent, 78 percent, and 75

percent. Although the scores for Doherty Memorial High on the MCAS have been lower than

those of the state, the scores for the high school have been increasing over the years. In 2007,

the percent of students at Doherty Memorial High who scored above proficient in English

Language Arts and Math was, respectively, 67 percent and 62 percent. In 2009, the scores had

increased to 75 percent and 66 percent, respectively. These statistics have proven that teachers

have been making an effort to help their students succeed and that the students have been

working more diligently to take advantage of the curriculum being handed to them.

The students at Doherty Memorial High School take the Biology portion of the MCAS

when they are freshman. However, students who fail the Biology portion must pass the

Chemistry, Introductory Physics or Technology/Engineering test when they are in 10th, 11th, or

12th grade. In 2010, the Biology test, which was based on the standards stated in the Curriculum

Framework, was administered on two consecutive days, and consisted of two distinct test

sessions, as well as multiple-choice and open-response questions (February 2010 Biology Test).

The “Biology test results are reported under the following five MCAS reporting categories”

(February 2010 Biology Test):

• Biochemistry and Cell Biology

• Genetics

• Anatomy and Physiology

• Ecology

• Evolution and Biodiversity

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The Chemistry MCAS test given in spring 2011 also pertained to the standards in the high

school Chemistry section found in the Curriculum Framework, included two different test

sessions that were given on consecutive days and included multiple-choice and open-

response questions (High School Chemistry Test). The results for the tests were reported

“under the following four MCAS reporting categories (High School Chemistry Test):

• Atomic Structure and Periodicity

• Bonding and Reactions

• Properties of Matter and Thermochemistry

• Solutions, Equilibrium, and Acid-Base Theory

The following Table 1 displays the range of scores students can receive, with “Needs

Improvement” being the passing score (Enrollment and Educator Data):

* Intellectual, Sensory/Deaf and Blind, Multiple Disabilities, Autism, and Developmental Delay

The Massachusetts Department of ESE also gave the following explanation of the “Points Per

Student” column in the aforementioned table (Enrollment and Educator Data):

CPI: The Composite Performance Index (CPI) is a 100-point index that assigns 100, 75, 50, 25, or 0 points to each student participating in MCAS and MCAS-Alternate Assessments (MCAS-Alt) based on their performance. The total points assigned to each student are added together and the sum is divided by the total number of students assessed. The result is a number between 0 and 100, which constitutes a district, school or group’s CPI for that subject and student group.

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The CPI is a measure of the extent to which students are progressing toward proficiency (a CPI of 100) in ELA [English Language Arts] and mathematics. A CPI is calculated separately for ELA and mathematics, and at all levels: state, district, school, and student group. A school or district’s CPI is calculated by combining points generated by students who take the standard MCAS tests with points generated by students who take the MCAS-Alt.

Teachers are an important part of the puzzle that piece together students’ lives. A

characteristic of schools that can make a difference in the overall teaching experience is the class

sizes. Small class sizes can help create a better learning environment for both the teacher and the

students. The student-to-teacher ratio was reported in the 2009-2010 school year as 13.6 to 1

(Doherty Memorial High (03480512)). This is a reasonable ratio, as 13.6 to 1 is a fairly small

class size, and more manageable for the teacher to control than for example a class of 30

students. The smallest class size I student taught was that of 17 students, which was also my

most challenging class to get participation from. Another aspect that greatly influences the

educational experience provided at schools is the standards that teachers follow for teaching.

The Massachusetts Standards for Professional Teachers have defined and guided teachers in the

state public schools in providing a high quality educational experience for students. In summary

they are the following:

• Utilizes the standards of the curriculum frameworks, external resources, such as colleagues and the community, technology, and knowledge of human development to implement strategies and lesson plans that are clear and suit the specific needs of the students being taught

• Communicates in a clear and engaging manner so as to stimulate students’ interest in understanding the objectives of the teacher

• Employs an array of teaching methods to help students learn the material, which furthermore demonstrates that the instructor has knowledge of the content and the means of how to deliver such content

• Provides and critiques assignments that allow for practice in learning the material

• Presents the students with opportunities to become competent in what is being taught, and employs an assortment of assessments that give accurate measurements of what students have achieved and how they have progressed as far as learning the objectives

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• Records the evaluations to use when planning future instruction and to impart the students’ level of success in the course to the students, parents or guardians, and other school personnel

• Uses creativity to sculpt a classroom environment that is ordered, pleasant, and productive so that respect, safety, and appropriate behavior are maintained and the time allotted is not futile

• Strengthens students’ self-confidence and belief that any challenge can be accomplished with diligence, patience, and persistence; encourages all students to achieve greatness

• Takes into account to the background of all of the students, such as proficiency in the English language and in-home experiences, adjusting delivery of instruction if necessary

• Passes onto the students the ideals and culture of America so that they may see themselves as one of its citizens, as an American

• Performs the duties and responsibilities of a teacher as a professional, including emitting enthusiasm and knowledge of their subject area to the students, presenting findings in current research and developments to the students, participating with other staff members to improve areas of teaching and student achievement, evaluating his or her teaching experience for further improvement, and complying with the legal and ethical issues concerning use of the Internet and other sources (Professional Standards for Teachers).

The curriculum used for chemistry at Doherty Memorial High School follows that of

which is stated in the Massachusetts Science and Technology/Engineering Curriculum

Framework (See Appendix A). A summary of the curriculum in chemistry that is to be taught in

the state of Massachusetts is given in the following excerpt:

In high school Chemistry, students learn about the properties of matter and how these properties help to organize elements on the periodic table. Students develop a better understanding of the structure of the atom. Students develop an understanding of chemical reactions, including the involvement of energy and sub-atomic particles, to better understand the nature of chemical changes. Students learn about chemical reactions that occur around us everyday as they learn about chemical reactions such as oxidation-reduction, combustion, and decomposition. Students also gain a deeper understanding of acids and bases, rates of reactions, and factors that affect those rates. From calculating stoichiometry problems and molar concentrations, students learn about proportionality and strengthen their mathematical skills (Massachusetts Science and Technology/Engineering Curriculum Framework). The eight subtopics that are to be taught for high school Chemistry in Massachusetts are

the following (Massachusetts Science and Technology/Engineering Curriculum Framework):

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• Properties of Matter

• Atomic Structure and Nuclear Chemistry

• Periodicity

• Chemical Bonding

• Chemical Reactions and Stoichiometry

• States of Matter, Kinetic Molecular Theory, and Thermochemistry

• Solutions, Rates of Reaction, and Equilibrium

• Acids and Bases

• Oxidation-Reduction Reactions

A more detailed account of the learning standards for high school chemistry can be found

in Appendix A.

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Chapter 2

A Review of the Chemistry Courses Taught at Doherty Memorial High

The current design of the course sequence was influenced by the Massachusetts Science

and Technology/Engineering Curriculum Framework, which was first implemented in 1995 and

has been recently revised in 2006. Some students at Doherty Memorial High School take science

courses in the following sequence: Biology in their freshman year, Chemistry in their sophomore

year, and Physics in their junior year, although it is possible to take the courses in any order. The

exceptions, reasons why they may not take the courses in that order, are students that retake the

course after failing the previous year or those taking the course for the first time, who were

unable to fit the course into their schedule the previous year. However, all students take Biology

to fulfill the science credit requirement for graduation. Chemistry and Physics are not required

of the students to take in order to graduate. The levels of the science courses offered are college

prep, honors, and advanced placement (AP). The students’ grade point average determines what

level course they can enroll in. However, by recommendation they may take a higher level

course. During my teaching practicum at Doherty High, I observed college prep, honors, and

advanced placement Chemistry courses, which allowed me to see the differences in teaching

methods and approaches to classroom management that I later incorporated into the two college

prep and two honors level classes that I taught. Observations that were taken note of can be

found in Appendix B, as well as the log forms used to keep a record of observation and teaching

hours.

The three aforementioned science courses are all intertwined. In Biology, students learn

that cells are made of molecules, which are made of atoms, how most of the body mass in living

organisms is composed of the elements sulfur, phosphorous, nitrogen, carbon, and hydrogen, and

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how hydrogen bonds are involved in the double helix of DNA. Students are also introduced to

the three types of chemical bonds—covalent, ionic, and hydrogen bonds. The laws of physics

combine with the elements of chemistry, and relate to gas particles and electrons, as well, in

subjects such as Thermodynamics, Quantum Chemistry, Spectroscopy, and Electromagnetism.

The four strands stated in the Curriculum Framework that run through Chemistry are

Earth and Space Science, Biology and Physics. Specifically, the “Content of Each Learning

Strand” that prepares students for the objectives they will be exposed to in high school can be

found on pages 108-109 of the 2006 Massachusetts Science and Technology/Engineering

Curriculum Framework. For students to be successful in the Chemistry course, they should have

a mastery of basic arithmetic skills and Algebra I. Exposure to the periodic table in previous

courses is also beneficial. Students should also be able to form a hypothesis, carry out a

procedure, record data, make calculations, and clearly formulate a conclusion based on the

outcome of their results. Such skills are important when participating in laboratory experiments.

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Chapter 3

Course Materials and Homework

The syllabi for Chemistry that were found on the Worcester Public Schools High School

Curriculum were used as guidelines for topics to be covered over the school year, in addition to

the skills and understandings that were to be acquired, which are presented in Appendix C. The

daily lesson plans created are given in Appendix D. The lecture notes, homework worksheets,

tests and quizzes, and answer keys that were developed can be viewed in Appendices E, F, G,

and H, respectively. The objectives that the teachers felt students should accomplish before

graduating from high school, and those they deemed important for their future educational

endeavors were covered, as time did not permit every learning standard in the Curriculum

Framework to be taught sufficiently. The topics I taught and had students practice were the

following:

• Dipoles • Molecular polarity • VSEPR theory • Intermolecular forces • Chemical formulas of and nomenclature of monatomic ions and binary ionic compounds • The stock system of nomenclature • Naming compounds using the stock system • Ternary ionic compounds (polyatomic ions) • Binary molecular compounds • Covalent compounds • Formula and molar mass • Percent composition • Empirical and molecular formulas • Chemical equations • Writing word equations and balanced formula equations using coefficients

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Students were expected to read the corresponding sections in the book that they were given

lectures on to complete their homework assignments. The textbook used for the course was

Modern Chemistry (Davis et al., 2008. 6th Ed.).

The object of the homework assignments given was to re-enforce the lectures given, to

independently deepen their understanding of the topics covered that day, demonstrate that they

have been paying attention, and, equally valuable, was to get feedback on how well they

understood the concepts, their level of proficiency, so that, if needed, modifications could be

made on the delivery of the concepts or extra practice could be provided. Students were

expected to show all work on their homework assignments, otherwise they would receive no

credit. As long as students gave an attempt to complete all of the questions, they were given full

credit. However, if they only showed work for half of the problems they were given partial

credit. They were also expected to show neatness and have their name, date, and period written

at the top of their homework papers. The college prep Chemistry classes were generally given

less homework than the honors level students, as every day there were always some college level

students who did not complete or attempt their homework. Some of the excuses given for

missing homework were that they had work, forgot to bring home their book or homework, or

they didn’t know they had any. There were only a few students in the honors classes who did

not always have their homework. At the start of each class, the answers for the homework

problems were read aloud to the class, students were called on to give their answers, or students

were asked to go up to the board to write them. In addition, I asked students if there were

questions they still had and went through the problems on the board. Students with any further

questions were encouraged to come after school for extra help on Tuesdays and Thursdays, so

that the class could move on to learn new material.

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Chapter 4

The Chemistry Students

Teachers need to know their students in order to reach them, help them exceed their

potential to learn, and to successfully meet the professional standards for teaching. While

observing and teaching the four distinct classes of two different learning levels, I came to

understand each class’s character as a whole, their learning styles, and from that, adapted my

teaching methods and classroom management efforts that would best suit their learning needs.

In the paragraphs that follow, each class is discussed. The finishing paragraph elaborates on

what was done when students were absent or joined the class in the middle of the term.

The period 2, college prep class was a very quiet group of 17 members. Several of the

students were also English language learners (ELL). They learned best in an active environment,

as well as when concepts were presented to them in small steps, in a simplified manner or simple

terms, and in flow charts. There was a mix of auditory and visual learners. Some preferred to sit

in the front, took notes, and stared at objects if they weren’t paying attention, while others sat

toward the back of the class, did not take notes and talked to their neighbors if they were not

concerned with what was happening at the front of the class (Three Different Learning Styles).

To engage the students, I often called on them for answers, or if they didn’t know, I

would try and give them hints to lead them to the answer. When they worked in pairs on

worksheets, I found that they learned more from each other. I also noted that many did not like

coming up to the board and some students refused. After encouragement and being reminded

that participation would be factored into their grades, they often participated, however that was

not always the case, as those few who rarely did their homework or paid attention still would not

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participate. Homework was read aloud if assigned from the textbook, or posted on the ELMO

projector for the students to correct their answers, and any questions they continued to have

difficulty with were explained and gone through on the board.

There were a few behavioral issues in the class. For instance, Jack, whom I gave many

opportunities for participation, was difficult to reach and did not want to be reached. Jack,

Jackson, and Jessica were the most talkative bunch and often didn’t pay attention. Shane and

Itzia paid attention seldom, too. Some of the students, such as Itzia, Hillary, Shane, and Shauni

gave off an aura of disinterest and carelessness toward learning. Jessica and Julie were the

students who were absent the most. A few students in the class showed that they wanted to

learn, and their effort, participation, and attendance proved such. Sedra, Henry, and Duy worked

the hardest in the class. Henry’s excuse for missing homework, not being able to come after

school, and poor grades was that he had a job to go to after school, which he would put before

his school work. A few times at the end of class, he was advised to put more effort into school,

and eventually his grades began to rise. Sedra and Duy had language barriers that made learning

a challenge for them, but their diligence pulled their grades higher than the others’. Edwin and

Lexus were also students that made an effort to learn and do well. Although Edwin did not

always seem to pay attention, sometimes when asked a question, he’d have an answer, or he’d

help Lexus to give the correct answer, indicating he was absorbing the material, although he may

not have been taking notes, which proved him to be an auditory learner.

The period 3, college prep class of 14 students was more interactive; however, four had

learning disabilities. The class consisted of auditory and visual learners, who liked having

material being presented to them slowly in small, simplified steps. They were given shorter

lectures and about half of class time was devoted to solving problems together on the board, or in

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pairs. As I worked out problems on the board, I asked them to tell me how to solve it, which

helped them understand how to go about doing so. The same method for correcting homework

with this class was used as in the period 2 class.

The behavioral issues observed in the class involved failure to pay attention and

participate. Jamal was the one student who rarely ever participated in class and when asked a

question, he did not have an answer. Jacksael was often caught with an earbud in one ear, but

obliged when asked to put it away. Abdulla was only present in class for a few days until he

never showed up again for unknown reasons. Abdulla had difficulties with simple arithmetic

and got easily irritated when asked a question that he did not know or when told to stop talking.

Linette and Catherine did not participate in class often, did not have their homework every day,

and performed poorly on tests. Marc was absent the most and had a low grade, with missing the

lessons and not coming for extra help after school. The remainder of the students, including

Edwin, Louis, Olivia, Rhodaline, and Tyler showed a desire to learn the material by asking me to

go over a concept they did not understand and participating in class. Because Louis and Edwin

did not do their homework every day or come for extra help, they did not score very high on

tests. Rhodaline performed the best on tests and quizzes, almost always doing her homework,

and, from her maturity level, I believe she could have done well in the honor’s level course.

The period 4, honors class of 22 students were considered less talkative than the other

honors class and consisted of a large group of active and passive learners. The passive learners

in the class, such as Walker, would be seen staring blankly at the front of the class, with

disinterest, not taking notes. The more active students took notes from the board, self-corrected

their homework assignments, listened as I lectured, and work efficiently in groups on in-class

worksheets and experiments. When I challenged the class with a question, quite a few hands

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were seen raised that wanted to attempt to give a correct answer. Jackie and Anthony were like

sponges when it came to learning the material, and the focus in their expressions was undeniable.

They were there to learn. When the class had to be told to quiet down, they listened. Most

students followed the lectures, which took up most of class time, and the example problems that

were given throughout the lectures. They asked questions without being called on. A few,

including Islynn, came after school for help on homework problems they still didn’t understand

or general concepts from lecture. The students were put in pairs to work on in-class worksheets

or to start on homework problems. Once in a while, I had students put their homework answers

up on the board, which were thereafter corrected by the class as a whole. Due to the number of

questions assigned on some of the worksheets, they were posted on the ELMO projector at the

start of class, and any problems that students still could not grasp, I went over on the board.

The major behavioral issue in this class involved a female student who had a MA504,

which is a federal disabilities act that must be followed to a tee. The excerpts describe the

purpose of Section 504 (Section 504 of the Rehabilitation Act):

Section 504 is a civil rights law that prohibits discrimination on the basis of disability in all educational programs and activities that get federal aid from the U.S. Department of Education. The purpose of Section 504 is to protect children with disabilities from being discriminated against at school. The law was designed to “level the playing field” for individuals with disabilities by eliminating barriers that prevent them from fully participating in programs and activities.

The Section 504 law states that students with disabilities should not be discriminated against or be excluded from or denied benefits from any programs and services. Under section 504 eligible students have an equal opportunity to participate in all academic and nonacademic services. The Section 504 regulation also requires school districts to provide a “free appropriate public education” (FAPE) to each eligible student with a disability, regardless of the nature or severity of their disability.

Under Section 504, free and appropriate education means that a student with a disability will receive an education that is the same as that of students who do not have a disability, with appropriate related services. The services provided are

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designed to accommodate the individual needs of the student with a disability and are free of charge except for those fees that students without disabilities also have to pay.

Children with disabilities who are not eligible for special education or related services may be eligible for services under Section 504.

She often disrupted the class by talking to the male students around her and complained about

having to sit in the front of class. However, because she had a 504, special precautions had to be

taken, where she was given “preferential” seating and allowed to have more time than other

students to hand in her homework. Tim and Noah were also caught talking to each other on a

few occasions, but stopped when ordered to. Dezarae and Megi were absent more than the other

students. However Megi caught up on her work, whereas Dezarae, even with the extra allotted

time to her, did not hand in her missing homework assignments. The students who were almost

never absent, had the highest grades, paid a great deal of attention during class, and demonstrated

the most assiduity were Islynn, Anthony, Jackie, Nam, and Carly.

The period 7, honors class of 24 students was more rowdy than the period 4 honors

class, yet they all held the potential for greatness, despite the dose of laziness or lack of ambition

that repressed some of them. The learners were passive in that they were able to focus on

lectures and take notes, and active in that they liked to work in groups on problem sets and lab

experiments. The students asked questions about what was being taught, without being

prompted, and either volunteered their homework solutions, or gave an attempt to the correct

answer when called upon. In order to keep the talking to a minimum during lecture, I learned to

not have my back to the students as I wrote on the board, and would sometimes politely tell them

to be quiet in German, which would grab their attention. In addition, the students, along with

Charlie and Samira, would at times encourage their neighbors to settle down so that I could

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continue my lesson. To check that they were paying attention to what I was saying as I wrote

notes on the board, I would also substitute a German word for an English word to my sentences,

which elicited a positive response from the students, revealing that they were being attentive. I

also spoke a little German in the other honors class, but not so much in the college prep classes.

The honors classes liked listening to the bits of German I spoke. Some even asked if I would

teach them the language. For about two days, I started all four of my classes with a few jokes to

raise their enthusiasm. All the same, this method of introduction ceased as my jokes were not

much appreciated and did extract much interest. Homework worksheets and problems were

addressed in same manner as was done in the period 4 honors class.

The named behavioral issues faced in this class were caused by four students, Gjergji,

Samira, Alexandra, and Mackenzie. One day at the end of class, as students started filing out,

Samira made a disrespectful comment as I was writing on the board, with my back faced away

from the students. She was pulled aside before class, the next day. Samira then admitted she

was wrong and apologized, promising to never commit the same act again. Mackenzie and

Alexandra were often caught talking during class. When Alexandra was asked a question to

check if she was paying attention she answered correctly, however Mackenzie answered

incorrectly, giving the excuse that she didn’t understand the concept. Mackenzie was urged to

come after school for help, but that scarcely happened. Mackenzie was also caught cheating on

an exam, during which she was looking at her cellphone under her desk. The teacher notified the

administrators, and eventually a consensus was made, whereby Mackenzie would get a low

grade on the test, but not a passing one, instead of a zero. Gjergji was also caught cheating on an

exam. A scrap of paper was found on his desk with an answer to one of the questions written on

it. At the end of class, he was pulled aside. After arguing with the teacher, he admitted that he

23

had received the answer from a friend. His actions were brought up with the administrators the

following school day. The students absent from class the most were Talyce and Gjergji, mostly

on days of quizzes or exams. The students who served as role models to the rest, as they paid

attention in class, did not disrupt the class, worked studiously, willingly volunteered correct

answers, did well on tests and quizzes, and asked questions often out of confusion or curiosity,

were Nikola, Zahra, and Theodora. Vivian, Samira, and Gisela, came for help after school the

most and performed fairly well on tests and quizzes.

Guiding absent and new students was a task not uncommon for Doherty High teachers,

including myself. Almost every day I recorded at least one student absent in each of the four

classes that I student taught. The students that were absent for one day and were present the next

were given the homework they missed and had to show me the completed assignment the

following day. Those who were absent for a longer period of time, due to in-school suspension,

out-of school suspension, or for any other reason, had their missed work sent home to them and

were expected to bring it in the day they returned to class. Throughout my teaching experience

at Doherty High, only two new students joined my class. They were asked what they had

learned at their previous school and given the same homework as was assigned to the rest of the

students. They were also informed of what material they needed to catch up on to be prepared

for the next quiz and test. When the new students or absent students struggled with

understanding the homework or information presented in class, they were given the opportunity

to come after school or make other arrangements that fit both the teacher’s and students’

schedule.

24

Chapter 5

Assessment

Assessments can be thought of as the tools, the brushes an artist uses to draw the scene

before him. Teachers are the passersby that compare the painting to the real scene and may help

the artist by pointing out what she’s missing or praise her for her detail. The picture drawn with

the aid of the assessments describes to the teacher what the students, the artists, have learned

from the lessons and what still needs brushing up on, or what they have no concept of. The

forms of assessment administered to all classes were informal and formal, which further prepared

students for the Science MCAS test, a summative assessment.

A formal assessment, such as a quiz, test, lab report, or other graded assignment, is a

teacher’s approach to gaining information about what the students have learned in class and from

homework assignments (Sternberg and Williams). The purpose of this type of assessment is also

to determine what students’ strengths and weaknesses are in certain concepts. For instance, the

test on section 1 of chapter 7 given to the honors students measured not only their ability to name

binary ionic and covalent compounds, as well as ternary compounds, but also their ability to

determine the kind of compound to be named, since they were not given that specific

information. Some students answered questions wrong because they could not remember the

rules for naming the compound. Others had difficulty determining the type of compound, and as

a result, gave an incorrect name. However, the college prep class was given the type of

compound they were to name. Hence, the questions they answered wrong proved that they had

not learned or studied the rules for naming binary and ternary compounds. The test given to the

honors and college prep students on sections 3 and 4 of chapter 7, consisted of questions that

showed whether they had learned how to do calculations of molar mass, formula mass, and

25

percentage composition, and the process of calculations to determine a compound’s empirical

and molecular formula. The students’ performance on these formal assessments gave feedback

on whether the methods of review and homework problems were effective in helping the

students learn the material, whether adjustments to teaching methods needed to be made, or

whether other areas of the students’ lives needed to be addressed, such as sports or jobs, that may

have affected their studying.

Informal assessments are demonstrative in that if you ask a student a question, they can

answer it. These are non-graded strategies that show that students understand the lessons.

Informal assessments give a teacher feedback on the how successful their teaching methods are,

based on observations of the students during class as they work, and as they interact with the

teacher and other students (Sternberg and Williams). One example is how during one lesson, in

my period 3, college prep level class, workers were making distracting noises as they were fixing

machinery behind one of the tiles on the ceiling. I then made the decision to cut the lesson short

and have students play a game where they had to match up their metal or nonmetal symbol on a

name tag with another student’s in order to come up with different names of compounds. This

made them regain their focus on the object of the lesson and changed the mood of the classroom

from boredom due to sitting in a desk, while taking notes, to interest and determination to make

as many combinations of elements as possible, so they would have less to fill out on the

worksheet for homework. Another activity that really excited the honors students, but roped in

slightly less enthusiasm from the college prep students, was a game where two teams competed,

with one member from each, to correctly write the chemical formula or name on the board. This

game pointed out which students were flying through the given material, and the ones who were

paying less attention and having trouble.

26

Summative assessments are cumulative, covering material taught over the entire year, or

some period of time and summarizing students’ development at a given point in time (Integrated

Assessment). The Science MCAS exam is a summative assessment that gives evidence of

students’ mastery of certain knowledge and skills at the end of their sophomore year of high

school. The assessments are not only geared toward preparing students in their future

undertakings, but also toward helping them pass the MCAS exam. As teachers, including

myself, followed the standards in the Curriculum Framework in their daily instruction to their

students and in the assessments they gave, most of the students learned them. Those that did not,

as was evidenced by their grades on assessments and progress in the class, would be forced to

retake the exam. To improve their performance and proficiency, one of the ultimate challenges

of teaching, and to ensure they pass the MCAS, students may be given consistent encouragement

and offered extra help before the start of classes. In addition, creative modes of getting material

across to students and means of engaging all of the students during class may be implemented,

such as group activities, games, and lab experiments.

27

Conclusion

Teaching at Doherty Memorial high school has been an unforgettable chapter in my life.

Every day was a learning experience. This opportunity to teach was valuable from the moments

of standing in front of the class giving a lesson, to the discussions I had with my mentor.

Interviews with and quotes from the teacher who served as my mentor, Mrs. Hall, can be found

in Appendix I. I walked into the classes without any prior experience in teaching, minus the

times I would grab my stuffed animals and teach them on my little, white board. However, not a

day went by that I was not prepared for my students. In the mornings, Mrs. Hall and I went over

my lesson plan for each class to make sure I could get through the necessary material, we went

over the quizzes or tests I made up to make sure there weren’t any errors or questions too

difficult, and we discussed the homework assignments I planned to give the students that day. In

the afternoons, we talked about the last class, tips on how I could improve my teaching methods,

or did a run-down of my plans for the next day.

Competence was achieved in the five Standards for Professional Teachers. Lessons were

planned in advance or tailored for the time allowed. Teaching methods were used to suit the

level of the students in the class, especially those whose first language was not English. Any

questions that were asked, I answered and clarified. Questions that students asked and I did not

have an answer for, I researched and resolved the next day. Each lesson was begun in uplifting

spirit, which endured throughout, and was issued in an authoritative voice. In addition, just as

homework was assigned almost always at the end of class, if not before, and scarcely forgotten,

their work was recorded in the grade book just before the start of class. Students were also

informed of what to study for tests and quizzes. For one test of a critical topic for them to learn,

on which many performed very poorly, the students were allowed make it up, but only on the

28

condition that they came after school on at least one of two designed dates. Respect was given at

all times. When students committed an act of disrespect, they were managed right away and

reminded of the consequences. Equity was promoted in that all students were given the same

encouragement that they could reach their potential with effort and persistence. Professional

responsibilities were met, also. Methods of instruction, classroom management, and assessments

were reflected upon to identify, construct, and finally apply the improvements that could be

made in teaching. As part of my duty as a student teacher, and to myself, I emanated my passion

for chemistry to the students in hopes that some of them might catch a spark of the same wonder

for the subject and pursue it.

Reflecting on the Science MCAS results reported earlier, the relatively poor scores do not

come as a surprise. The majority of the students in the classes I have taught displayed a lack of

aptitude and effort in science. Perhaps a way to raise their scores and interest in science would

be to engage students in more laboratory experiments or bring them on a tour of a

pharmaceutical industry to see the applications of chemistry out in the real world. What these

students need is a spark of inspiration, motivation. One of my pursuits is to find that spark for

them, light it, so that they’ll go for that reach in their life and do nothing less.

Being a student teacher has not only given me experience on what it is like to be in the

shoes of a teacher, it has shed light on the kind of students one teaches, and the real challenge

that both share. Motivation was nonexistent in a few of my students. They could not see the

competence they possessed to do well in class or they could care less to try. That is the million

dollar question that could make one rich if the answer was so simple—how do you get the

hopeless to believe, let alone want to put in any effort? The answer at present is to not give up

29

on them and keep trying different ways, while concurrently, giving those who want to be there

and learn the educational experience they deserve, the best that you can afford.

30

References

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"About Worcester." Destination Worcester Massachusetts. Web. <http://www.destinationworcester.org/AboutWorcester.aspx>.

Davis, R. E.; Frey, R.; Sarquis, M.; Sarquis, J.L. Modern Chemistry. 6th Edition. Holt, Rinehart, and Winston, 2008. Print.

"Demographics and Census Information." Society of Worcester, Massachusetts. 2011. Web. <http://www.worcestermass.org/home/about-worcester/special-events/demographics-census-information>.

"Doherty Memorial High (03480512)." Massachusetts Department of Elementary and Secondary Education (ESE). 2011. Web. Mass.gov. <http://profiles.doe.mass.edu/profiles/student.aspx?orgcode=03480512&orgtypecode=6&leftNavId=300&>.

"Doherty Memorial High School." 2011. Web. greatschools. <http://www.greatschools.org/modperl/achievement/ma/1858#eog>.

Doherty Memorial High School College Handbook. 2009-2010. Web.

"Enrollment and Educator Data." Mass.gov.Web. <http://profiles.doe.mass.edu/staterc/definitions.aspx?fyCode=2011>.

"February 2010 Biology Test." Mass.gov.Web. <http://www.doe.mass.edu/mcas/2010/release/feb_ghsbio.pdf>.

Hammel, Lee. "Worcester Telegram & Gazette Program for homeless youth thrives in Worcester." 2012.Web. The Health Foundation of Central Massachusetts. <http://www.hfcm.org/February-8-2012--Worcester-Telegram--Gazette/756>.

"High School Chemistry Test." Mass.gov.Web. <http://www.doe.mass.edu/mcas/2011/release/ghschem.pdf>.

Holt, Rinehart, and Winston. Modern Chemistry 2006: Annotated Teacher's Edition. Austin, TX: Houghton Mifflin School, 2006. Print.

"Integrated Assessment." A Grand Bargain.Web. <http://www.cgp.upenn.edu/ope/31_integratedassessment.html>.

http://profiles.doe.mass.edu/help/data.aspx

http://profiles.doe.mass.edu/staterc/definitions.aspx?fyCode=2011

http://www.doe.mass.edu/mcas/2010/release/feb_ghsbio.pdf

http://www.hfcm.org/February-8-2012--Worcester-Telegram--Gazette/756

http://www.doe.mass.edu/mcas/2011/release/ghschem.pdf

http://www.cgp.upenn.edu/ope/31_integratedassessment.html

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"Learn About Worcester." Worcester Historical Museum. 2004. Web. <http://www.worcesterhistory.org/learn.html>.

"Massachusetts Comprehensive Assessment System." Massachusetts Department of Elementarty and Secondary Education. September 3, 2010. Web. Mass.gov. <http://www.cde.state.co.us/cdereval/truancystatistics.htm>.

"Massachusetts Education Reform Act in Summary."Web. <http://www.minnesotaspromise.org/publications/documents/Massedreformsummary.pdf>.

"Massachusetts Science and Technology/Engineering Curriculum Framework." October 2006. Web. Mass.gov. <http://www.doe.mass.edu/frameworks/scitech/1006.pdf>.

"Poverty." May 23, 2012 2012.Web. <http://www.census.gov/hhes/www/poverty/methods/definitions.html>.

"Professional Standards for Teachers." Massachusetts Department of Elementary and Secondary Education. October 14, 2009. Web. Mass.gov. <http://www.doe.mass.edu/lawsregs/603cmr7.html?section=08>.

"Section 504 of the Rehabilitation Act." Massresources.org. 2012.Web. Community Resources Information, Inc. <http://www.massresources.org/special-education-504.html>.

Sternberg, Robert J. and Williams, Wendy M. "Why Understanding Classroom Assessments is Important to Teachers." Educational Psychology. Eds. Jeffery W. Johnston, et al. 2nd ed. New Jersey: Davis, Kevin M., 2010. 508-510. Print.

The Central Massachusetts Housing Alliance Inc., Results of the Worcester County point in time homeless survey. 2009: Worcester, MA.

"Three Different Learning Styles." 2009.Web. Instructor Magazine. <http://people.usd.edu/~bwjames/tut/learning-style/styleres.html>

Trachimowicz, Bob. "A Few Worcester Schools." Worcester Massachusetts Postal History. March 20, 2011. Web. <http://bob.trachimowicz.org/schools.htm>.

"Worcester (city), Massachusetts." U.S. Census Bureau: State and County QuickFacts. January 31, 2012. Web. U.S. Census Bureau. <http://quickfacts.census.gov/qfd/states/25/2582000.html>.

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http://www.massresources.org/special-education-504.html

32

Appendix A

38

Appendix B

Observation Notes

Worcester Polytechnic InstituteTeacher Certification Program

Practicum Log

Name: ~e..C\o.."" 1)o,(,{\~Q~-=~j~~~~~~~~--------

Week Of: I ) '1 J:t 0 ) '2--~/~~/~~~------------

Activity Subject Area Hours Signature

o-_.~ """'C_.l

Monday&pp "~__l \

'"

Tuesday

A fI (\

Wednesday lit{ ic)o5e.<v o,~ ~ r:}.pft1 j 5h- <A., ~v

I (")"0 S.p.rv:(J. .\; Ot"\ ']. ~ <..)1 cc-, I ," ~( 9J4.d_ j,L ......

'ODs(X'{Q -\\0<\ C"'~u\~ ) ~ 'Z_~../_/\

n »<Thursday y~ D'bs~I{a.\-\QI\ r\'~'('V'>\';)w 6 ~ .J...' / _p /\/'-'"

\

rJ -:Friday lib ()OS~vo..-\-\or' f_h~ ~ /... ~ ~l/~

\~

Totals Direct HoursObservation 19-Hours

Practicum Log

Name: \1e~()J\ ~tt\':S(\

Week Of: \ I Of /:20/ d..


-Monday 1/C{ O'oS~NCJ,_~CY"'I f hoAV)jSW - "") yv.~d.,if.t)) I

O'l::E.e!" $ 0..~cr. (l,bijt<y ) b ~ If ~--~ 1/

Tuesday 1/ In Ic»~.r\\J u..,""" IV'. f?fl,f"'mA~hV I If.'S~~.Jrll;h_ IID'oY'(CL -\i 011 (~"'X'i"'\ $·\-/V ~;b .he..; r:>: /'

v

Wednesday 1/ II ()b<;p,<,YQ..-1\OV' ~\S-\-<vl )( ~~ ..J,.>Lkt,_ Jr-S\r::>~ ......VI".n6Y\ CW>fY'\,S¥ Y ~- 7\O\-/'-V\/'- , -v

~ "Thursday I/{l... o 'ose..nr ~~<y\ C~'\~ 7) r~J\1i"l'<:l Se:,('J (A..~ 0"'- 'B\O\oC\y 1.7 ~7' ~A

Iri'p~"'o...-\\~ (''N2r(\\~ ]-=. e-~~,~

Friday 1/13 () bSUVGv-\\(..Y) Q\r\c.rf\ i~ ) (~~\IfI')'oSe..0IO-+\0) Cn~'\~~ ~ b ~-~d.oj :<r)'o~e.Df O:~<..Y\ 1:)\~\. D 'X<-. -) 9~A.....,. ,

$

Totals Direct HoursObservation 30Hours

J 3, oj{.(;/'1

Practicum Log

Name: tJ\eo,o,;1\ :£0.\1/, "So.J

Week Of: \) 11-}-::(0 12( I


Monday

_"....-

Tuesday I / I't- o \Y::P"\\JCL~a", rh~·.s~ ~ ( \Pn..-lr _f.L,_ Y?.. I)-I ()DSex,"IOl.-Yi:CrI C'.)"'~",s·~ {If -Z~hf 4/

I(",;\")"\e..'f" 0...~OC"'\ ~\o\.o~ \. J c;?~~ ~~\

~ .1\

Wednesday '/I~ ()n~e\\l.o.k\ ~I) CJ~ 'A~ )..~ 1/

obser.J 0...1-\{ n ~J'S+n-,/ } b ~~.LL I ~,h'O ser«u.!>A1..Y'- ~iO\\,)~ r ) L '1 .....~- b

\j\

.rrr--; A

Thursday 1/ Iq D'rEes"\l~<Y\ ~es<'-\~~ I~ 1(~J(oAIOb~Nrt~~ (~e.M·l~ ~<o -'> " "IA~"(>J:\I~ r,\. D\oC1M ~ ) Z~/\I'""' \J r

Friday '1m O~es\)o:k\~ C}u",u.A ~r.M-1 ~ ~J I1() \0seJ\{ uJ:\(_"f\ c s: ~"" ( f~ ck.--'_ / ~ / /l10-090> ~"lh ~ -r!.)YC-{/1 ) , ) IV (~ 'l(./{_/I./ ,--.

(Y

f 0_ /

Totals Direct HoursObservation 22Hours

Worcester Polytechnic InstituteTeacher Certification Pro-gram

Practicum Log

Name: tJ\e~<J,[\ \3o.xn~O\Week Of: I /23/;;0(27 7

Activity Subject Area Hours Signature()

Monday 1/:23 (~\{"~~ Cy~s~ ~/ bA'..DI~ .....CJfo'::l~ \.In. ~iolow ~u ~_/ L1.. __ _".11

okse-{""Q-¥lQC\ ~"eN'I\;~ - ?/(.7V "t/y (-----

. Tuesday I/;A ~(~ ~\\~"<Y) (J ~(}.A'1A~ 1- ~// /,hb~er-s ~"\_y\ 7>\ o\_oOvvr J- --c:'cf .n'" /v

D\'{ec--\ ('W_Sr\i~~ .J.... ~bk(\.

Wednesday 'h. -5 Objff\J~on r 10_ ' -SM"'\ "II' VYI II(\bSe.f\.{ ~ \.Y'- held Tnp '5 10 C~

Thursday II?. c CY~(Vt...+,(Y'. (?~+M ?/ V~/JI A

I~~ ~Jl1lo~ \ )~ v~?!--t_x- \) rJ

Friday J J"J r::r ID,-[e_c ~ Illh-MS~ :1- £7-1 ~j. ~UV1A-);){)tt T.AHMA~ S- '(~L

v ~ I

Totals Direct Hours ~Observation

Q~Hours

Practicu m Log

Name tJ\.ej£\ :DC1.\\\:]QWeek Of: I ) 30); .:zr I


Monday I / ;; () D\'\ec-\ C~\\~ ! .>. J /(\'0'\e-~c.. -\\{l1\ C 'heJV\\f~ \ :5 ~

\ I

Tuesday 1/31 D\\,e__c-\: I' ~ ....,....d-ru :2 ..--:D/.L /J,0'05e.rv G\. 1:\0"

\.-.-'f~"""" ........ I ~ I/~//L......

Wednesday ~) I \)\ ,e._c.+ nl r rl..,., I r a/LJLI () bSC?Nc.ci'CV)

\,_;11C./ (J, "I 3 ~

Thursday J/2 \)\\e(:X CY\esA tS-\-<VI (n ,/'7 I L

\ ~//v \J "r

Friday ;)j.5 i)\'e.C-t CPlem i 5f--t1I1 b /' / /I ~

(/V r

,

Totals Direct Hours I~Observation q

Hours

Iot-Q\ O\?~k~~u.-~ ~ :;/1/1 'J. : 1u+ h~\J.,\S

Practicum Log

Name: ~(\ Bmi~Week Of: \=e._'0. b )Q 0) ;<.


Monday ~/L ~fe r-\ _Ge..cn\~ c. _~df ,

Tuesday l. /-"l- '"[Ax-erA- ('Jle.rr'\ \.s~ t: 9~I;'d, I -

,.-.Wednesday 0/y D,'(e L-\- ~\S~ t: ~ __LL,./ ./A,

-~

- v

_,.' _,Thursday -<..j ,- u''("e.c+ 1(1~1'~ to .?;;7~L/AJ

l v

Friday ~ J II) \) \ r er + {'p.,~i~~ fn_ ~//L_d4I '-" { P' ~ 'J

Totals Direct Hours .~()Observation... Hours


Practicum Log


Monday 2/, '3 V\'fer \- rj(o~ (f') c:;: jt~J!I \ (./ Vy ~

J

Tuesday :Vt4 D\\ec-t- ! /: 10~ IldN. G, q LJ 4/0 ....... V'4~

I

Wednesday~, '5 }) ~In(.L+ I(~ (n c:; fA jI 0 V'{/\faA/

Thursday 1./1 6- "D\{e(_~ t /]1'''"''''- .tdfu" h .,-. //1 .I/ (J .... ---v l/'J""'1

Friday ~ /£'1 1),n:c.:\- ? J{J~ru-. (0 9_/_LL ./~

(../r;x.J""'.1..---'"

Totals Direct Hours 22.2Observation

Hours

Practicum Log

Name: ~ 'BCl'\'!$f'Week Of: \e)D. ()_1- . 'J_ 0 {2,


Monday :/ J':J-:f ID\ ,e.L-\- I~~ t. ea:»:

Tuesday ,<l~1 I$\'(e c-k Ir~~\~ _y G:, V~{ \l

"WednesdaYo/24 ! l )'(P C-r- p ~-tYhvt / (0 Q~j)

I r .......

Thursday~j, - 1---,

Friday '/0,f

Totals Direct Hours /Y._Observation

Hours

Practicum Log


Monday Y5' \)''\<:Ck r PP\Y'\\:S~ c. c::?dA_ ~"/

~

Tuesday y, \)\<e.( ~ I ( J)Ap l'(\~ to '7~L....,6

Wednesday ¥:l- 'D ~C(>f \- ~\S~/ (.., ~.LL '/A

"'"' ,~

Thursday Yc- V\\e..C -\- 7JJ\o~ ~ Cr-~ . .L((

,

1\ .......,Friday Yr \)\ c e, c...--\ IPU/)~~.) c. c....z;:;A_ '/A

'-- "lli(){\, 7/{ 2. D\ ,e.C -t- Ir IA~'J frVJ./ 2. (/~/./-1.

/ 0 ......-. .

Totals Direct Hours !11Observation

Hours

'/ ~ } 11-_

P~'oJ. _J_ 7 M{"~.~v:k~ ~O:P

Ch,5 S€c.3 -D'oS (2;( \103\00""; So,{" ",""O,e ') rr;- ~ ~S'£"~'J,I) Q ~e., -\-/ 0IO'(e. 'oe..'v-o.,\1~ \ 'fl ~ I

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39

Appendix C

Syllabi for Chemistry

Worcester Public SchoolsHigh School Curriculum

Coune Syllabus - Part I

Course Title: .:::C:.::h~e.::IDI=·s:::.:try~.=.I _

Course Description:This course provides students with knowledge and understanding of the properties of matterand how these properties enable science to organize these elements on the periodic table.Students will develop understandings of the structure and function of the atom,and its chemical reactions, including the involvement of energy and sub-atomic particles tobetter understand the nature of chemical changes. By learning about various chemicalreactions such as oxidation reduction, combustion, and decomposition, students learn aboutthe chemical reactions that take place around us everyday. In addition students will developdeeper understanding of acids and bases, rates of reaction and factors that influence thoserates. From the calculating of stoichiometry problems and molar concentrations, students willdevelop understanding of proportionality and strengthen their mathematical skills.

Course Objectives:Students will:

• Understand the properties of platter.• Explain nuclear chemistry.• Recognize repeating patterns of physical and chemical properties among elements.• Explain the chemical bonding process.• Explain chemical reactions and employ the use of stoichiometry.• Develop an understanding of thermochemistru• Explain solutions, rates of reaction and equilibrium.• Demonstrate knowledge of acids, bases, and oxidation reduction.

Essential Questions:1. How can a limited number of elements combine to develop the diversity of materials

that make up our environment?2. What do chemical interactions take place to form both inorganic and organic chemical

systems?3. Inwhat ways is chemistry a factor in everyday life and the environment?

Texts:

I Holt .Rinehart ,and Winston; Modern Chemisl!y; 2006

1

District-Wide Reading Skills Across the Curriculum:• Preview (survey) - note major elements such as organization, vocabulary, summary and

graphics.• Ask Questions - question the text, the author and self.• Activate Prior Knowledge (schema) - use what is already known to enhance understanding

of what is new in the text.• Make Connections - link text to self, text to world and text to text.• Visualize - use sensory images to create a mental picture of the scene, story, situation, or

process and involve oneself in it.• Draw Inferences - go beyond the literal information in the text including predicting,

figurative meaning and thematic understanding.• Distinguish Key Ideas - recognize main idea and key concepts.• Use Fix-Up Strategies - monitor own understanding by pausing to think, re-reading,

considering, restating what makes sense.

Contextual Vocabulary:properties of matteratomic structureelementsatomsperiodicitychemical bondingmatter solutions reactionsequilibriumstoichiometryacidsbasesoxidation reductionnuclear chemistry

Recommended Gradin ercent for each factor :• Classroom participation -• Projects/papers -• Homework-• Final test/assessment* - 10%• Annual Science research project (research, experiment, record, analyze data, and

present results). This constitutes 25% term 3 grade. Each student is required tocomplete one project.

*The Worcester School Committee re uires that the final test/assessment be 10% of a student's de

Prerequisite Courses:

INoneNote to Teachers: In addition to handing out the above syllabus to students, you should also handout to them your expectations in the foUowing areas:./ Homework policy./ Make-up policy./ Attendance requirements./ Any other expectations

2


Course Syllabus - Part n. Academic Content for the First SemesterChemistry I

Content/Topics - SkiUs!U nderstandings Required Papers/Projects, Academic StandardsReadings, and Final (Worcester Benchmarks and StateAssessment/Test Frameworks)

SAMPLE ASSIGNMENTS: SKILLS OF INOUIRYIntroduction to chemical Record accurately and use precision Laboratory experiences and SIS 1 Observation, Question,observations. in their measurement. (conversions, quantification reporting. Formulate Hypothesis.

significant digits and scientific SSIS2 Design and conduct scientificnotation. investigations.

SIS3 Analyze and interpret results.Study of physical and chemical Distinguish between compounds Laboratory experiences and SIS4 Communicate and applychanges, physical and chemical and physical and chemical changes. reporting. Diagramming and results. (OM.SC.CH.01-09)changes, and recognizing elements modeling of elements and Mathematics skillsand compounds. compounds. (OM.SC.CH.61-70)

Properties of Matter Physical andScientific investigations to develop Demonstrate the ability to design, Design, conduct, and demonstrate chemical properties reflect theunderstandings of chemical conduct, and analyze, interpret, and understanding of a chemical nature of the interactions betweeninteractions will be conducted. communicate results of scientific principle. molecules and atoms and can be

investigations. used to classify and describe matter.(Chemistryl.l-l.3)(OM.SCCH.I0-14)

Demonstrate and understanding of Describe the atomic models of Construct a model of an atom Atomic Structure and Nuclearthe evolution of atomic theory. Dalton, Thompson, Rutherford and attributed to a recognized theorist Chemistry -- Atomic models are

Bohr. and explain its structure. used to explain atoms and help usunderstand the interaction ofelements and molecules on amacroscopic scale.(Chemistry 2.1-2.7) (OM.SC.CH.15-21)

Develop an understanding of Explain the states of matter, and Students will demonstrate theconservation of matter and demonstrate understanding of the changes of matter states using waterknowledge of the states of matter conservation of matter. and use this process to demonstrate

matter conservation.

Understand the electron Demonstrate electron through Students will use modeling andconfiguration of an atom modeling configurations of the diagrammatic simulations to

elements numbered 1-24. demonstrate electronconfigurations.

Explain the processes of Fission and Communicate knowledge and Students will develop a seminarfusion. understanding of the process of presentation of the importance of

fission and fusion. fission or fusion and present andparticipate in a seminar.

Under stand the organization and Demonstrate elemental Students will solve problems using Periodicityfunction of the periodic table. relationships, classes, location, the periodic table. Repeating (periodic) patterns

electron configuration, reactivity, Of physical and chemical propertiesand behavior using the periodic occur among elements that definetable. families with similar properties.

(Chemistry 3.1-3.4)(OM.SC.CH.22-2S)

Develop an understanding of the Diagram covalent bonds using Student will diagram molecules Chemical Bondingchemical bonding using valence Lewis structures and explain using Lewis structures and Atoms bond with each other bynumbers, Lewis structures and electro-negativity in covalent developing model of covalent transferring or sharing electrons.chemical formulas to describe bonding using diagrams. bonds. (Chemistry 4.1-4.6)covalent, ionic and polar bonding. (OM.SC.CH.26-31 )

------- -


Course Syllabus- Part O. Academic Content for the Second SemesterChemistry I

Content/Topics - SkiDs Required Papers/Projects, Academic StandardsReadings, and Final (Worcester Benchmarks and StateAssessmenttrest Frameworks)

Communicate and demonstrate Show how to apply the valence Students will use modeling to Chemical Reactions andunderstanding of valence shell repulsion theory, the hydrogen balance equations and apply the Stoichiometryrepulsion theory, hydrogen bonding bonding of water, and the ability to valence shell repulsion theory. In a chemical reaction, one or morein water, and balancing chemical balance equations. reactants are transformed into one orequations. more new products. Chemical

equations represent the reaction andExplain the of classification of Be able to classify chemical Classify chemical reactions by must be balanced. The conservationchemical reactions. reactions. developing reaction charts. of atoms leads to the ability to

calculate the amount of productDetermine empirical, elemental Use elemental formulas, empirical Students will apply these processes formed and the reactants used.formulas, calculate mass to mass, formulas, apply mass to mass, and in laboratory experiences and class (Chemistry 5.1-5.6)and determine yield in reactions. determine yield. assignments. (OM.SC.CH.32-37)

Use the mole theory and molecular Demonstrate the ability to use and Conduct experiments an apply the States of matter, Kinetic Molecularmass to determine elemental and apply the mole theory and molecular mole theory and molecular mass to Theory, and Thermochemistrymolecular particles. mass to solve problems. predict results. Gas particles move independently of

each other and are far apart. TheirExplain and calculate the behavior Apply the gas laws in solving Develop diagrams of the gas laws behavior can be modeled by theaccording to the gas laws. problems. and use calculations to explain them. kinetic molecular theory.

In liquids and solids particles areDevelop models and support with close together. The reorganization of

Use the kinetic theory to explain the Use the kinetic theory to explain the kinetic calculations to explain how atoms in chemical reactions in thestates of matter states of matter. the kinetic theory applies to the release or absorption of energy.

states of matter. (Chemistry 6.1-6.5)---- ------- -- - ---

(OM.SC.CH.38-42)

Describe the law of energy Understanding of the law of Students will write a three to five Solutions, Rates of Reaction, andconservation and systematic conservation of energy and the page paper on the conservation of Equilibrium.movement towards entropy. movement of systems towards energy in an industrial system. Solids liquids and gasses dissolve to

entropy. form solutions. Rates of reaction andchemical equilibrium are dynamic

In solutions the identify solutes and Describe, identify and quantify Through a series of laboratory processes that are significant insolvents, calculate morality, identify solutions. experiences that require the many systems.dissolving rates, quantify solutions development of and the description (Chemistry 7.1-7.6)and solvents. of solutions that will be reported to (OM.SC.CH.43-48)

the class.

Identify factors that affect chemical Describe the factors that affect Conduct and develop reports that Acids and bases are important inreactions and predict shifts in chemical reactions and predict demonstrate reaction factors and numerous chemical processes thatchemical systems. equilibrium shift in chemical alter equilibrium. occur in and around us. Oxidation

reactions. reduction reactionstransfer electron form one substanceto another and are a major class of

Defme the Arrhenius and Bronsted- Describe and explain the Arrhenius Students will develop reports chemical reactions.Lowry theories of acids and bases and Bronsted-Lowry theories of illustrating the importance of acids (Chemistry 8.1-8.4)and explain the hydrogen ion acids, bases, and hydrogen ion and bases in the community. (OM.SC.CH.50-55)relationship. relationships.

Develop an understanding of radio Demonstrate an understanding of Students will develop a short paperactive decay. radioactive decay using the C-14 on the application of the C-14 dating

process of dating organic objects. of artifacts

- - - -

40

Appendix D

Daily Lesson Plans

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Daily Lesson Plan

Date: Feb.2, 2012 Subject: Chemistry Grade: 10 Learning Standards from MA Curriculum Frameworks Focused on: (4.3) Brief review of using electronegativity to explain the difference between polar and nonpolar covalent bonds. Topics Covered: Dipole and molecular polarity

Materials/Resources: Notebooks, pens, paper

Learning Objectives (Knowledge and abilities students will have acquired after the lesson): Students will be able to determine the polarity of a molecule

Introduction: Begin with the definition of a dipole, then mention that they recently learned how to determine the polarity of a bond and now they’ll determine the polarity of the whole molecule

Activities: *Lecture on dipoles and determining the polarity of a molecule

Assessment (Evidence of Learning): *Homework worksheet (Ch. 6.5 Review)

Wrap-Up/Reflection: *How to determine molecular polarity *Any questions on what was taught today

Comments: Students were confused with calculating the difference in electronegativities to determine the bond type and had trouble focusing on the polarity of the whole molecule

Daily Lesson Plan

42

Date: Feb.3, 2012 Subject: Chemistry Grade: 10 Learning Standards from MA Curriculum Frameworks Focused on:

Topics Covered: VSEPR and molecular polarity

Materials/Resources: candy, marshmallows, toothpicks, model kits

Learning Objectives (Knowledge and abilities students will have acquired after the lesson): Students will be able to determine the Lewis dot structures, molecular geometry shape and name, bond angles, and polarity of molecules using model kids or candy and toothpicks

Introduction: Go around the room and check for homework completed on my grade sheet, then go over answers to homework with the class

Activities: *Homework correction (Ch. 6.5 Review wks.) *Review molecular polarity with focus on lone pairs of electrons and terminal atoms *VSEPR and molecular polarity lab

Assessment (Evidence of Learning): *Completed and corrected homework assignment *Progress and assignment of VSEPR and Molecular Polarity Lab worksheet

Wrap-Up/Reflection: *Have students complete lab worksheet for homework

Comments: Make certain to put students in pairs or groups of three for the lab so that students are less inclined to let others do all the work

Date: Feb.6, 2012 Subject: Chemistry Grade: 10

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Learning Standards from MA Curriculum Frameworks Focused on:

Topics Covered: VSEPR and molecular polarity

Materials/Resources: candy, marshmallows, toothpicks, model kits

Learning Objectives (Knowledge and abilities students will have acquired after the lesson): Students will be able to determine the Lewis dot structures, molecular geometry shape and name, bond angles, and polarity of molecules using model kids or candy and toothpicks

Introduction: Go around the room and check for homework completed (only the Lewis dot structure and polarity columns) on my grade sheet. Announce due date for the lab worksheet (Feb.9th, Thurs.), homework assignment, and a quiz planned for Feb. 8th, Wednesday.

Activities: *Review lone pairs of electrons (nonbonded electrons) and bonded electrons *VSEPR and molecular polarity lab

Assessment (Evidence of Learning): *Completed columns of VSEPR and Molecular Polarity Lab worksheet (Lewis dot structures and polarity) *Assign Pg. 211, #37, 39-42

Wrap-Up/Reflection: *Have students complete lab worksheet for homework

Comments: Some students tried to draw the Lewis dot structures for the molecules without tallying the electrons to show how they arrived at the structures and did not draw the right structure and became confused. Students were urged to show their work.

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Daily Lesson Plan

Date: Feb.7, 2012 Subject: Chemistry Grade: 10 Learning Standards from MA Curriculum Frameworks Focused on: (4.5) Identifying how hydrogen bonding in water affects a variety of physical phenomena, such as boiling point Topics Covered: Intermolecular Forces

Materials/Resources: Notebooks, pens, overhead projector

Learning Objectives (Knowledge and abilities students will have acquired after the lesson): Students will learn about intermolecular forces, that they exist in all molecules, and the types that exist between polar molecules (dipole-dipole, and hydrogen bonds) and those that exist between nonpolar molecules, diatomic molecules, halogens and noble gases (London dispersion forces) Introduction: Check for completed problems in the book that were assigned for homework, remind students of a quiz tomorrow and briefly state what they should study for the quiz, ask if there are any questions on the homework completed

Activities: *Lecture *Homework correction (pg. 251, #37, 39-42) *Quick quiz review

Assessment (Evidence of Learning): *Completed homework problems assigned in the book on pg. 251, #37, 39-42

Wrap-Up/Reflection: *Ask if there’s any questions about the material taught today or tomorrow’s quiz

Comments: Students had difficulty understanding what London dispersion forces are. Be prepared to have activities at hand if I finish lecturing before class is over.

Daily Lesson Plan

45

Date: Feb.8, 2012 Subject: Chemistry Grade: 10 Learning Standards from MA Curriculum Frameworks Focused on: (4.2) Draw Lewis dot structures for simple molecules. (4.4) Use VSEPR theory to predict the molecular geometry (linear, trigonal planar, tetrahedral) of simple molecules. (4.5) Identify how hydrogen bonding in water affects boiling point. The college preparatory classes learned (4.6) how to name and write chemical formulas for simple ionic and molecular compounds Topics Covered: VSEPR, molecular polarity, intermolecular forces, and introduction to chemical formulas and nomenclature to the college preparatory classes

Materials/Resources: Quiz, notebooks, pens

Learning Objectives (Knowledge and abilities students will have acquired after the lesson): Students should be able to perform the tasks required of them on their VSEPR and Molecular Polarity lab worksheet and understand the types of intermolecular forces. If time, students will be introduced to chemical formulas and naming binary ionic compounds Introduction: Students will be given their quiz and told to start reading the next chapter to prepare for tomorrow’s lecture, as well as complete the homework problems assigned in the book

Activities: *Quiz on determining the polarity of a molecule, intermolecular forces notes *Lecture to college preparatory classes (periods 2 and 3) about monatomic ions and binary ionic compounds, and how to name and write the chemical formulas of binary ionic compounds

Assessment (Evidence of Learning): *Graded quizzes *Assigned book work, p.251 #1-6

Wrap-Up/Reflection: *Have students start looking over chapter 7 and work on the book problems

Comments: As quizzes were being graded, a noticeable error that students made when drawing Lewis dot structures was not showing their work by tallying electrons. Talyce and Gjergji were known to be absent often on days of quizzes or tests, as they were today

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Daily Lesson Plan

Date: Feb.9, 2012 Subject: Chemistry Grade: 10 Learning Standards from MA Curriculum Frameworks Focused on: (4.6) Name and write the chemical formulas for simple ionic and molecular compounds Topics Covered: Chemical formulas of and naming of monatomic ions and binary ionic compounds, and the stock system of nomenclature

Materials/Resources: Notebooks, pens, name tags and charts for game

Learning Objectives (Knowledge and abilities students will have acquired after the lesson): Students will be able to name and write the chemical formulas of binary ionic compounds and use the stock system of nomenclature

Introduction: Review an example of the criss-cross method for obtaining the chemical formula if students were introduced to the concept yesterday. Begin lecture of chemical formulas, naming binary ionic compounds, and the stock system of nomenclature

Activities: *Lecture *Go over homework, p.251 #1-6 with periods 2 and 3 *If time, play the “Bond with a Classmate” game (group activity) with the college prep class (Was able to with period 3), where students combine themselves (metal and nonmental) and write the chemical formula and name of the compound on the chart

Assessment (Evidence of Learning): *Corrected homework previously assigned *Success in playing the group activity *Assign Homework Worksheet( 7.1, Bond with a Classmate Game)- problems for period 2, both sides for period 3 *For period 4 and 7 assign WS 1and #2

Wrap-Up/Reflection: *Remind students to complete their homework *Ask students if they have any questions on chemical formulas and naming

Comments: Did not have time to go over homework (p.251 #1-6) with period 4 and 7. Students had difficulty understanding the criss-cross method, but their confusion was eliminated. Students had to be reminded of how main group elements obtain their charges. Period 7 did not finish going over stock system examples. Students’ attention was grabbed when they heard their teacher speak German and mention that she almost started writing in German on the board.

Daily Lesson Plan

47

Date: Feb.10, 2012 Subject: Chemistry Grade: 10 Learning Standards from MA Curriculum Frameworks Focused on: Period 4 covered:(4.6) Name and write the chemical formulas for polyatomic ions Topics Covered: Naming ionic compounds using the Stock System Polyatomic ions (period 4)

Materials/Resources: Notebooks, pens, worksheets, ELMO projector

Learning Objectives (Knowledge and abilities students will have acquired after the lesson): Students will be able to name compounds using the Stock System and write the formulas of given compounds

Introduction: Period 2 and 3- go over worksheet 7.1, and lecture on Stock System for period 3 Period 4 and 7- Go over homework p.251 #1-6, put up WS 1 and #2 up on the ELMO projector for students to correct on their own and ask questions Finish lecture on Stock System for period 7 before reviewing homework Activities: Period 2- WS 7.1, WS 1 and #2 Period 3- Stock System lecture, WS 7.1, WS 1 and #2 Period 4-p.251 #1-6, WS 1 and #2 on ELMO projector, Polyatomic ions lecture Period 7-Finish Stock System lecture, p.251 #1-6, WS 1 and #2 on ELMO projector, Polyatomic ions lecture

Assessment (Evidence of Learning): Period 2 and 3:WS 1 and #2 Period 4: Assignment #3 #1-12, 26-37 Period 7: p.251 #7,8,16-18

Wrap-Up/Reflection: *Assign homework *Ask if any further questions *Tell students they’re doing a good job

Comments: Practice projecting voice louder so students in the back of class can hear. Students’ attention effectively grabbed by speaking and writing in German. Make sure to be prepared with alternate assignments and activities to do in class to be flexible with what is covered in lecture and possible disruptions during class

Daily Lesson Plan

48

Date: Feb.13, 2012 Subject: Chemistry Grade: 10 Learning Standards from MA Curriculum Frameworks Focused on: (4.6) Name and write the chemical formulas for simple ionic and molecular compounds, including those that contain the polyatomic ions: ammonium, carbonate, hydroxide, nitrate, phosphate, and sulfate Topics Covered: Binary ionic compounds, polyatomic ions

Materials/Resources: Notebooks, pens, ELMO projector

Learning Objectives (Knowledge and abilities students will have acquired after the lesson): Students will understand the difference between binary ionic compounds and polyatomic ions, and be able to write the name of the chemical compounds and their formulas, using the Stock System and other nomenclature guidelines Introduction: Put flow chart for chemical compounds up on the ELMO projector while checking homework, then go over homework. Tell students a few chemistry jokes.

Activities: Period 2: Go over WS 1and #2, then lecture on polyatomic ions, assign homework (Chemical Formula WS first 10 questions of both columns) and announce tomorrow’s quiz on binary ionic compounds Period 3: Same as period 2, except did not get to lecture on polyatomic ions Period 4: Go over Assignment #3(#1-12, 26-37) worksheet, have students finish Chemical Formula WS (first 10 questions of both columns) for homework and announce a quiz tomorrow Period 7: Go over p.251, #7,8,16-18, give lecture on polyatomic ions, hand out Assignment #3 worksheet, announce quiz, then have students finish Chemical Formula WS for homework and announce a quiz tomorrow Assessment (Evidence of Learning): *Understanding of homework corrected *Assigned Chemical Formula WS (first 10questions of both columns)

Wrap-Up/Reflection: *Remind students of quiz tomorrow *Tell students to do Chemical Formula WS *Announce that I will be staying after school

Comments: Students were talkative in most classes and not paying attention because they asked the same questions whose answers I constantly repeated throughout class. Therefore, some action must be taken to call for students’ utmost attention. Must be more assertive with students. They do not think they have to work as hard or behave the same as when Mrs. Hall is teaching because they know I’m only a student teacher. I must show them otherwise. Underline important terms on the board in a different color. College prep students did not seem to appreciate corny jokes as much as honor students. Some students, in period 2 Jessica, Jack, Jackson, and Itzia, and in period 3 Jamal, did not pay attention or take notes. In period 4, Dezarae, a new student, seemed to disrupt the left side of the room and distract some of the male students’ attention from the lecture, Trevon in particular, who had recently brought up his grades but is now in danger of having them brought back down.

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Daily Lesson Plan

Date: Feb.14, 2012 Subject: Chemistry Grade: 10 Learning Standards from MA Curriculum Frameworks Focused on: (4.6) Name and write the chemical formulas for simple ionic and molecular compounds, including those that contain the polyatomic ions: ammonium, carbonate, hydroxide, nitrate, phosphate, and sulfate Topics Covered: Polyatomic ions

Materials/Resources: Quiz, notebook, pens

Learning Objectives (Knowledge and abilities students will have acquired after the lesson): Students will better understand how to name and write the chemical formulas for polyatomic ions

Introduction: Have students take quiz on binary ionic compounds, check and go over Chemical Formula worksheet, announce a test that will be given on Friday

Activities: *Quiz on binary ionic compounds-naming and writing chemical formulas (all classes) Per.2-Read aloud answers to Chemical Formula WS and go over ones students had questions on, work on Assignment #3 WS together Per.3-Lecture on Polyatomic ions after quiz, read aloud Chemical Formula WS and go over ones students did not understand, work on Assignment #3 WS together Per.4-Read aloud answers to Chemical Formula WS and go over ones students had questions on, work on Assignment #3 WS together (have students come up to board to give answers for #13-16) Per.7- Read aloud answers to Chemical Formula WS and go over ones students had questions on, play game with students where they break up into two teams, person who raises hand first (or wins rock-paper-scissors) and answers correctly wins point for team. Winning team earned one point on the quiz they just took Assessment (Evidence of Learning): *Completed h.w. Chemical Formula WS *Graded quiz *Per.2: Assignment #3 WS, #1-14 *Per.3: Chemical Formula WS, 1st column *Per.4: Finish all of Assignment #3 WS *Per.7: Assignment #3 WS, 1st column

Wrap-Up/Reflection: *Speak louder, emphasis on important terms/phrases *Continue using German *Try getting other students involved *Students in period 7 enjoyed the game, but were a bit too rowdy. Maybe try a more fair game that doesn’t get them overly excited but still intrigued

Comments: Grades from the Quizzes A and B: Binary Ionic Compounds showed that the majority of the students in periods 2 and 3 (college prep) were not paying attention to my lessons. Therefore, I must address the issue of their lack in effort due to the fact that I am

50

now teaching them, and not Mrs. Hall. Action must be taken to make it clear to the students that I may not be Mrs. Hall but I am still their teacher, here to do my job and all I ask is for the same in return — respect and for them to do their part as students. After teaching for a few weeks it has become apparent that Theodora, An, and Zahra from period 7,and Anthony, Carly, Nam, and Jacqueline from period 4 are the star students who work the hardest and get the highest grades. Islynn from period 4 is also one of the hardest working students I have come across. She often stays after school for extra help. Caleb from period 4 is one of the students who performs the most poorly because of a lack of willingness to put in effort to learning.

Daily Lesson Plan

Date: Feb.15, 2012 Subject: Chemistry Grade: 10 Learning Standards from MA Curriculum Frameworks Focused on: (4.6) Name and write the chemical formulas for simple ionic and molecular compounds, including those that contain the polyatomic ions: ammonium, carbonate, hydroxide, nitrate, phosphate, and sulfate Topics Covered: Ternary Ionic Compounds Binary Molecular Compounds


Learning Objectives (Knowledge and abilities students will have acquired after the lesson): Students will acquire a better understanding of how to name and write the formulas of ternary ionic compounds. They will also learn and be able to write the chemical formulas of and name binary molecular compounds Introduction: Check homework, remind students of their test on Friday, lecture on binary molecular compounds, mixed formula review WS, also announce to those students who did not take the quiz yesterday that they will have to take tomorrow after school

Activities: per2- Put Assignment #3 WS, #1-14 on ELMO projector and answer questions, give lecture on binary molecular compounds, start Binary Molecular Compounds WS #3 per 3- Go over questions students have on 1st column of Chemical Formula WS, after putting up the key on the ELMO projector, then give lecture on binary molecular compounds per 4- Put Assignment #3 WS on ELMO projector and go over questions students have, lecture on binary molecular compounds, work on Binary Molecular Compounds WS #3 as a class per 7- Put Assignment #3 WS on ELMO projector and go over questions students have, lecture on binary molecular compounds, work on Binary Molecular Compounds WS #3 as a class Assessment (Evidence of Learning): *Completed Assignment #3 WS for periods 2,4, and 7, and 1st column of Chemical Formula WS for period 3 *per 2-all of Binary Molecular Compounds WS #3

Wrap-Up/Reflection: *Students were encouraged to ask questions *Students were also advised to participate more in class, do their homework, and come after school if extra help is needed to start bringing up their grades, because some of the

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*per 3- Left side of Binary Molecular Compounds WS #3 *per 4-Mixed Review Formula WS *per 7- finish up Binary Molecular Compounds WS #3 and Mixed Review Formula WS

last quiz grades were a catastrophe *Students continue to show interest when a few German words are interjected during lecture *German praise words on quizzes boosted self-confidence of students

Comments: A good idea might have been to have the test tomorrow and not Friday since some students in the last period of the day will choose to go to the prep rally instead of taking their test, since now they’ll have to take it the Monday they come back from vacation.

Daily Lesson Plan

Date: Feb.16, 1012 Subject: Chemistry Grade: 10 Learning Standards from MA Curriculum Frameworks Focused on: (4.6) Name and write the chemical formulas for simple ionic and molecular compounds, including those that contain the polyatomic ions: ammonium, carbonate, hydroxide, nitrate, phosphate, and sulfate Topics Covered: Review Binary Molecular and ionic compounds as well as ternary compounds


Learning Objectives (Knowledge and abilities students will have acquired after the lesson): Students will have more practice and become more proficient at naming chemical compounds and writing their formulas.

Introduction: Remind students of their test tomorrow, check homework, go over homework on the ELMO projector, write summary flow chart on board

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Activities: *Go over homework together *per2- Go over h.w., all of Binary Molecular compounds WS #3 on ELMO projector, 7.1 summary flow chart on board, play game with Mixed Formula Review WS (the one of the two students from two separate teams who wrote the name or chemical formula first on the board won a point for their team, and winning team’s players who went up to the board received a point on their test. Students were allowed to bring up their worksheet, periodic table and ion chart WS) *per3- Same as period 2 *per4- Put 7.1 summary flow chart on board, have students check their h.w. (Mixed Formula Review WS) on ELMO projector, use Assignment #4 WS for game that had students play in periods 2 and 3 *per7- Put 7.1 summary flow chart on board, have students check their h.w. (Binary Molecular compounds WS # and Mixed Formula Review WS) on ELMO projector, use Assignment #4 WS for game that had students play in previous periods Assessment (Evidence of Learning): *Completed homework *Students’ competence at the board during the game in giving the right answers

Wrap-Up/Reflection: *Study for test: 7.1 Summary Flow Chart, be able to determine chemical formulas in terms of numbers of atoms of each element

Comments: Some students showed that they had not been paying attention in class because they could not give an answer on the board correctly or had no idea where to start, while others showed that they knew exactly how to determine the answer. Some improvements that could be made in my teaching practice are speaking louder, putting emphasis on important words or phrases, try to get as many students in class involved by calling on them to answer questions, writing in black/blue and drawing arrows or stars in red/pink

Daily Lesson Plan

Date: Feb.17, 2012 Subject: Chemistry Grade: 10 Learning Standards from MA Curriculum Frameworks Focused on:

Topics Covered: Test on binary ionic and covalent compounds, as well as ternary compounds (polyatomic ions)

Materials/Resources: Test, pen

Learning Objectives (Knowledge and abilities students will have acquired after the lesson): Students should be able to demonstrate proficiency in naming and giving the chemical formulas of binary and ternary compounds

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Introduction: Hand out periodic table and ion chart worksheet, then tests

Activities: *Test on Chapter 7.1

Assessment (Evidence of Learning): *Grade on test

Wrap-Up/Reflection: *All finished before class ended *Most of period 7 is taking the make-up test because they chose to go to a pep rally instead

Comments: Some students asked about the short answer because they did not understand the wording. Others also asked where they needed to write Roman numerals or prefixes.

Daily Lesson Plan

Date: Feb.27, 2012 Subject: Chemistry Grade: 10 Learning Standards from MA Curriculum Frameworks Focused on: (5.3) Use the mole concept to determine number of particles and molar mass for elements and compounds. (5.4) Determine percent compositions Topics Covered: Formula and molar mass, percent composition

Materials/Resources: Notebooks, pens, periodic table

Learning Objectives (Knowledge and abilities students will have acquired after the lesson): Students will learn the definitions of molar mass, formula mass, and percent composition. They will be able to calculate the formulas mass, molar mass and percent composition from given chemical formulas.

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Introduction: Ask students how their break was. Hand back corrected tests to periods 2,3, 4, and 6 students in period 7, then tell all classes that to increase their test grade by 20 points, they need to come for extra help after school this coming Tuesday and/or Thursday, and get 20 out of the 24 questions on the make-up test correct. Start lecture on Section 7.3, Determining Chemical Formulas Activities: *Per2 and 3- Lecture on 7.3: Formula mass, molecular mass, percent composition *Per4- Lecture on 7.3: Formula mass, molecular mass, percent composition. Started Ch.7.3 WS #1 Using Chemical Formulas and Ch.7.4 WS#2 Determining Chemical Formulas in class (Question A) *Per7-Students who had gone to the pep rally before break instead of taking the test, took a separate test from what the other students had taken. The six other students who had taken the test were lectured on 7.3: Formula mass, molecular mass, percent composition

Assessment (Evidence of Learning): *Grades on test H.W. assigned: *Per2- Ch.7.3 WS #1 Using Chemical Formulas *Per3- Ch.7.4 WS#2 Determining Chemical Formulas in class (Question A) *Per4- P.244 #1,2,5, percent composition of Ag2SO4 *Per7- Ch.7.3 WS #1 Using Chemical Formulas and Ch.7.4 WS#2 Determining Chemical Formulas in class (Question A)

Wrap-Up/Reflection: *Give H.W. *Encourage students to come after school this Tuesday and Thursday for help

Comments: The majority of the students in all classes, with the exception of a few, performed poorly on the test covering Ch.7 Section 1, indicating that they had not studied, have not been paying attention in class, are not taking my teaching seriously, needed extra help but did not come after school, or do not care to learn the material. What can be done to improve grades is encourage students to take the make-up test next week and come after school for help.

Daily Lesson Plan

Date: Feb.28, 2012 Subject: Chemistry Grade: 10 Learning Standards from MA Curriculum Frameworks Focused on: (5.3) Use the mole concept to determine number of particles and molar mass for elements and compounds. (5.4) Determine percent compositions, empirical formulas Topics Covered: Formula and molar mass, percent composition, empirical formulas (honors students)

Materials/Resources: ELMO projector, notebooks, pens, periodic table

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Learning Objectives (Knowledge and abilities students will have acquired after the lesson): Students will continue practicing calculating formula and molar mass, percent composition by mass, and the honors students will be introduced to determining a compound’s empirical formula from its percent composition Introduction: Periods 2 and 3, check and go over homework (WS #1 and #2A) on ELMO. Period 4-check homework, go over book homework and extra problem, then put WS #1 and #2A on ELMO for students to correct themselves. Period 7- Hand back rest of tests, encourage students to come after school Tuesday or Thursday and take the make-up test, then put WS #1 and #2A on ELMO for students to correct themselves Activities: Per2-Checked and went over homework (h.w.) WS #1 and #2A, using ELMO Per3-Checked and went over WS #2 A and then WS #1 on ELMO, going over any misunderstandings Per4-Checked and went over h.w., as well as WS #1 and #2A, then lecture on empirical formulas (Ch. 7.4) Per7- Checked h.w. WS #1 and #2A and put on ELMO, brief review for students on yesterday’s lecture, then lecture on empirical formulas (Ch. 7.4) Assessment (Evidence of Learning): *Corrected h.w. Assigned h.w. : Per2- p.244 #1,2,5, %composition of Ag2SO4, element project Per3- p.244 #1,2,5, element project Per4-Molecular Formula Problems WS (empirical formula only) Per7- Molecular Formula Problems WS (empirical formula only)

Wrap-Up/Reflection: *Encourage students to come after school today for help for any questions on the material learned today or questions on the test they received back

Comments: Only 6 honors students came after school with questions on calculating empirical formulas and on their tests. Shane in period 2 spilled a cup of iced coffee during class, caused a disruption, and was written up, as drinks, except water, are not permitted in the classroom.

Daily Lesson Plan

Date: Feb.29, 2012 Subject: Chemistry Grade: 10 Learning Standards from MA Curriculum Frameworks Focused on: (5.4) Determine percent compositions, empirical formulas, and molecular formulas. Topics Covered: Percentage compositions, empirical and molecular formulas (covered in honors)


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Learning Objectives (Knowledge and abilities students will have acquired after the lesson): Students will become more proficient in calculating percentage compositions of given chemical formulas, and be able to determine the empirical and molecular formula of compounds when given appropriate known variables Introduction: Check homework, then go over homework

Activities: Per2-Go over p.244 #1,2,5, and the percent composition of Ag2SO4, start lecture on Empirical Formula Per3- Go over p.244 #1,2,5, give entire lecture on Empirical Formula, then have students start on homework WS 7.21 and 7.23 Per4-Go over Molecular Formula Problems WS (empirical formulas only), then give Molecular Formula lecture Per7-Same as Period 4 Assessment (Evidence of Learning): *Checked homework Homework assigned: per2-p.888 #132,136 per3-WS 7.21 and WS 7.23 per4-Molecular Formula Worksheet WS per7-Molecular Formula Worksheet WS

Wrap-Up/Reflection: *Ask if they need any clarifications on what was taught today or if they have any further questions *Remind students to come after school tomorrow for extra help

Comments: Jack from Period 2 answered no when asked if he wanted to learn, although I was told from Mrs. Hall that he is in fact a bright student, who has done well on past tests when he wanted to, without doing any work in class, homework, or studying. Quotes from Mrs. Hall: There’s never down time, never a dull moment. You always have to be on task, on your toes. Every day is different. One of the jobs of being a teacher is convincing students to accept, believe in it, to buy into what they are learning, that it’s something that is important, to work hard, that they can do the work. Chemistry is one of the first classes that they may take where they realize they need to put in a lot of effort. They’ve got to want it. You don’t need to be a genius, you just need to put in a lot of effort and time.

Daily Lesson Plan

Date: March 5, 2012 Subject: Chemistry Grade: 10 Learning Standards from MA Curriculum Frameworks Focused on: (5.4) Determine percent compositions, empirical formulas, and molecular formulas

57

Topics Covered: Percentage composition, empirical formula, molecular formula

Materials/Resources: Notebooks, pens, periodic table, ELMO projector

Learning Objectives (Knowledge and abilities students will have acquired after the lesson): Students will be able to determine empirical formula from the percentage composition of a compound, and then go one step further to calculate the molecular formula from the empirical formula, and the given molar or formula mass Introduction: Check homework, then go over homework with all classes, answering or writing out the answers on questions students had difficulty with

Activities: Per2- Go over WS 7.21 and WS 7.23 on ELMO projector, lecture on molecular formulas Per3- Go over Empirical and Molecular Formulas #1-3 on board, lecture on molecular formulas Per4- Go over Practice Problems WS (EF and MF): Have 3 students write out answers on board and have class correct their answers, let students work in groups to complete #4,5 on the Empirical and Molecular Formulas Worksheet WS Per7- same as Period 4 Assessment (Evidence of Learning): *Checked homework Homework assigned: Per2- Empirical and Molecular Formulas WS Per3-Practice Problems WS(EF and MF) Per4- WS-Empirical Formulas WS, #3-6 Per7- same as Period 4

Wrap-Up/Reflection: *Ask students if they would like to go over anything they learnt today *Encourage students to come after school tomorrow *Inform students that there will be a quest on Thursday

Comments: In period 2, Jack and Jackson had to be told to pick their heads up off their desks multiple times, therefore, if such a situation happens again, they will be given detentions. Improvements that could be made as far as teaching methods are the following: speaking a little louder for those sitting in the back of the room; being more assertive; getting students who are having more difficulty with concepts up at the board instead of those who have a better grasp of the material; focus on two students in period 2, such as Jack and Itzia, for two days to see if they can be helped and made to participate more during class

Daily Lesson Plan

Date: March 6, 2012 Subject: Chemistry Grade: 10 Learning Standards from MA Curriculum Frameworks Focused on: (5.3) Use the mole concept to determine number of particles and molar mass for elements and compounds. (5.4) Determine percent compositions, empirical formulas, and molecular formulas

58

Topics Covered: Formula and molar mass, percent composition, empirical and molecular formula

Materials/Resources: Notebooks, pens, periodic table, ELMO projector

Learning Objectives (Knowledge and abilities students will have acquired after the lesson): Students will review how to calculate formula and molar mass, percent composition, empirical and molecular formula

Introduction: Warn students in periods 2 and 3 that those who put their heads down during class will be given a detention and have to stay after school on Thursday. Check homework then post homework on ELMO projector. Answer questions on homework, and write out the problems students had difficulty with or have students write them out Activities: Per2- Go over h.w.( Empirical and Molecular Formulas WS) on projector then pair up students to work on the Problem Solving continued WS, #5 and 6 Per3-Go over Practice Problems WS (EF and MF) on projector. Pair up students to work on a letter from #5 and a problem from #6 on the worksheet Problem Solving continued, then have students write their answers on the board Per4- Put up WS-Empirical Formulas WS, #3-6 on projector, put the problems up on the board that students had trouble with, then pair up students and assign each pair a question from the homework worksheet (#1,2) and Problem Solving continued WS (#5-11) Per7- Put up WS-Empirical Formulas WS, #3-6 on projector, have a few students put the problems up on the board that others had trouble with, then pair up students and assign each pair a question from the homework worksheet (#1,2) and Problem Solving continued WS (#5-11) Assessment (Evidence of Learning): *Checked homework *Assigned homework to all classes: WS#4 Review on Ch.7.3 and Ch.7.4

Wrap-Up/Reflection: *Remind students to stay after school today for extra help *Give students a heads up that they will have a quiz on Thursday on Ch. 7.3 and Ch. 7.4

Comments: In period 3, at the end of class, Jack admitted that he liked calculating molecular formulas, which made my day. Others in class also agreed that the work was not too difficult, such as Karolyna. When period 2 and 3 were warned that anyone who put their heads down during class would receive a detention, they listened well and took my teaching seriously. Having students work in pairs in period 2 was an effective teaching method in getting all students to participate in learning the material. Perhaps to get students more involved and communicate better with the students, I can come up with a game of Jeopardy or Fish Bowl, where students pick out a question from a bowl/hat. A motive to successfully get Samira up to the board to write out a problem she had trouble with was telling her that it would count toward participation when taking into account her grade.

59

Daily Lesson Plan

Date: March 7, 2012 Subject: Chemistry Grade: 10 Learning Standards from MA Curriculum Frameworks Focused on: (5.3) Use the mole concept to determine number of particles and molar mass for elements and compounds. (5.4) Determine percent compositions, empirical formulas, and molecular formulas Topics Covered: Formula and molar mass, percent composition, empirical and molecular formula

Materials/Resources: Notebooks, pens, ELMO projector, numbered slips of papers with questions, stick of Doublemint gum for each student, electronic beam balance, calculator, slips of paper with a question written on each

Learning Objectives (Knowledge and abilities students will have acquired after the lesson): Students will become more competent in calculating formula and molar mass, percent composition, empirical and molecular formula. Period 4 will be practice and apply calculations of percent composition to gum in their lab, with the objective of finding the percent of sugar per stick of gum. Introduction: Inform students that they will be given a test on Friday and to study from yesterday’s homework, check homework (WS#4 for all classes), post homework on the projector, then answer any questions and write out problems on the board students requested for because of confusion Activities: Per2- Discuss and go over homework Per3- Put up homework on ELMO and go over the questions students did not understand Per4- Post homework on ELMO, go over homework and answer questions, then have students will execute the lab titled, Lab: Percent Sugar in Doublemint Gum Per7- Post homework on ELMO, go over homework and answer questions, then split students into same pairs as yesterday and have them answer questions on the numbered slips of paper, having them grab another slip once they have correctly answered the one they were given. Assessment (Evidence of Learning): *Checked homework Assigned homework: ~Per2 and Per3- (counting as a quiz grade) p.252 #28b,c and #32c, p.888 #158b ~Per 4 and Per7- p.252 #28b,c and #32c, p.888 #151a and 158b

Wrap-Up/Reflection: *Remind students to come after school for help tomorrow

Comments: Some valuable teaching insight was gained after observing Mrs. Raazaq’s 6th period Precalculus class (See observation notes: 3/7/12). Period 2 was not engaged or actively participating in class. Try to incorporate Mrs. Raazaq’s method of putting students in groups to go over homework before giving the class answers to the homework. Henry

60

forgot his homework in period 2 at home, but was given a chance to bring it in tomorrow, as he has been putting a lot of effort into learning and participating in class. He is also working many hours, which has been affecting his study efforts in school. In period 7, Samira gave some attitude and made a rude remark. She will be pulled aside before or after class tomorrow and told that I considered what she said yesterday to be disrespectful and that if she does it again I’d go to the administrators, take action, as disrespect is not tolerated.

Daily Lesson Plan

Date: March 8, 2012 Subject: Chemistry Grade: 10 Learning Standards from MA Curriculum Frameworks Focused on: (5.3) Use the mole concept to determine number of particles and molar mass for elements and compounds. (5.4) Determine percent compositions, empirical formulas, and molecular formulas Topics Covered: Formula and molar mass, percentage composition, empirical and molecular formula

Materials/Resources: Notebooks, pens, ELMO projector, numbered slips of papers with questions, numbered cards with pictures, stick of Doublemint gum for each student, electronic beam balance, calculator, slips of paper with a question written on each

Learning Objectives (Knowledge and abilities students will have acquired after the lesson): Students in Period 4 will prepare, in pairs, for the test tomorrow by calculating formula and molar mass, percent composition, empirical and molecular formula that the questions on the slips of paper ask. Periods 2, 3, and 7 will practice and apply calculations of percent composition to gum in their lab, with the objective of finding the percent of sugar per stick of gum. Introduction: Remind students to come after school to take the makeup test for the formula test, which most students performed poorly on. Also announce to students that there will be a test tomorrow. Check homework and post answers on ELMO for period 2, and read the answers aloud to the honors level classes (periods 4 and 7). Answer questions on homework. Activities: Per. 2: Have students correct their own homework when posting answers on the ELMO, then collect the homework to be counted as a quiz grade. Have students do the Percent Sugar in Gum lab, then collect their lab worksheets. Put students into groups of 4 by row for the lab. The lab had to be read aloud to all students and everyone had to complete each step in the procedure before the class could move on. This lab was done as a class so that everyone would not make a mistake in following the directions. Per. 3: The wrong page was assigned to students, p. 232 instead of 252, so most with the exception of a few did not do the homework on that page. Therefore, yesterday’s assigned homework would be reassigned and collected tomorrow. Put students into groups of 4 by row before executing the lab. The lab is to be done as a class, and as they are completing their lab, I will go around to each lab bench and make sure they are on task and answer questions they may

61

have. Per. 4: As students walk into class, hand each of them a numbered card with a picture. Read homework answers aloud and clarify any misunderstandings. Tell the students to pair up with the other person who has the card with the same picture on it. Hand out question slips that contained a question. Tell students to check their answers with me, then, once they answered that question correctly, to bring up the question to the front desk and grab another. Per. 7: Read homework answers aloud. Split students into groups of 5 by row, handed out gum, then have students work on lab. Warn students that if they do not follow directions, they will get a zero for the lab. Also tell them to make sure they show all their work on the lab worksheet, as they will be collected and graded. Assessment (Evidence of Learning): *Checked homework *Collected lab worksheets Homework given: *All students were to study for the test tomorrow on Ch. 7.3 and Ch. 7.4 Period 3-(counting as a quiz grade) p.252 #28b,c and #32c, p.888 #158b

Wrap-Up/Reflection: *Remind students of their test tomorrow *Tell the students that those who came after school last week on either Tuesday or Thursday, or this Tuesday, may come after school today and take the makeup test on formulas, and earn up to 20 points on their original test.

Comments: When Samira was pulled aside before class started, she admitted that she was wrong yesterday, apologized, and vowed not to do the same again. Going through and reading aloud each step to the college level classes was necessary and effective in order for them to complete the lab on time and without confusion. Handing out the picture cards to period 4 as a means of putting them in pairs also proved effective.

62

Daily Lesson Plan

Date: March 9, 2012 Subject: Chemistry Grade: 10 Learning Standards from MA Curriculum Frameworks Focused on: (5.3) Use the mole concept to determine number of particles and molar mass for elements and compounds. (5.4) Determine percent compositions, empirical formulas, and molecular formulas Topics Covered: Formula and molar mass, percentage composition, molecular and empirical formulas

Materials/Resources: Test, pen, calculator

Learning Objectives (Knowledge and abilities students will have acquired after the lesson): Students will demonstrate their proficiency in calculating the topics covered in chapter 7, sections 3 and 4, which includes molar and formula mass, percentage composition, empirical and molecular formulas Introduction: Hand students their homework due Wednesday as they come into class, then hand out tests

Activities: *All classes took the Ch.7 section 3 and section 4 Test

Assessment (Evidence of Learning): *Test Homework assigned to all classes: DeComposition: Taking the News Apart-writing assignment (picking apart an article on a scientific topic)

Wrap-Up/Reflection: *Collect tests

Comments: In period 2, Jackson and Jessica continued to talk during the exam after they had passed theirs in. They were spoken to after class and informed that for their misconduct, they have been given a detention, and will be expected to stay after school on Tuesday. Students in the other three classes had to be told to stop talking while others were still testing. In period 7, Sam was caught looking at another student’s test. After Megi was confronted after class, she admitted that Sam was asking her for answers to the test, therefore it was decided that Sam would be warned on Monday that if he does the same on the next test, action will be taken, and reported to the administrators. Walker asked if he could make up the test and if he could look at his notes a few minutes before taking the test. However, he was not allowed to because although he had been out for a few days, he was

63

given the work he missed, which was his responsibility to complete and study. He failed the exam. Gjergji was caught cheating during the exam. A small scrap of paper was found on his desk, with the answer to the last question written on it. He was reprimanded after class by Mrs. Hall, who finally, after arguing with Gjergji, got him to admit that he got the answer from a friend. He received a zero on the exam. He would not confess who the other student was who gave him the answer. Mrs. Hall informed him that she would bring up his act of cheating on the test with the administrators on Monday.

Daily Lesson Plan

Date: March 12, 2012 Subject: Chemistry Grade: 10 Learning Standards from MA Curriculum Frameworks Focused on: Central concepts: In a chemical reaction, one or more reactants are transformed into one or more new products. Chemical equations represent the reaction and must be balanced. The conservation of atoms in a chemical reaction leads to the ability to calculate the amount of products formed and reactants used (stoichiometry). (5.1) Balance chemical equations by applying the laws of conservation of mass and constant composition (definite proportions). Topics Covered: *Introduction to Ch. 8 Section 1: Describing Chemical reactions *Chemical equations *Writing word equations and balanced formula equations, using coefficients


Learning Objectives (Knowledge and abilities students will have acquired after the lesson): Students will be introduced to the concept of a chemical equation and how to write word equations and balanced formula equations, using the knowledge they gained from Chapter 7 on how to write the correct formulas for chemical compounds Introduction: The language of chemists, how chemical equations are their sentence, etc... Use the analogy of making apple sauce (recipe) to get across the importance of writing the correct chemical formula.

Activities: *Period 7: Introductory lecture to Chapter 8, Section 1: Describing Chemical Reactions

64

Assessment (Evidence of Learning): Assigned Homework: *Page 290 #1-6

Wrap-Up/Reflection: *Ask students if they have any questions about the lesson taught today

Comments: Students were quiet most of the time. The students that stood out being the most talkative during the lecture were Samira, Alexandra, and Mackenzie. Alexandra and Mackenzie were told to stop being disruptive in class and asked to answer a question that was addressed to the class. Alexandra answered correctly, which indicated that she was paying attention.

65

Appendix E

Lecture Notes

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66

Appendix F

Homework Worksheets

67

Name the following Ionic Compounds:

_____________________1. K3PO4

_____________________2. Ga(OH)3

_____________________3. Co3N2

_____________________4. SnS

_____________________5. Al(C2H3O2)3

_____________________6. Mg3P

_____________________7. CsNO2

_____________________8. CaMnO4

_____________________9. SnF4

_____________________10. Fe2(SO3)3

Write the chemical formula for the following:

1. Nickel (II) peroxide ______

2. Vanadium (IV) chloride ______

3. Lithium bromate ______

4. Aluminum cyanide ______

5. Ammonium sulfate ______

6. Francium oxide______

7. Mercury (I) nitrate ______

8. Nickel (I) sulfide______

9. Ammonium carbonate ______

10. Iron (III) fluoride ______

Worksheet B ~ Mixed Review (Binary Ionic Compounds and Polyatomic Ions)

Name _________________________________________________ Period ____ Date_______________

68

Name________________________________________ Period______ Date______________

I. Find the formula mass of the following:

a. C2H3O 2 –

b. C8H9NO2 (acetaminophen/Tylenol)

c. C10H8O4 (Polyethylene terephthalate, found in food/beverage containers)

II. Determine the molar mass of the following:

d. H2O2

e. Cu3(PO4)2

f. BiAsO4

III. Calculate the percentage composition of the following:

g. FeCl2

h. AgOH

i. CoCr2O7

Ch.7.3 WS#1 Using Chemical Formulas

69

Name________________________________________ Period______ Date______________

A. Find the percentage composition of the following compounds:

1. Sn3N2 Sn:_______ N: _______

2. NaIO3 Na:_______ I: _______ O:_______

B. Given that the percentage composition of a compound is 10.2 % C, 2.1 % H, and 87.7 % O, (a) find the empirical formula of the compound. (b) Given that the molecular mass of the compound is 329.97 g/mol, determine the molecular formula of the compound. {Hint: need the empirical formula to calculate the molecular formula}

Ch.7.4 WS#2 Determining Chemical Formulas

70

Problem Solving continued

5. Determine the molecular formulas for compounds having the following empirical formulas and molar masses: a. C2H4S; experimental molar mass 179 b. C2H4O; experimental molar mass 176 c. C2H3O2; experimental molar mass 119 d. C2H2O, experimental molar mass 254

6. Use the experimental molar mass to determine the molecular formula for compounds having the following analyses: a. 41.39% carbon, 3.47% hydrogen, and 55.14% oxygen; experimental molar

mass 116.07 b. 54.53% carbon, 9.15% hydrogen, and 36.32% oxygen; experimental molar

mass 88 c. 64.27% carbon, 7.19% hydrogen, and 28.54% oxygen; experimental molar

mass 168.19 7. A 0.400 g sample of a white powder contains 0.141 g of potassium, 0.115 g of

sulfur, and 0.144 g of oxygen. What is the empirical formula for the compound?

8. A 10.64 g sample of a lead compound is analyzed and found to be made up of 9.65 g of lead and 0.99 g of oxygen. Determine the empirical formula for this compound.

9. A 2.65 g sample of a salmon-colored powder contains 0.70 g of chromium, 0.65 g of sulfur, and 1.30 g of oxygen. The molar mass is 392.2. What is the empirical formula of the compound?

10. Ninhydrin is a compound that reacts with amino acids and proteins to produce a dark-colored complex. It is used by forensic chemists and detectives to see fingerprints that might otherwise be invisible. Ninhydrin’s composition is 60.68% carbon, 3.40% hydrogen, and 35.92% oxygen. What is the empirical formula for ninhydrin?

11. Histamine is a substance that is released by cells in response to injury, infection, stings, and materials that cause allergic responses, such as pollen. Histamine causes dilation of blood vessels and swelling due to accumulation of fluid in the tissues. People sometimes take antihistamine drugs to counteract the effects of histamine. A sample of histamine having a mass of 385 mg is composed of 208 mg of carbon, 31 mg of hydrogen, and 146 mg of nitrogen. The molar mass of histamine is 111 g/mol. What is the molecular formula for histamine?

12. You analyze two substances in the laboratory and discover that each has the empirical formula CH2O. You can easily see that they are different substances because one is a liquid with a sharp, biting odor and the other is an odorless, crystalline solid. How can you account for the fact that both have the same empirical formula?

WS #3 CH. 7.4 Molecular and Empirical Formula Practice

71

Name________________________________________ Period______ Date______________

A. Find the formula mass of the following:

1. SiO 3 2 –

2. (NH4)2CrO4

B. Determine the molar mass of the following:

3. MgSO3

4. KI

C. Calculate the percentage composition of:

5. NaIO3

6. Find the empirical formula of a compound containing 37.7% carbon, 2.20% hydrogen, 18.5% nitrogen, and 42.3% oxygen:

WS #4 Review on Ch.7.3 and Ch.7.4

72

7. What is the molecular formula of a compound that has an empirical formula of C4H8 and a formula mass of 168.36 amu?

8. A compound is 29% sodium, 40.5% sulfur, and 30.4% oxygen by mass. The molar mass of the compound is 316.24 g/mol. Determine the molecular formula of the compound:

9. A compound is 75.46% C, 4.43% H, and 20.10% O by mass. The compound’s molar mass is 318.31 g/mol. What is the compound’s molecular formula?

10. A compound analyzed was found to contain 13.5% calcium, 10.8% oxygen, and 0.675% hydrogen. The formula mass of the compound was 74.21 amu. What is the molecular formula of the compound?

73

Honors WS #5 Chapter 8.1: Word and Formula Equations

A. Rewrite the following word equations as formula equations (unbalanced):

1. Hydrogen reacts with chlorine to produce hydrogen chloride gas

__________________________________________________________________

2. Gallium and iron (III) oxide react to produce gallium oxide and iron

__________________________________________________________________

3. Magnesium fluoride and nitrogen react to yield magnesium nitride and fluorine gas

__________________________________________________________________

4. Mercury (II) sulfide and sodium oxide react to yield mercury (II) oxide and sodium sulfide

__________________________________________________________________

5. Ammonium hydroxide and lead (IV) carbonate react to produce ammonium carbonate and lead (IV) hydroxide

__________________________________________________________________

6. Aluminum peroxide and potassium sulfite react to produce aluminum sulfite and potassium peroxide

__________________________________________________________________

B. Rewrite the following unbalanced formula equations as word equations:

7. CsCN + Sr3(AsO4)2 → Cs3AsO4 + Sr(CN)2

____________________________________________________________________________________________________________________________________________________________

74

8. Ag3N + Br2(g) → Ag2Br + N2(g)

______________________________________________________________________________

______________________________________________________________________________

9. SnO + I2(g) → SnI2 + O2(g)

______________________________________________________________________________

______________________________________________________________________________

10. Hg2(ClO2)2 + RbC2H3O2 → Hg2(C2H3O2)2 + RbClO2

____________________________________________________________________________________________________________________________________________________________

11. LiCl + Ca(OH)2 → LiOH + CaCl2

______________________________________________________________________________

______________________________________________________________________________

12. H2(g) + CuO → H2O + Cu

____________________________________________________________________________________________________________________________________________________________

"'00\ ~'f)eeT -:r. \ uoje_ _----

\. G'\\f e. +'ne nC-'('1'\e 6J~d ~<"Ynvl~ G+ -v~ C~'f0\.)...rd~d_ ~ ~ ~\Q'->.)'i'\~ e-\~~-\~:Cl) . l-J ()..~e. t=6 { t'Y\ ulC\.

Sod.A\}..~ 0J16 n\~~€f\".

Bond with a Classmate Narne ___

When you find another ion with which you can bond, write in each symbol and charge.Then write the new compound formed by combining the two. Give the compound's name.Remember - Positive ions can only bond with negative ions and vice versa!

+ Ion - Ion Compound NameMg2+ CI 1-

,.MgCl2 Magnesium Chloride

-,. -

.'.

~~~ T~ble:fQ*~-(:m3to~C ~d,P'O:lyatoQiie:I~~ ' ..,'...01:,+' I 'I( -es -r4+l .. 1 +a I ~~~-

~ .,rl"=-:;;jl~fti(:T\-. ~~:i:.y'J:·~'tiltimbic·

Fb4+. ammonium ,N.ti~"'· .' fwU:gri . . BaH "~T alumin.um '. 'o" '.. • ,Ms'!-o ~ \ 'J"

-'S~~:i·tiI({W},:·.~c·J~iai,.·f:~~t) ~istnuth"be~ Be'2+

f;i.,+:~~.

~2..~:(ijl): rQ:qt3+.~="~ ..~.~~

'Ca~+. :I~:l1YlJ.i()g~h " 7tal~"7".... -3.~ . ~ .~. ... .. . .. .t .~ !-~'. ..:."'Cr2+' . . ~~~~:-~·~.·~93+:·· ..

C02+ iron (U!) .'!. :E.e-i; .. (\_-5" I' &.... • ..-_. .,. '. .. . ~rr~.,

. ~ "1:' ." .• , ...... '- ..I SltYer .

~:l+. <A::> l, I '1~$":(n)'.. . '. . .. . . . . :.'.¢limi~' ...

. . fr.c;iifD.j, ;;

.li~~;A:·.:t.~~· .."Fe2+:t .~). CA ....1.

~.'~):1 ~~:..~...:,~.':'"

;P:})2+-I'. _ (l...

~:.'.\.~'. '.'.. '1 ~'\iEn: ...... ~+

•••• j" :_ ."':'~--~-' - '_""-'- ~. -:.1.',·" .... :,. '.' .~.'.' '.-", ··l"1ii8ri,;~.itll) "-Rg:H',menmk: .. -_. . - -' <_:.L~ .=:\0.

. .... '.' -; .. ' Ttnel~K{.nf. .. . '~~. ',:- .. ,:...... :._.._. :'-~-::'-'-.-. -'<;'-';'--'.'.. 'J"~~"';"'';-;Sx-... ~ . -"~"-. . ~--~ ....... -~.. _... - 1- .. "~~-~- ..tu.r\l~J .S~+·

.... ' .~~.,,_'._,.... , . ..,,:.~Us '.' . :..... ',':,: ••••• ~ ". 1.: ...... ':.... '. :f". . .... ..... . . oj - .:'. .r dD.e::" -:: ~. :~2t-'- .........~ , \=~*'~; '..;1" .','"1,.... ..... ". ';"1' .. ' ... " .. ':';;2

~... :··:~~~:.·o;.~hY.arome-::..·: ··'QW.· ...·...·::·~Mt¢ '. : .,._ :..":~:~:~::'.<:::,.::.:: -'t" ., ; .arsenate .:,,,....,.:....':Ii$@ il~.j,~::.• @·b·CG.t2-

.~~~": .. ,:g:\~..- _."..' '-':'.~?~::' - ~t~·. ..eR _'.. :.;~te.,. ",.e ;. ;'(jl"(),:. F" .... . ': .nitrite:e .. ···Cli{:,:.:·.. ":' ~~~ ..

'Ci04,a··M~·.. 3'

triOr-~O~;z.-02.~·

1', V'~- ,-- l~t;, .~.' HIt.. .,. I' .' .,.. . .. ~

;<. ell",C()O.-. It) 1L~e.. . .r03- .. ·. (SYlf.a~, .

(h2.

~\O:t.S042- •••. _-, •• - ..... ,! ••.•••....-_...._,:'":'... '. .'T'Tm;"':a~·"."$Ulllde':' S2-~2-

'~';...y~.'"'' ., .... -,., .... .---.,. " ...

,Periodic Chart of Ions

Table of Polyatomic Ions·1 ·2 ·3

acetate C2H,02- carbonate eO{ arsenate AsOi"bicarbonate Heol' chromate erOi" arsenite Aso,lchlorate cio, chromite erOt borate BO{chlorite Cl02' . dichromate Cr202. phosphate polhypochlorite CIO' oxalate c201· phosphite PO/perchlorate eIO~' peroxide 0

12.

cyanide eN- sllfcate SlOthydroxide OH' sulfate SQ4 .Iodate 10,- sulfite sotnitrate NO)' +1

It- ,1A1

T.01H

1 I • ai"2A

1 2 NH·

0

SA~4.00

He'"3-r 4t. "3- ~_,. l- I' 2Helium3A 4A SA 6A 7A13 14 15 . 16 17

2

U4 8.01 lnurue I'IVl GIIUIIU' .. ",,'" .,n4 j 10.al 12.01 14.01 16.00 19.00 20.18

Li _l2_ermansranate MnO.; hydronium H10·0

I NeBe B C N F I3 4 5 6 7 8 9 I 10Lithium Beryllium Boron Carbon Nitrogen Oxygen Fluorine Neon

22,19 24.31 26.tl 28_09 30.97 32.06 35.45 39.95

Na Mg 88 AI Si P S CI Ar11 12 38 48 58 68 78 18 28 13 14 15 16 17 18

Sodium Magnesium 3 4 5 6 7 8 9 10 11 12 Aluminum Silicon Phosphorut Sulfur Chlorine ArgonSO.10 ,o.0' 44.9$ 47.88 50.94 52.00 5U4 55.15 sua 58.69 63,55 65.39 19,72 72.59 H.92 7US 79.90 83.80

K Ca Sc Ti V Cr Mn Fe Co Nt Cu Zn Ga Ge As Se Sr· Kr19 20 21 22 23 24 25 26 27 28 29 30 31 ;32 33 - 34 35 I 36

Potassium Calcium Scandium Titanium Vanadium Chromium Mangan&!& Iron Cobalt Nickel Copper Zinc Gallium Germanium Arsenic S'elenium Bromine Krypton86.47 87.62 U.91 91.22 82.9.1 95.94 (98). 101.07 tOUl 106.42 107.87 112.41 114.82 111.71 121'.75 127.60 126.91 131.29

Rb Sr Y Zr Nb Mo Tc Ru Rh Pd Ag Cd In Sn Sb Te I Xe37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54

Rubidium Strontium Yttrium Zirconium Niobium MDlybdenumTechnetium Ruthenium Rhodium Palladium Sliver 'cadmium Indium Tin Antimony Tellurium Iodine X-enon132.91 137.33 178.49 lao.lIS 113.85 1".21 110.23 192.22 li5.08 aUT 200.Si 204.38 207.2 208.98 (2011) (2101 (222)

Cs Ba Hf Ta W Re Os Ir Pt Au Hg TI Pb Bi Po At Rn55 56 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86

Cesium Barium H.afnlum Tantalum Tungsten Rhenium Osmium Iridium Platinum Gold Mercury Thallium Lead Bismuth Polonium Astatine Radon(2231 (226) (267) (28~) (271) (272) (277) . (278) (281) (280)

'Fr Ra Af Db .5g Bh Hs Mt Ds Rg87 88 104 ~, 105 106 .107 108 109 110 111 < !" i

,Francium Radium Oubnlum Seaborg)umBohrlum Hasslum Meltnerjum O.rmltadtfum Rotntg.nlum

.,.~Authttfordl\i:rn " -'

",. . " . I' .

\ - .,

- _." - -, - _.. .'~_- .

." _'....1.31.91 140,12 140,91 144.24 (145) 150.36 151.tS 157.25 158.93 162,50 164:93 167,26 168.93 173.04 174.i7

lao Ce Pr Nd Pm Sm Eu Gd Tb . Dy Ho Er Tm Vb luI 57 58 59 60 61 62 63 64 65 66 67 68 69 70 nitanthanum Cerium . Pta1tod,~lum NeodymiumPromethiumSamarium Europium GadoUnium Terbium Dysprosium Holmium Erbium Thulium Ytterbium Lutetium!:227) 232.0~ 231.04 238.03 (237) - (244) (243) (247) (247) (251) (252) (257) (H81 (259) (262)

I Ac Th I Pa U Np Pu Am Cm Bk Cf Es Fm _Md No LrI~ 89 90 i 91 .92 93 94 95 96 97 98 99 100 101 102 103

Actinium Thorium !Prot8CtiniumUranium Neptunium Plutonium Americium Curium B'erkellum Californium Einsteinium Fermium Mendale.lumNobelium Lawr~nci"_rr1j

3

4

5

6

7

Naming binary molecular compoundsWorksheet#3.

Binary molecular compounds are made from a combination of2 different atoms, or in the case of diatomicmolecules one kind of atom, ie. Br I N CI H 0 F.

When naming a binary molecular compound you need to use prefixes1 = mono 6 = hexa .2 = di 7 =hepta3=tri 8=octa4 = tetra5 = penta

9 = nona10 = deca

The prefixes indicate how many atoms of each element are in the compound.,I

The only time you do not use the prefix mono is when the first element in the compound has only oneatoin. Example: CO = carbon monoxide, not monocarbon monoxide.

4. S(h

When naming the second element drop the elements ending and add "IDE". Example: Oxygen = Oxide

Name the following binary molecular compounds:

2.N03 \J \-trOc\eJ) ±ri ()~\de~ulL:d\(S)(lJe

5. S04 <;.~\~, -\-~OXICe_ 6. S~ scl.fu, -tY'Dt(l d~7.CF4 carb()'(\ -k-h-Cl-'llAOnde 8. HZ02 ~\lyd.m~ea dlO'><l'6e9.H20 d~byc\r()~en f()o'O(Jxide 10.S8C40C+aS~C hl-r(JJ:1\D~de__ILNR,hl i:\:ill~:fD ±x1h idrl ~e_ 12N,Q, 'he)({.if) ik~ r,!:''li. aDX, de

1. CO2

3. SO

Write the formula for the following binary molecular compounds:

1. Heptachlorine dioxide (1-102 2. Trisulfur octaoxide __ S_'3__O__g _4. Nitrogen hexafluoride _~;___f--,-b _6. Nitrogen monoiodide __..N_...."L::__- _

8. Dinitrogen monoxide__:_\V_'"2.._0--:-: _

10. Dinitrogen tetrahydride \J '2- \-\~

12. Boron trichloride JSd3

14. Carbon tetrabromide C jS ("Y

3. Pentaphosporus decaoxide ?S" 0,05. Disulfur dibromide 1 S-z.'B'"2.7. ~hosPhorus trichloride _?_,__cl=-=_3L..__ _

9. Sulfur hexafluoride _s:',---,-h~boL- _11. Dinitrogen pentaoxide ~ ':l.05'13. Diphosphorus trioxide f'). () 3,

r -._,....-

Name ie_~Convert the follo mg names to chemicalformulas. E '\iron(III) sulfate ~?--50~ )'3._

KC~potassium cyanide

dinitrogen monoxide

copper(II) nitrate Co-. (N03);25cJ<;sulfur tetrachloride

magnesium acetate

antimony triiodide

silver (I) perchlorate

oxygen difluoride,

mercury(I) iodide

nickel{II) chloride

dihydrogen monoxide ______:_~-,-2._()_' _

boron trifluoride

~v-do .;"

sodium hypochlorite

calcium hydrogen carbonate Co..0+(03 )2zinc (II) arsenate .. 2n.:5~5Oy)2,cesium perchlorate Cs.C V/,ammonium phosphate ~ 1-+Y\3 YOI'aluminum hypochlorite p~ (ClO)3

Cb CtJO;t):zYbtCSC)3~

dinitrogen tetraoxide ~ ';t OyK'2 C03

cobalt (II) nitrite

lead (IV) sulfite

potassium carbonate

Mixed Formula Review2 \ Convert the following formu~~ names. v ,

~'("I ;~g(HC03)2 r.~~@tK~ 'o\COS~':i<\(J..OI~lu;r' f' .o~

S2Ch v U\s\~l.:blJC c\\~\O\ \ Y,\KMn04 ?O-t-os.y,\.)ft"'\ ~rIYl~(\D...A-€.Mg3(p04)2 \0...e_'("CM.~ or) 7nos\>\\ o&e.LiN02 LvdiJLLln. AJari+eSF6 ,~h'\ ~eo<afluu,fde

Xe,V)QD ~ pet;iai1uatk?~\~O"\ ~SjJ'a+e .

Al(CI04)3 P;___1YI\'f\\.k..~ torokCC14 0'\""'o()<'\ ±e\t"O,dD\cJ'\'6\:FeCl2 :r.roY' CJL) ch lcm de

u-o L\~\~vY\ OXideHgzCIz . . ~,a) cb tCl'Yide.(NH4)2Ci"207 ~'('00'f)', u.M cl\G~ 'fomd1-e.SbFs . An\1I!}QQY peata+(uo'(1~Ba(CN)2 • <Eo:x-\USo c..~an1de. -....

IL\~\\}.tr\ ~d.ro~~e

\Sod..\u.W\ dA\D'\oJe.

NaC2H30z s.oc.\;"U)(V) Ace)ate..PCIs " ~~""ZnoS~h~ ~l~\~PbCr04 ,Le.oJ crt) CY1Th1Y'C0£ I

Yo\-6,,_~~\\J._vv\ :B~\de.. !LeD-J em sJ£rk

XeFs

KHS04

LiOH'

NaCI03

KBr

PbS

~,A~i.J S\ \\\C" '0\-tn6eHg3(P04)2 ~e-~CM~'( em ~ho~hcJ~BBn ~()m'{\ ~~\6eCr2(S04)3 Qcr(oY'f\\\.lV\'"' em).A 1\7,

.sLJ+~~e.-

Chemical Element Poster Project!Due Feb. 29, 2012

You have been assigned an element from the periodic table to research. You will create a poster to display yourelement. This poster could be a Wanted" poster or a poster to "sell" your element. An alternate project wouldbe to design a trifold "brochure" about your element. Your project should be designed in a way that catches theeye of your viewers. This is an opportunity to exercise your creativity and artistic ability, too.In order to research your element, you may use the web, library books, and your textbook to gather informationon your element. Facts must be listed as bullet points.

Use the graphic organizer below to gather your information, then transfer the information NEATLY to yourposter. A couple of starting sites that you might find useful are: www.chemicalelements.com andwww.webelements.comYOU CANNOT USE WIKIPEDIA!!!!

Make sure you include all units with measurements-no naked numbers!

Your poster must include:· A WANTED or ELEMENTFOR SALEtitle· Your name and class period.· Element's full name· Chemical symbol. When the element was discovered and who discovered it.· Atomic number· Average atomic mass· Isotope symbol. Number of naturally occurring isotopes.· Metal, nonmetal, or metalloid· Chemical state (solid, liquid, or gas) at room temp, melting point and boiling point· A hand- drawing of the nucleus (include total numbers of protons & neutrons)Period, Group, and block (spdf)

· Complete electron configuration and number of valence electrons.· List periodic trends for this element-ionization energy, electronegativity and atomic radius· What is the elements reactivity?List the most common ion that this element forms.Similar elements in its group.List the chemical formula and name of some compounds that contain this element.3 or more color pictures of objects that contain your element (ex. silver jewelry for silver, thermometer formercury)

3 or more uses for your element (everyday, industrial etc.)3 Additional physical or chemical characteristics (color, odor, reactivity, density etc.)

· 4 or more additional interesting facts· A copy of the periodic table with your element's box shaded in showing its location.Bibliography-properly cited. At least 3 sources.

· The rubric/graphic organizer must be passed in with your project.

This project will count as one "test" grade. You will be penalized IOpts each day this project is late. After 3 days,zero grade will be earned.

http://www.chemicalelements.com

http://www.webelements.com

My element is: _

Chemical Element Poster Project RubricName: Period Date _

Element: _

Poster/brochure

A proper title- Element Wanted or Element for Sale title:

Your name/period:

Element's name:

Chemical symbol,when discovered/by whom?

Atomic number:

Average atomic mass:

Isotope symbol. Number of naturally occurring isotopes:

Metal, nonmetal, or metalloid:

Chemical state (solid, liquid, gas), melting point and boiling point

Picture/drawing of the nucleus:

Period Group/Family and block (spdf)

Complete electron configuration and number of valence electrons

Periodic trends

Reactivity

Most common ion

Similar elements in the group/family:

3 or more color pictures of objects containing your element:

3 or more uses (everyday, industrial etc.):

3 or more additional physical or chemical characteristics (color, odor, reactivity,density etc.):4 or more Interesting facts:

The copy of the periodic table with your element's box shaded in:

Spelling, grammar and punctuation are correct:

Poster/brochure is neat (no uneven edges, rips, wrinkles,cross-outs) and organized:

Content is well-researched and accurate.

Bibliography listed on the back of your poster.

Complete rubric/graphic organizer

TOTAL:

____ 3 points

____ 2 points

____ 2 points

____ 5 points

____ 3 points

____ 3 points

____ 3 points

____ 2 points

____ 3 points

____ 8 points

____ 4 points

____ 4 points

____ 4 points

____ 2 points

____ 2 points

____ 4 points

____ 3 points

____ 3 points

____ 3 points

____ 4 points

____ 5 points

____ 6 points

____ 8 points

____ 6 points

____ 2 points

____ 6 points

___ / 100 points

..., ...... -.. ..--. ~ ._ --, ..,..--,. -_-- _ ..- . -_ ..,_ --------Empirical Formulas

Part 1: 'Yo CompositionCalculate the percent composition of the following compounds. SHOW ALL WORK.

HCI

Part 2: Empirical FormulasWork each of the following problems. SHOW ALL WORK,

1. A compound is found to contain 63,52 'Yo iron and 36.48 'Yo sulfur. Find itsempirical formula.

CHEMISTRY: A Study of Matter@2004,OPB

7.21

1I

2. In the laboratory I a sample is found to contain L05 grams of nickei andO ?Q crcms "'x\:gen ""e""t:>rmil"lt:>tho empirical formula.... ." !:1 ..... n U, I • ..., f...., I 'Ill'_" ,_ t:;.IB , - ,; ; .. -.

Worksheet: More Practice' with '70 Composition Name, _and Empirical Formulas

Part 1: 'Yo CompositionCalculate the percent composition of the following compounds,

Ca(OH)2

Part 2: Empirical FormulasWork each of the following problems. SHOW ALL WORK.

1. Determine the empirical formula of a compoundcontaining 63.50 'Yo silver,8.25 'Yo nitrogen, and the remainder oxygen.

",

2. A compound is found to contain 63 'Yo manganese,Mn, and 37 'Yo oxygen.What is the compound'sempirical formula?

CHEMISTRY: A Study of MatterC 2004. OPB

7.23

Empirical and Molecular Formulas Worksheeti -

Objectives :• be able to calculate empirical and molecular formulas

Empirical Formula1) What is the empirical formula of a compound that contains 0.783g of Carbon, 0.196g of Hydrogen

and 0.521g of Oxygen?

o ,7fiJ,_c.{lmD/ c, OlOfl43hJoi CI ,~.O1--';' "~~Jt~ .3 ~ s.

0,-€.~J"O I Jm.La.. at ~Qft,m~ 1'0I }~.e &-... t;-.,til~ > I

2) What is empirical formula of a compound which consists of 89.14% Au and 10.80% ofO?

j1iI

1:1 •. • -, ~ ..'

£:\ Sarnole (" 581:g\ contains 1 -::100,.. ,.,~ I" n '3.A1::,..Q~ I.J -1 8·50g nand 'Its'molar rn 0"'" is&:t2g-\II/hat ',e>"'! ~a IltJlO "'. , w J'" I all" ."'IJIJ~ VI'"', V. "T<J~. 1 fI, I, . 'J , """ '''''...'''' v . .;w OJ

molecular formula of this substance? ' .\

a, lI~moJC_(J, / I !>-~ -;:;../

Ot, ':3.L!~HlDI rf6> 1 /I 'S"" :;

,3

a.1/5"'(, MI}l t2 - J() ;/1')1> --

Practice Problems

rer.I{+-7 ~. ;::Y'/(l.1(~ co tIi'~ )

Show your work.

1. A compound contains 30.45% nitrogen and 69.55% oxygen. If its molecular mass is 92.02gimoJ, what are its empirical and molecular formulae?

3oA5"a-N Ilmo}N J .ns:YJ1DL N{

;;.. I .. r 1'1.68- a.ns ~ (lLf t:3(;1)

II q. S-£"g: c J Im() I{J '(,a Stnol ()'" IVOJ. '" i~!-·

~ J' T II;/~;- --w a. /7S

2. A compound contains 42,56 g of palladium and 0.80 grams of hydrogen. The molecular molarmass was found to be 216.8 g. What are the empirical and molecular formulae of thecompound?

J

I.1t;R. J

,. . (L I,

I'C6b.t..J + Id)l) itfj,

P d J-I.;J.' ~ I ~7,11 M()/~c.u~ -Q(Y,H,,14:' tJ.J,.2,J :;%

I()? t of 3-3. Octane, a compound of hydrogen and carbon found in gasoline has a molecular molar mass of

114.75 g. If the mass percent of hydrogen in octane is 15.75 %, what are the empirical andmolecular formulae? ~ '-,;.

~I

-. II t#. I ,)JJi

/; . c c, ,, " \, ({

-. '; r' . ..

/ 16'.753,/ mol If.

"

Chemistry

,)C-rs.-V\Name: KE:U Date: Period:__

WS - EmpiriC11 FormulasDirections: Solve the following problems on a separate sheet of paper. Show all of your work.

1. Determine the empirical formula for thecompounds that have the following analysis.

a. 39.020/0 potassium, 12.03% carbon, and1.020/0 hydrogen, and 47.93% oxygen.

b. 0.57% hydrogen, 72.1 % iodine, and 27.3%oxygen

c. 27.9% iron, 24.1 % sulfur and 48.0%oxygen

2. Determine the empirical formula for compoundsthat have the following analysis.

a. 0.8~8 9 sample of unknown substance iscomposed of 0.537 g copper and 0.321 gof fluorine

b. 13.07 g sample of unknown substance iscomposed of 9.48 g of barium, 1.66 g ofcarbon, and 1.93 g of nitrogen

c. 46.25 g sample of an unknown substancecontains 14.77 g of potassium, 9.06 g ofoxygen, and 22.42 g of tin.

WS - Empirical Formulas· 201()'2011 • A.docRevised: 11111120102:45:00 PM

No work = no grade!!!

3. Determine the molecular formula of a compoundwith empirical formula C2H20 and experimentalgram molecular mass of 254 g/mol.

4. A compound which is 41.39%) carbon, 3.47%hydrogen, and 55.14% oxygen and has anexperimental gram molecular mass of 116.07g/mol. What is the molecular formula of thiscompound?

5. A compound which is 64.270/0 carbon, 7.190/0hydrogen, and 28.54% oxygen withexperimental gram molecular mass of 168.19g/mol. What is the molecular formula of thiscompound?

6. Determine the molecular formula of a compoundthat has a gram molecular mass of 180.18 g andits empirical formula is CH20.

Page 1 of1

Name Class Date---------------------- -----------~ -------------I Problem Solving continued

5. Determine the molecular formulas for compounds having the followingempirical formulas and molar masses:

a. C2H4S; experimental molar mass 179

b. C2H40; experimental molar mass 176

c. C2H302; experimental molar mass 119d. C2H20, experimental molar mass 254

6. Use the experimental molar mass to determine the molecular formula forcompounds having the following analyses:

a. 41.39% carbon, 3.47% hydrogen, and 55.14% oxygen; experimental molarmass 116.07

b. 54.53% carbon, 9.15% hydrogen, and 36.32% oxygen; experimental molarmass 88

c. 64.27% car:bon, 7.19% hydrogen, and 28.54% oxygen; experimental molarmass 168.19

7. A 0.400 g sample of a white powder contains 0.141 g of potassium, 0.115 g ofsulfur, and 0.144 g of oxygen. What is the empirical formula for thecompound?

8. A 10.64 g sample ofa lead compound is analyzed and found to be made up of9.65 g oflead and 0.99 g of oxygen. Determine the empirical formula for thiscompound.

9. A 2.65 g sample of a salmon-colored powder contains 0.70 g of chromium,0.65 g of sulfur, and 1.30 g of oxygen. The molar mass is 392.2. What is theempirical formula of the compound?

10. Ninhydrin is a compound that reacts with amino acids and proteins to producea dark-colored complex. It is used by forensic chemists and detectives to seefingerprints that might otherwise be invisible. Ninhydrin's composition is60.68% carbon, 3.40% hydrogen, and 35.92% oxygen. What is the empiricalformula for ninhydrin?

11. Histamine is a substance that is released by cells in response to injury,infection, stings, and materials that cause allergic responses, such as pollen.Histamine causes dilation of blood vessels and swelling due to accumulationof fluid in the tissues. People sometimes take antzhistamine drugs to counteractthe effects of histamine. A sample of histamine having a mass of 385 mg iscomposed of 208 mg of carbon, 31 mg of hydrogen, and 146 mg of nitrogen.The molar mass of histamine is 111 g/mol, What is the molecular formula forhistamine?

Original content Copyright to by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor.

Holt ChemFile: Problem-Solving Workbook 96 Empirical Formulas

Name _----'K_~_·_y _;____Per. __ Date ~2

r"\ Lab: Percent Sugar in Bubble Gum

Objective: To determine the percentage of sugar In bubble gum.

Problem: What percent of bubble gum is sugar?-

Hypothesis: Make a one-sentence statement predicting the percentage of sugar in yourpiece of bubble gum.

Experiment:

Materials:

5 pieces of sugared bubble gumelectronic balance

Procedure:

Note: Chewed gum cannot be placed directly on the balance pan; it mustbe wrapped in paper and the mass of the paper subtracted out. Mostbalances are not sensitive enough to measure the mass of one wrapper soall mass measurements will be of your entire group's wrappers and gum.

1. Your teacher will give you one piece of bubble gum. Place the wrapped pieces of gum of everyone inyour group on the balance.Record the combined mass of all the wrappers and all the unchewed gum.

2. Unwrap your piece of gum put the gum in your mouth. Do not throw the wrapper away!!!!!

3. Place everyone's empty gum wrappers on the balance. Record the combined mass of all the wrappers.Do not throw the wrappers away!!!!

4. Chew your gum for 15 minutes.

5. After 15 minutes, put your wrapper up to your mouth and gently spit your gum into the wrapper.Try not to get too much saliva on the gum.

6. Place the wrapped, chewed gum of everyone in your group on the balance. Record the combined mass.

7. Throw away the gum and wrappers.

1. Find the empirical formula: 8.04 percent lithium, 91.96 percent bromide.Ans. Lii&,

2. 70.9 percent potassium, 29.1 percent sulfur (l(2S)

3. A compound was found to contain 55.2 percent xenon and 44.8 percent chlorine. Find theempirical formula. XeCl3

4.51.28 percent C, 9.40 percent H, 27.35 percent 0,11.97 percent N. The molecular mass is 234.Find the empirical and molecular formulas. C5H1102N '

5.33.18 percent C, 4.60 percent H, 29.49 percent 0, 32.72 percent CI, The molecular mass is 108.5.Find the empirical and molecular formulas

C3H502CI (both)

6. A 109 sample of a compound contains 4.00g C, 0.667g H, and 5.33g O. Find the empirical andmolecular formulas. The molecular mass 180 amu.

CH20 C6H1206

7. Find the formula mass of Mg(OH)z11-(4 ::: .:l'fdJ/3- f- ~OJ(/~J)r C 3.;).1.>

8. Find the molar mass of (NH4)2S0.

9. Find the percentage composition of (NH.)zSO.

10. Find the percentage composition of Ga2(S03)3

28''t- X/60 @ 70S _.. g~~ ;"/0 D ~@- -J 3 d-.~I?J ~

70 If !L-.X160 o§ 7~0 - ~'f1:::. )(I {)D =C±§}~ - -13~ I~ ;'e-

J3'1·t.Jt ~o Ga. ::. / B',f If'i. - X I()O:J.Ga. X ~1,7~a- :;. 319, '11/"S X '5;;',0 'r- 9ft, ,00 ,~.O )t roo ~ ~S, ?;~lJ SlOX- I',D ~ 11-/1.//00 70 S -:: 379·VY

3'<7', 'I t.J 700 - Ivy,ao 37..tS~() 0-37tf, tfY

DeComposition:Taking the News Apart

Select a newspaper or magazine article to read. It must be a scientific topic,preferably one with a chemistry focus. If possible, attach the arti~le to a piece efpaper with a heading (name, date ...) and on a separate sheet write an analysis of thearticle. Of the following items, every article should have items 1. 2, and 4. Itemslisted under '3' should be completed as they apply to your particular article. Youshould have at least three pgrggrophs,_-

/i~ List the title of the article, along with the author and the source of theL/ article./,') What three factual details (names, places, technical words, ere.) tromL7 your artticle a"~ most worth remembering? . .

3. If your article is about a problem, .-d ~"'1? a. What is the problem?

NJ:j r:u...,;~ ~ b. What are the possible causes of the problem?(or- c. What will happen if the problem continues?

d. What are possible solutions?e. Which solutions do you favor and why:>

If your article is about a controversy or disagreement,a. What is the issue?b. Explainthe two points of Viewc. Does the article give equal coverage to both (all) sides?d. If the article only covers one side, what information'is needed to

fully explain the story?e. Which side do you .tend to agree with and why?

If your article is about a new idea,a. What problem will the new idea help solve:>b. Why do you think that this new idea had not come up before now?c. What problems do you see that miBht prevent this new idea from

being carried out?d. Might a different set of problems arise out of this new idea?

&ha1' questions do you have thot were not answered in this artide? Whatmore wouldyou like to knowabout the topic in this article?

\ ~.

,';

Name Date Class _

CHAPTER 6 REVIEW

Chemical Bonding

"GlIC.,@t¥jSHORT ANSWER Answer the following questions in the space provided.

1. Identify the major assumption of the VSEPR theory that is used to predict the shape of atoms.

PCl!G5 a? '{Q.\et1c,c- «: o7t 'fIte ('(>#141 a~

... ',,- ,.

)( What orbitals combine together to forln sp3 hybrid orbitals around a carbon atom?

4. What two factors determine whether or not a molecule is polar?

T}: 1/1us r: ha_V~ ~,I~ J)(J ,r..s /I CiY} C ~ i1kaJ a fe;yYJ~ trY' «/ina.C. 4- fe,,.,,:; rn us t=d/ff!~D D'ide t'x l'sts

5. Arrange the following types of attractions in order of increasing strength, with 1 being the weakestand 4 the strongest.

___ covalent

___ lome

___ dipole-dipole

___ London dispersion

6. How are dipole-dipole attractions, London dispersion forces, and hydrogen bonding similar?

MODERN CHEMISTRY SECTION 6-5 REVIEW 49HRW material copyrighted under notice appearing earlier in this work.

SECTION 6-5 continued

Name Date Class _

(VS Ei'ftlBiu\ + st'tck.....' \ -YeS/NO r ....

"'!'>"\Q 7 .;:,(Z. ....

Formula Geometry ~e.. Polar. B crY\.J. C4.'I\.!I' \~----------------..::....__-==-----~-".--.,----~,"_.~-.~HzS

clf-(D -=f5-'I-'I

7. Complete the following table:

Lewisstructure

,- ._(5"'1+

H

.. ..) oS-

CCI4

1t-;._8V

.3J--8" =.'. ,

;IiBF3

3:;-~1 ;;:..~'1)-_jg_'1r

• c··f·• ••• I ••

~ <::1 - c.. -(!. I •.. I ,•:CI;

...• j":Z.• •

I

,

.1

/ aoA-l3._3

r;,pt?41 f!C/l11l r -.. ~

/0S-

PCls

s:-I'-sS':;.4-D-,D~so

:c\~ _", I /S1~;cl- P-C:J"4l0, I •••

1ft3" 0§ntal.. bl'-ffJrQm;J------------------------_-~. ---_,--_._-'_

: (2.):."

I

: p:•

0- • -0

48d:-"/-1 1'1 e_a"

50 SECTION 6-5 REVIEW MODERN CHEMISTRYHRW material copyrighted under notice appearing earlier in this work.

. Ch~g~ T~ble{.Q.~M.:~n~tomi.c~d Polyat~QiieI~~:~ c't' ,.~...,..1"1( ~ _" .

MOf\O -=\

M .I H I ~_j ammonium .NU~T' . rOOti~P1 .' BaH t aluminum" ..... v •• ' .Ali+

74.lea"Cl"(1Vj ..:·:tihiriibic

Pb4+

JL __"='_ 2.,_

-rr " ~3':eopp¢r'CD1.oopi.ous .":~T

.becylli'illll B&T 'bismuth .J~i?+ ~·,,--·t~tiit;;~:Il~;\~'1YJ'

.:.~c._S04+

l.····h:··di····· ...... -.. . . }'J . oge~ li:.j,'

~--~:~~"~>:... l~ ,. .ea1tiiUin . ~ca~+.~6.iriiiim" .: "Cr~,..\.;cM· e •• -.,,~om.0nS- -

clftonli~ (fllJ: .:¢ti+·<!hrQroie. .

l.:..:"-l~·~;· .' r- •• - :r.l~3·+··COU'i1 :L·\,..UV ~.cokiti~: .'. '.. . .

.-~Pt'T'Ic.qp~U-~~H.. eo'b.iUtQti$ .

Co2+ iron (IU)' ~, ]~est-f¢rrie. .

'r

ht'~ ~::: \., ·,l%m~::(11) 'Cu:t+

he o-\-o.': ..1Q c -\-<x.' -=: %.

.1Cot:>. ,: l~a.~nnl..I ...;~;·,~'i..:';' ..J",*~u..t~US

Fe2+. lJj2+

.V\.b n.lA: ,.-:::..A. . .J furufuesi'4:l1i. .. M'g2.+',',.',' , ,",.;,

d e c« ~,O..~ ·t·iner-cii:i:1,:(ll) . Rgli-+

........:..:....: ...• -..1l.... _ ...~ C[J~.

..

. '1 -. .. .. '" I" "· .:~;lill NiU:

·...t,·

· .J'sti'O~: ;S~1<

...'11~::-- SnQ+

~c:;~.r> _.. , . .; zn.2+¢;et~cy{l) . :Fig:z +2

.'1 mereure.us

~~:--~'.,."

','.. ,~-~

...:-~ .,',~

,',':

.• ~..~ ._.-:.:o-c'-' - r .' ~~~~fi.Xes,'.' ';j:" i-~

ace.t1it¢. :::Cifu(h~:brQmi~ .Br:'·

.ul!!!i .Q.u~· . " fi!" .r~~or. · . '.':r~~_.. ....:""~,. ':" -".. na~. .: . :. . -' u·.· . ClQ' :. '.:·ilriate.: .

"~2C~2-·crO.t"- ~='-.:.u ·'t" u$~.llarseua~ ..' ,:' '.' -' .. -1"',.. ~ ...

~:.' '. ...' ..: . . ._.'. ASfJ#· .~~ :~th~··::~J:..u., :~~t··_.,· "·:l1cidiae.: . .r'~:. la~ ...; ..:.~ t< .,""i';(f .:•... "~.rv.::..;;.".·.<t·e,. ..M-l~~. e . .1;.'1. 3.. _ '. '. ... ~~Q:n1i1..qi03~·cr~07~·

chLorite "'Cl()~'- "'"-4":' ... f"i11I.,!:' .

cy.aJiUjq:,e. . ~'t~, .

fluOrl~: .p_.j' idhi~e~" .14:02·' t·:O.~·.-...:. ~didOEate. .C]Q". '. . "Q~~' .

'. . . li''Ii''':';O' t· ... ':.:~".,~~~~nate. J,Ym! ..4-" 'DeromUe.

C20~:t·02'

~h~ii{il;::t'>..I...fd4~' -.rs..'iWt~.~a\:::~: :':-:.:~'" ~'.~."~~..'b~2- .... '1:(6 .. '. .< P'Q~¢ f ;- ':-he'lrt·

r'$iHcate' . S.tO~2· - ·.i.· L l$~_.b~:: .A(e-fa_t.~ ell;>, COO.-. /.0 da.1:_e.. 1:03' , ~

. '-t¢;"-'.'• -} - • ·-f .$042- ......... . .... '19: .ji~,:l·~·····:··· $2' ...- .,m. '.. +.. . .r lQ!i' :c:l~ '.'....

'SO,,2-

Q /;)?f /1 .)Moleculor Formula Probtems

Molecular formula problems are solved just like empirical formula problems. Theonly extra step involves the molar moss of the molecule that is given in the problem.Sample Problem:What is the molecutar formula of a substance that has an empirical formut~ of'AgC02 and ci molar mas's of 304?Solution:'Find the empirical formula if it is not given - in this case,' it is. The ..mass of theempir-iccl formula is 152 (Ag + C + 0 + 0). If-you divide 304 by 152, yOuget 2. 50,the Molecular formula is 2 times the empirical formula. (AgC02)z or Ag2CZ04• Thisis silver oxalate ..Practice Problems:From the percent composition data, calculate the' empirical formula, then' themolecular formula for the folloW\!ingcompounds. .

1. A compound bas the following percent composition by mass: 26.7% C. 2.2'10H, and 71.1% O. The molar mess ofthe moleculeis 90 grams.

2. A compound has the following percent composition by mass: 54.6'0 C, 9.0%H, and 36.4'10 O. The molar mossof the molecule is 176 grams. .

I

3. A compound has the foUowing percent composition by mass: 80.0'10 C and20.0"loH.The molar mass of the molecule is 30 grams.

4. A compound has the following percent comPosition by mass: 24.3% C, 4~1'1o.H,'ond 71.6% CI.. lhe molormaSs of.-,the.molecule.is 9~ gNlms.

5. A 'compound has the followrng percent composition by mass: 49.0'Yo· G~2.7%H, and 48.2'10 CI. The m~la.r mass of t.he.··tnoleiule around 150 grams.

6. A compound has the followr,ng pe..-cent .cemposition 1;>ymass: 30.5% N. dnd69.5% O. The molar mass of the molecule is 92 91'"<1",S.

s

Molecular Formula Worksheet

Molecular formula - a formula sho~g the types and numbers of atoms combined in a single moleculeof a molecular compound. It is a whole number multiple of the empirical formula.

The relationship between a compound's empirical and molecular formula can be written as:

xCempirical formula) = molecular formula

also

x(empirical formula mass) =molecular formula mass

t

1. To determine the molecular formula of a compound, you must know the compound's formula mass.

2. Divide the molecular mass by the empirical formula mass to determine the whole number multiple (x).You may have to find the empirical formula in order to obtain the empirical formula mass.

s ,

Problems:

1. In a previous problem, the empirical formula of a compound of phosphorus and oxygen was found tobe P20S. Experimentation shows that the molar mass of this compound is 2~f3.89g. What is thecompounds molecular formula. '

-.

2. Determine the molecular formula of the compound with an empirical formula ofCH and a formulamass of 78. 110amu.

3. A sample with a formula mass of 34.00 amu is found to consist of 0.44g H and 6.92g O. Find itsmolecular formula .

.~ .

h0 (9If 4.04g 6fN combine with 11.46g 0 to produce a compoun~_~th a formula mass of 108,0 amu, what c:is the molecular formula of this compound? \ ewvp; l\J<O.5] 2t.Ol.1' ~ ~ 1O~.Ol cJiW\u..et"lp Y"'ICI.gJ

!/ O~'1 }~tV 0 '2"~ I).'H Ib 3 --rt:«, I .r: _'_ ,,(.~.J IJx 2. ---; Q. l' ':.-:<.5 x 2 -=5~ J 0 ~ ~l 'e~ c; 1-.1 ~O·'L r8<l ~ Jb c . 2f'J<f 10[(,0'7.- ' ~ "''l.:C5

5. The empirical formula for trichloroisocyanuric acid, the active ingredient in many household bleaches,is OCNCt: Themolar mass of this compound is 232.41g. What is the molecular formula of

trichloroisocyanuric acid. 5"o-« <Y.> ex: A \i'-C\ ,.,... ()Dk <; \10 <. I-J~

6. The molar mass of a compound is 92g. Analysis of a sample of the compound indicates that it contains0.606g N and ..L390g O. Find its molecular formula. _

.)VSEPRand Molecular polarity lab

) )Name Per. Date: _

Molecule Lewis Dot Structure Number of Lone Pairs of Molecular Geometry Bond Polar orI("\0)1'"\ ') Atoms Bonded to Electrons on shape Angle(s) Nonpolar?

Central Atom central atom (AB geometry ande-> name)

Example .. .. 2 2 AB2E2 Bent 105 PolarH2S S

H H~

1. NH3

2. CH31

3. CO2

4. SiH4

5.HCN

6. SF6

7. H20

8. PH5

9. NH2Cl

10. CH20

Post Lab Questions: Answer on a separate piece of paper:

1. Define VSEPR. How is VSEPR theory used to determine the shape of molecules?2. Define dipole. How is a dipole in a molecule represented?3. What is meant by a polar molecule?4. What two factors determine whether or not a molecule is polar?5. The presence of an unshared electron pair in a molecules causes the bond angles to be slightly larger/smaller than normal.6. What is meant by an expanded octet- Give an example.7. Give an example of each and AB4, AB3E and AB2E2 molecule. Explain what causes the difference in the geometry of each

molecule.8. How do "lone pair/unshared pair" electrons cause a change in the geometries of different molecules?

( ( (

Chemistry Binary Ionic Compounds WS#2

Name Period Date _

Binary Ionic Compounds contain Group I, II, and illmetals with non-metal ions. Show thecorrect name for the following compounds. .

HOK20CaOMg02NaH

. LizUZnSRbBrAl203

N~NC~P3KIAlP

Give correct names for these binary compounds

.~~~------~~-----~--~--~-=--~~---------~--------------Give correct formulas for these binary compoundscalcium iodidecalcium hydridemagnesium fluoridestrontium bromidesodium nitriderubidium oxidebarium nitride -lithium chloride.._------.-.--- ........._---_. -----_ ........_---_ ..--_.- ...._--_.__..,...,---_._._--_ .....~---

I gallium sulfidet·,~. ···_..__ ·_·__ "·· .._· ·__ ·

. aluminum nitride--_._.--_._.--_._----

cesium fluoride .-.------_-----------------.--~-lithium phosphidealuminum iodideI cesium arsenideI rubidium selinide _~arium ph~hide

Name, Per. _

Stock system Worksheet 'I

Write the name of each of the following compounds using the Stock System:Make sure you include the Romannumeral in the name.-1. CUD 7. Fe203

2.HgO 8. Pb02

3.CrN 9.SnCI

4 NiF2 10.CuO

5. FeCh 11.PbFz

6. HgzCI 12.MnO

Write the formula of each of the following compounds. Remember, the Romannumeral indicates the charge of the cation.

13. copper (II) oxide _

14. nickel (II) sulfide _

15. cobalt (II) chloride _

16. manganese (IV) fluoride _

17. chromium (III) bromide _

18. iron (III) oxide _

19. copper (I) nitride _

20. iron (11)selenide _

21. lead (II) phosphide _

22. tin (IV) chloride _

75

Appendix G

Tests and Quizzes

76

Name________________________________________ Period______ Date______________

Quiz A Binary Ionic Compounds


_______________________1. AlP

_______________________ 2. K2O

_______________________ 3. Co3N2

________________________4. SnI4

________________________5. BaCl2


6. Sodium oxide ________________

7. Calcium sulfide ______________

8. Mercury (II) bromide_________

9. Iron (III) nitride__________________

10. Vanadium (IV) chloride_________

77

Name_________________________________________ Period______ Date______________

Quiz B Binary Ionic Compounds


__________________________ 1. Li2O

___________________________2. MgS

__________________________ 3. PbBr4

___________________________4. Cu3N2

___________________________ 5. BeI2


6. Nickel (II) phosphide____________

7. Strontium chloride______________

8. Tin (II) oxide___________________

9. Potassium sulfide_____________

10. Cobalt (III) fluoride____________

78

Name________________________________________ Period______ Date______________

Make up Quiz Binary Ionic Compounds


1. Lead (IV) bromide________________

2. Aluminum oxide ______________

3. Mercury (II) nitride_________

4. Magnesium selenide__________________

5. Barium sulfide _________


_______________________6. NaF

_______________________ 7. FeP

_______________________ 8. AgCl

________________________9. CuI2

________________________10. Sr2O

79

Name________________________________________ Period______ Date______________

Honors Chapter 7, Section 7.1 TEST A

Name the following chemical formulas:

1. Mg3(PO3)2____________________________

2. Cr3As2____________________________

3. ZnO2____________________________

4. Fe3(IO3)2____________________________

5. CO3____________________________

6. Sn(NO3)2____________________________

7. Si4F____________________________

8. N3Cl6____________________________

9. PO2____________________________

10. C5S7____________________________

11. CrI3____________________________

12. Na3P____________________________

13. AlN____________________________

14. SrC2O4____________________________

15. BCl3____________________________

Write the chemical formula for the following compounds:

1. Calcium oxide ________________

2. Cobalt (III) hydroxide ______________

3. Ammonium chromate _________

4. Copper (I) chloride__________________

5. Trisulfur octabromide_________

6. Iodine decoxide____________________________

80

7. Nonacarbon trinitride____________________________

8. Iron (II) chlorite____________________________

9. Hexanitrogen monoiodide____________________________

10. Aluminum phosphide____________________________

11. Nickel (II) selenide____________________________

12. Rubidium silicate____________________________

13. Chromium nitride____________________________

14. Tin (IV) sulfide____________________________

15. Lithium borate____________________________

Short Answer: How many atoms of each element are present in the following chemical formulas?

a) (NH4)3AsO4 b) Al2(Cr2O7)3

**Bonus!

A) Identify the element that has the electron configuration: 1s22s22p63s23p64s23d104p65s24d4

B) Predict the formula of the compound the element from part A would form when it bonds with krypton. Show your work and/or explain your answer.

C) Predict the formula of the compound the element from part A would form when it bonds with arsenic. Show your work and/or explain your answer.

81

Name________________________________________ Period______ Date______________

Honors Chapter 7, Section 7.1 TEST B


1. LiClO3 ______________________

2. NiCrO3 ______________________

3. CaCO3 ______________________

4. Zn(CN)2______________________

5. N2O______________________

6. H7Se3______________________

7. AsI5______________________

8. Cl4Br10______________________

9. Hg(NO3)2______________________

10. CuF______________________

11. BaSiO3______________________

12. Co(ClO3)3______________________

13. GaAsO4______________________

14. NH4Cl______________________

15. Cs2O______________________


1. Tin (IV) hypochlorite ________________

2. Potassium phosphite ______________

3. Iron (II) sulfate _________

4. Beryllium permanganate__________________

5. Diiodine heptaphosphide_________

6. Bromine difluoride______________________

82

7. Pentacarbon octachloride______________________

8. Disulfur decoxide______________________

9. Chromium (III) nitride______________________

10. Mercury (I) perchlorate______________________

11. Silver hydroxide______________________

12. Lead (IV) oxalate_____________________

13. Indium iodate______________________

14. Sodium dichromate______________________

15. Zinc iodide ______________________


a) (NH4)2C2O4 b) Pb(CH3COO)4

**Bonus!

A) Identify the element that has the electron configuration: 1s22s22p63s23p64s23d104p65s24d6

B) Predict the formula of the compound the element from part A would form when it bonds with sulfur. Show your work and/or explain your answer.

C) Predict the formula of the compound the element from part A would form when it bonds with argon. Show your work and/or explain your answer.

83

Name________________________________________ Period______ Date______________

Honors Chapter 7, Section 7.1 Make-Up TEST


1. Mg3(PO3)2____________________________

2. Cr3As2____________________________

3. ZnO2____________________________

4. Fe(IO3)2____________________________

5. Sb2S3____________________________

6. SiCl____________________________

7. N6Se4____________________________

8. Al(HCO3)3____________________________

9. BaS____________________________

10. I5P9____________________________

11. Co(MnO4)3____________________________

12. C4F____________________________

13. Sn(SiO3)2____________________________

14. BiBO3____________________________

15. HgC2O4____________________________


1. Mercury (I) hypochlorite ________________

2. Gallium Arsenide ______________

3. Heptabromide hexoxide _________

4. Strontium dichromate__________________

5. Lead (IV) chromate_________

84

6. Nonanitrogen tetraiodide____________________________

7. Thalium sulfite____________________________

8. Barium carbonate____________________________

9. Mercury (II) peroxide____________________________

10. Ammonium chromite____________________________

11. Tin (II) nitrite____________________________

12. Copper (II) arsenate____________________________

13. Silver nitride____________________________

14. dicarbon monoxide____________________________

15. Iron (III) acetate___________________________


a) (NH4) 2Cr2O7 b) Cu3(PO3)2

85

College: Chapters 7.3 and 7.4 Test A

Name________________________________________ Period______ Date______________

A. Show all your work on the following problems in order to receive full credit. Round all final ANSWERS to ONE decimal place. (15pts)

Circle your final answers.

1. Find the molar mass of NaI. Use correct units:

2. Find the formula mass of Ca(OH)2. Use correct units:

3. Calculate the percent composition of C6H12.

B. Show all your work on the following problems in order to receive full credit. Circle your final answer(s). (25pts)

1. Determine the empirical formula of a compound containing 80.0% carbon and 20.0% hydrogen.

Use the following atomic masses for all calculations:

H: 1.0 C: 12.0 O: 16.0 Cl: 35.5 Na: 23.0 Ca: 40.0 I: 126.9 Ga: 69.7

86

2. A compound has a percent composition by mass of 54.6% C, 9.0% H, and 36.4% O. The formula mass of the molecular is 176 amu. What is the compound’s molecular formula?

3. The empirical formula of a substance is CH2O. The molar mass is 180 g/mol. What is the molecular formula?

4. The molecular formula of a compound is C2H4Cl2. Give one example of a possible empirical formula based on this molecular formula.

Bonus: Determine the empirical formula of a compound that is 74.39% Ga and 25.61% O.

87

College: Chapters 7.3 and 7.4 Test B

Name________________________________________ Period______ Date______________









H: 1.0 C: 12.0 O: 16.0 Cl: 35.5 Na: 23.0 Ca: 40.0 I: 126.9 Ga: 69.7

88





89

Honors: Chapters 7.3 and 7.4 Test A

Name________________________________________ Period______ Date______________





3. Calculate the percent composition of K3PO4.


1. Find the empirical formula of a compound containing 64.27% C, 7.19% H, and 28.54% O.


H: 1.0 C: 12.0 O: 16.0 Cl: 35.5 Na: 23.0 Ca: 40.1 I: 126.9 K: 39.1 P: 31.0 Ga: 69.7

90




5. Determine the molecular formula of a compound that is 74.39% Ga and 25.61% O. The molar mass of the compound is 735.2 g/mol.

91

Honors: Chapters 7.3 and 7.4 Test B Name________________________________________ Period______ Date______________









H: 1.0 C: 12.0 O: 16.0 Cl: 35.5 Na: 23.0 Ca: 40.1 I: 126.9 K: 39.1 P: 31.0 Ga: 69.7

92





93

Appendix H

Answer Keys

94

WS # 3 CH.7.4 Empirical and Molecular Formula Practice

Answer Key

5.a. C6H12S3 b. C8H16O4 c. C4H6O4 d. C12H12O6 6. a. C4H4O4 b. C4H8O2 c. C9H12O3 7. K2S2O5, potassium metabisulfite 8. Pb3O4 9. Cr2S3O12 or Cr2(SO4)3, chromium(III) sulfate 10. C9H6O4 11. C5H9N3, the empirical formula and the molecular formula are the same 12. The molecular formulas of the compounds are different multiples of the same empirical

formula. (FYI: The first could be acetic acid, C2H4O2, and the second could be glucose, C6H12O6, or some other simple sugar.)

95


Potassium phosphate1. K3PO4

Gallium hydroxide 2. Ga(OH)3

Cobalt (II) nitride 3. Co3N2

Tin (II) sulfide 4. SnS

Aluminum acetate 5. Al(C2H3O2)3

Magnesium phosphide 6. Mg3P

Cesium nitrite 7. CsNO2

Calcium permanganate 8. CaMnO4

Tin (IV) fluoride 9. SnF4

Iron (III) sulfate 10. Fe2(SO3)3


1. Nickel (II) peroxide NiO2

2. Vanadium (IV) chloride VCl4

3. Lithium bromate LiBrO3

4. Aluminum cyanide Al(CN)3

5. Ammonium sulfate (NH4)2SO4

6. Francium oxide Fr2O

7. Mercury (I) nitrate Hg2(NO3)2

8. Nickel (I) sulfide Ni2S

9. Ammonium carbonate (NH4)2CO3

10. Iron (III) fluoride FeF3

Worksheet B ~ Mixed Review (Binary Ionic Compounds and Polyatomic Ions)

Name ________________________________________ Period ____ Date_______________

96

Name______KEY___________________________________ Period______ Date______________

Quiz A Binary Ionic Compounds


_Aluminum Phosphide ____1. AlP

_Potassium Oxide_________ 2. K2O

__Cobalt (II) Nitride________ 3. Co3N2

__Tin (IV) Iodide____________4. SnI4

__Barium chloride__________5. BaCl2


6. Sodium oxide _____ Na2O

7. Calcium sulfide ______CaS

8. Mercury (II) bromide___HgBr2

9. Iron (III) nitride_______FeN

10. Vanadium (IV) chloride___VCl4

97

Name_________________KEY________________________ Period______ Date______________

Quiz B Binary Ionic Compounds


_____Lithium oxide_________1. Li2O

_____Magnesium sulfide____2. MgS

_____Lead (IV) bromide____ 3. PbBr4

_____Copper (II) nitride_____4. Cu3N2

_____Beryllium iodide______ 5. BeI2


6. Nickel (II) phosphide___ Ni3P2___

7. Strontium chloride____SrCl2____

8. Tin (II) oxide______SnO_________

9. Potassium sulfide_____K2S_____

10. Cobalt (III) fluoride___CoF3

98

Name_________________KEY________________________ Period______ Date______________

Make-up Quiz Binary Ionic Compounds


1. Lead (IV) bromide________________ PbBr4

2. Aluminum oxide ______________Al2O3

3. Mercury (II) nitride_________ Hg3N2

4. Magnesium selenide__________________ MgSe

5. Barium sulfide _________ BaS


_______________________6. NaF Sodium fluoride

_______________________ 7. FeP Iron (III) phosphide

_______________________ 8. AgCl Silver chloride

________________________9. CuI2 Copper (II) iodide

________________________10. Sr2O Strontium oxide

99

Name ____________KEY____________________ Period______ Date______________

Honors Chapter 7, Section 7.1 TEST A


1. PbF2 Lead (II) fluoride

2. Na2SO3 sodium sulfite

3. Hg2(C2H3O2)2 Mercury (I) acetate

4. Ag3PO4 Silver phosphate

5. MgCO3 Magnesium carbonate

6. Sn(NO3)2 Tin (II) nitrate

7. Si4F tetrasilicon monofluoride

8. N3Cl6 trinitrogen hexachloride

9. PO2 phosphorous dioxide

10. C5S7 pentacarbon heptasulfide

11. CrI3 chromium (III) iodide

12. Na3P sodium phosphide

13. AlN aluminum nitride

14. SrC2O4 Strontium oxalate

15. BCl3 boron chloride


1. Calcium oxide ________________ CaO

2. Cobalt (III) hydroxide ______________ Co(OH)3

3. Ammonium chromate _________ (NH4)2CrO4

4. Copper (I) chloride__________________ CuCl

5. Trisulfur octabromide_________S3Br8

100

Name_________KEY_____________________________ Period______ Date______________

Honors Chapter 7, Section 7.1 TEST B


1. LiClO3 Lithium chlorate

2. NiCrO3 Nickel (II) chromite

3. CaCO3 Calcium carbonate

4. Zn(CN)2 zinc cyanide

5. N2O dinitrogen monoxide

6. H7Se3 heptahydrogen triselenide

7. AsI5 aresenic pentiodide

8. Cl4Br10 tetrachlorine decabromide

9. Hg(NO3) 2 mercury (II) nitrate

10. CuF Copper (I) fluoride

11. BaSiO3 Barium silicate

12. Co(ClO2)3 Cobalt (III) chlorite

13. GaAsO4 Gallium arsenate

14. NH4Cl Ammonium chloride

15. Cs2O Cesium oxide


1. Tin (IV) hypochlorite ________________ Sn(ClO)4

2. Potassium phosphite ______________ K3PO3

3. Iron (II) sulfate _________FeSO4

4. Beryllium permanganate__________________ Be(MnO4)2

5. Diiodine heptaphosphide_________I2O7

101

Name_________KEY____________________________ Period______ Date______________

Honors Chapter 7, Section 7.1 KEY Make-Up TEST

Name the following chemical formulas:(15pts)

1. Mg3(PO3)2________________________ Magnesium Phosphite

2. Cr3As2___________________________ Chromium arsenide

3. ZnO2____________________________ Zinc peroxide

4. Fe(IO3)2_________________________ Iron (II) iodate

5. Sb2S3__________________________ diantimony trisulfide

6. SiCl__________________________ Silicon monochloride

7. N6Se4_________________________ Hexanitrogen tetraselenide

8. Al(HCO3)3______________________ Aluminum bicarbonate

9. BaS___________________________ Barium sulfide

10. I5P9_________________________ pentaiodine nonaphosphide

11. Co(MnO4)3____________________ Cobalt (III) permanganate

12. C4F____________________________ tetracarbon monofluoride

13. Sn(SiO3)2________________________ Tin (IV) silicate

14. BiBO3__________________________ Bismuth Borate

15. HgC2O4_________________________ Mercury (II) oxalate

Write the chemical formula for the following compounds:(15pts)

1. Mercury (I) hypochlorite ________________ Hg2(ClO)2

2. Gallium Arsenide ______________ GaAs

3. Heptabromide hexoxide _________ Br7O6

4. Strontium dichromate_____________ SrCr2O7

5. Lead (IV) chromate_________Pb(CrO4)2

102

Problem Solving continued- EF and MF

5.a. C6H12S3 b. C8H16O4 c. C4H6O4 d. C12H12O6 6. a. C4H4O4 b. C4H8O2 c. C9H12O3 7. K2S2O5, potassium metabisulfite 8. Pb3O4 9. Cr2S3O12 or Cr2(SO4)3, chromium(III) sulfate 10. C9H6O4 11. C5H9N3, the empirical formula and the molecular formula are the same

103

Honors: Chapters 7.3 and 7.4 Test A Name________________________________________ Period______ Date______________




149.9 g/mol


73.1 amu


59.8% K 15.8% P 24.5% O



C3H4O


H: 1.0 C: 12.0 O: 16.0 Cl: 35.5 Na: 23.0 Ca: 40.1 I: 126.9 K: 39.1 P: 31.0 Ga: 69.7

104


C8H16O4


C6H12O6


Possible Answers: C4H8Cl4

CH2Cl


E.F. Ga2O3 M.F. Ga8O12

105

College: Chapters 7.3 and 7.4 Test KEY

Name________________________________________ Period______ Date______________




149.9 g/mol


73.1 amu


85.7% C 14.3% H



CH3


H: 1.0 C: 12.0 O: 16.0 Cl: 35.5 Na: 23.0 Ca: 40.0 I: 126.9 Ga: 69.7

106


C8H16O4


C6H12O6


Possible Answers: C4H8Cl4

CH2Cl


E.F. Ga2O3

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Data:Mass (g)

Wrappers and unchewed gum, ~

Wrappers only

Unchewed gum only < .,' -, '. ~

Wrappers and chewed gum

Chewed gum ~

Number of people in group

I Brand of gum:

Calculations and Questions: (show all work for calculations)

1. Subtract the mass of the wrappers from the mass of the unchewed gum and wrappers.Record the mass of the unchewed gum in the data table.

2. Subtract the mass of the wrappers from the mass of the chewed gum and wrappers. _Record the mass of the chewed gum in the data table.

CM.o..ss ~~ r + W~"':3,) - f'r\o..~~Wll:.l.~'ff!..(" =- ~

3. What is the total mass of sugar dissolved by chewing?

T~ 'fY\.Cl..S5' ~.{ z: \v\~~ ~~~~~~ -~\~ CXi~~~- *\ ~A

4. What is the average mass of sugar dissolved by chewing in each piece of gum?

To\--ol CL~oW)t o-P ~oJ"*3

'ISkGk\5. What is the percentage of sugar in a piece of gum?

( ~<.~S~~\L.)

D..TI "'<>.$, S~ ..:*'" ')(. 100+-0 M a..~~ v..l\(Jhe..w~ ~"..,..-- __._'-_.,......__1r~ -'~ r i e_c.c_ Q.t--}

Cp-_('o s .: ~ '3 -.

~I

Name _ _____.K_~__ Y --,---,---,--_Per. __ Date~;(

'" Lab: Percent Sugar in Bubble Gum

Objective: To determine the percentage of sugar In bubble gum.

D6l-t 101""".., ••,+Problem: What percent of bubble gum is sugar?

r Hypothesis: Make a one-sentence statement predicting the percentage of sugar in yourpiece of bubble gum.

(~) ,v-

Experiment:

Materials:

5 pieces of sugared bubble gumelectronic balance - 2~ -~"es5 ~r... CD r- 2. e ,-0

Procedure:- t -to ~ \.c m\SS, f\C£

\)_.,"t\. \ \-'3:. (J-* Note: Chewed gum cannot be placed directly on the balance pan; it must

be wrapped in paper and the mass of the paper subtracted out. Mostbalances are not sensitive enough to measure the mass of one wrapper so

. (""\ all mass measurements will be of your entire group's wrappers and gum. 7~~~I;(\q, o.,mU jaD. ~ ~~~ ~.

4 1.Your teacher will give you one piece of bubble gum. p1ace the wrapped pieces of gum of everyone in ayour group on the balance.Record the combined mass of all the wrappers and all the unchewed gum.

- \

5. After 15 minutes, put your wrapper up to your mouth and gently spit your gum into the wrapper ..Try not to get too much saliva on the gum.

6. Place the wrapped, chewed gum of everyone in your group on the balance. Record the combined mass.

I - 2. Unwrap your piece of gum put the gum in your mouth. Do not throw the wrapper away!!!!!.,-- ----

-.+ 3. Place everyone's empty gum wrappers on the balance. Record the combined mass of all the wrappers.Do not throw the wrappers away!!!!-

4. Chew your gum for 15 min,utes.

7. Throw a\,\'ay the gum and wrappers.

Data: ..' Mass (g)

Wrappers and unchewed gum!

.... , ; .'.."

Wrappers only

Unchewed gum only ~ ':. ~~ ,-Wrappers and chewed gum

I

Chewed gum r-

Number of people in group

Brand of gum:UGWo\z Vh("\-\

I '\ Calculations and Questions: (show all work for calculations) ,(,0 J ..\_ \ 1. Subtract the mass of the wrappers from the mass of the unchewed gum and wrappers.

Record the mass of the unchewed gum in the data table.

LI

2. Subtract the mass of the wrappers from the mass of the chewed gum and wrappers.Record the mass of the chewed gum in the data table,

(rY\o._3S ~e.w~ck (r"" * W-C-~~~) _fY\a_$$ CNI«'4lfc..- s: ~

3. What is the total mass of sugar dissolved by chewing?

~ 'N"\o$S' ~J( = ~~~ ~G",~weJ~M -M,,-~~~~~~_, "*\ 'Tf"'A

4. What is the average mass of sugar dissolved by chewing in each piece of gum?

To-\-ol lX.W\QW1:t Q4J ~cu-*-3

'f S fi c.)<\

5. What is the percentage of sugar in a piece of gum?( ~<.t'" S~~\L)

i

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Chemistry Makeup Questions for Formula Test

Name Per.

Write formulas for the following compound names (DO ONLY 10)

1. mercury (II) phosphate /43@Y)~AJ~03

eLc-~ CO;;

ea. S

2. aluminum oxide

3. copper (I) carbonate

4. calcium sulfide

5. tin (IV) hydroxide

6. sulfur trioxide

10 .strontium phosphide

da~NFe 503}(N038(''0 ~

N H-~ MYlO,-/p~tVa-

7. sodium nitride

8. iron (II) sulfite

9. potassium nitrate

11. ammonium permanganate

12. tetraphosphorus dinitride

Name the following chemical formulas (DO ONLY 10)

1. FBr6 Ellt() ('I (') e. hT!')( a.. b y"o m IJ e

MRrCU (!j (jf;) .by~ynIJ e.

AILU'h I rlI.IJ'YJ hy d{'ox Ide

2. HgBr2

3. Al(OH)3

4. Fe203 Trf!YI (pr) ()X leie5. PbF4 J ~o.d (or) flu Of" I J e6.LbS I,' th ,'um 5lJ//£IJ ~

7. CsI C e5/ ((In /D CI,cIe

11. Sn(CN)2

CO,()lJfr ex) o-f,-chltJra:&e_, r :7 I

AMWlltY1i'um Chlor;t-e/.Mt (y:) c(fa n ;c:le

J '0\ ~~000f\~90 dt'll rn k:J CI nu I de ,TetrA. fbo5pbo(1Lj Jecox,de

9. CuCI04

12. NaHC03

A':> 'S \~ ned C" ~ /;J. 8~~\etui().( ~''f'nu).(A ?~O~\~~ ~~~l_ _ J\~s\4A \le~_

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~ 1

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Lewis Dia am.Worksheet 2

:s-z; 5:Co.. ,..

-/0CH2CH2(two hydrogens attached to each carbon)

j

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-_~iJ

" ._", .. -.

(>$'-0'. ,-. - .

~s'-0./ I •cf-<'.. ~O" ..... .

~(0-z..~

A~LineD._(

CHCH , ,

(one hydrogen attached to each carbon)

H-C=-c--H

"'p- ,,\~.. - r"-J ..-

:s -z: C:::: s:,,

N20 (nitrogen in the middle) r(J±J£_

°0':::= N z: ~: ' b~ .0 _ <..(",II>

I~-L ~+··-------18--~-A-8-~--L-\~-~-C----~\~-----~ 1(o\O-(

, ... -0' ,J'

\\--ns ~ \(e~

" ~o{1Z Wks,', <;ecJ- "i-,/ ~ q/}2'G\\\Je_ ~ '0 ~ ~h'\A.J~ a~ ±he

.~J ~ ~ll.GuJlt)

~~)t~.r'N1p~\\,1.~ 4--- \J\'\--m~Pl'\: U~oe.l\ L.\.'I'" '0 \-b-\~ "j ~~b22j

,~e) \J)cl~'(")E' 4-- rl'Y'~1fV... \\..1.~ -. ro..{!1Y'\,j II ~ Icxl\d€, cJ~I'7

-F\ .suA!v...,.,-- "* re~\UJY,\ s ce~~~_)._"""_S~-kJe ~ CS;;l_S_0

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.

Naming binary molecular compoundsWorksheetsf.

Binary molecular compounds are made from a combination of2 different atoms, or in the case of diatomicmolecules one kind of atom, ie. Br I N CI H 0 F.

When naming a binary molecular compound you need to use prefixes1 = mono 6 =hexa2 = di 7 =hepta3 =tri 8 = octa

r 4 = tetra 9 = nona5 = penta 10 = deca

The prefixes indicate how many atoms of each element are in the compound.

The only time you do not use the prefix mono is when the first element in the compound has only oneatom. Example: CO = carbon monoxide, not monocarbon monoxide.

Name the following binary molecular compounds:

When naming the second element drop the elements ending and add "IDE". Example: Oxygen = Oxide

2.N03 }J \~Oa.Lf) -±d o~\6e~ul_f),.:6\(.)J( lde.

6. S03 sulfu~ .fy\ C.S~ld~7. CF4 carb()'O k-h-Cl.{l LiOnde 8. H202 c\fi \lyd.~eI\ d\()')( \'de9. H20 d\bydn'~eo (l)O'O()~ t de 10. SgC4 oc-\nsw-C -\t*nJ.L\\\o~Oe__1L Nfl, '\J i±W<jeD -±rib (an ck 12 N,D, heXLI)') (-\mE? I--- ~.:\( "OX, de

1. CO2

3. SO 'S~~'\ mo'{)~oe<;0..\~' -\-clsoX,Ce..

4. SOz

Write the formula for the following binary molecular compounds:

1. Heptachlorine dioxide (l}=02 2. Trisulfur octaoxide __ S_'3_O__'s _4. Nitrogen hexafluoride _'to:___f___o.b _

6. Nitrogen monoiodide ----LN_ _.L==---- _

8. Dinittogen monoxide___;.W__ G._OT-;- _10. Dinitrogen tetrahydride \J '- \-\~12. Boron trichloride }S c..Q314. Carbon tetrabromide C ~ ("<{

. 3. Pentaphosporus decaoxide \/s- 0/05. Disulfur dibromide 1 S'Z.'B('c.7. ~hosphorus trichloride _?-l.--cJ=-.:...3....__ _

'9. Sulfur hexafluoride _~,-=-~-,----,b"'__ _

n.Dinitrogen pentaoxide ~:t 0S'

13. Diphosphorus trioxide f'"i () 3

Name Formula

26. KN031. zinc sulftt.: ' ""Z~ SC32. hydrogen nitrate \-t }'l~3. sodium phosphat~ .. \ ~ _

'''10..3 ' '-'A(4. potassium chlorate Kct.~5. calcium carbonate ~ c.~

•6. iron(II) nitr" te ~ (J~~7. copper(I) carbonate C

u.",2 CO,a8.•~IU~inum phosphate Aipo9. hth,,,", sulfateu ","iiC) 'Yi10. magnesium chlorate"" (0o,\~ .11. sa""" n;...... A9, ~

®t;n<IVlsulfate S"C~)~3. iron(In) nitrate }:pC ~

e N03)314. copper(II) carbonate C\..A.CO3

~~ le4d(n) phosphcite Pb3' C POt)6. ercury(I)_. \-).c \O~ ~~ >T.~,17. sod;"", chlorate "-.I 0..~ () 3~ ,

18. cesium phosphate C 3~3 '?

19. calcium ocetate

. Cv.. Cc?~ko-<)20. zinc nitrate 2..

Zn C~03)21. oluminum sulfate ("\ I ~

,-'r;"_ ~ (SO )22.. Uth;um chlorate L' ('I I '" 3

l LA0323. copper(II) phosphate, C' )

Cu.3 PO </ 'J..24. mercury(I) ch~te .

. - - \--\~ ':t Ccl0~)--25. sodua"ncarbonate) 1?,_

\ Wc.,1(O_$·

Formura'

27. AI(NO)) A\ \J-.'\Y'\ \ Yl v...~' N i:-\-<" 0.*e

28. MnSO.. M~~~C1.."{)e·s e. en.) S0,;\+Cl+e.

29. Ca3{Po..k C~U\..V(Y\ V\"lo3~'no..-\-e.

30. Na2SO.. ~t:)cl..i\.)..."o"V'\ ~u.\+Q.-\- e.

31. HCI03 h~~'«1.:>s,eJ\ Ch\0 n:)...;-\-e

32. Fez(CO)h 'I.'rOf\ OIL) C ()..\\)C'\\CL-\-e,

33. Li3PO.. Li,*,,\I.J...~ fhoS(Jhc...+e34. ~I03)~ ~e~cu.$Jr.) c._~ \()"~e

35. Pb(N03n Le.u.o\. (Jr) n I-H-U.-\-e_36. CuSO.. Co~e..' (j,r) ~u)...pQ+-e

&9(N03)2 \..A()..~-{')~\u,YV"'\ '() 1+r-cde38. C4S0.. Cc.J_0.UlY\ Sv1W-e.39. Zn{C2H302h ~,i\C . Ac.e\a.;-\e

40. AIPO.. A\ u.m 'I 'c) u,.xy,\ 7\>oSfhc~-~41. RbNO) i{v...b~c\~\.l'<V\ iJ\~Ov-\-e

42. HgC03 ~e.."o.A.~ CIT ') C(A,'oo-<llcd:e.43. ~SO ... ?()~O-'S~\ \j...'N'. ~vJ...-('CA...--\e.44. Sn3{PO..k,·\'f'\ eN) f'noS~~oJ;e45. CoC03 r _.\ \..... t,'-'~U v..,~ Co,;, "\...)c:)'-("\cO' -e..46. UzSO... \ . ...lA . , . \ ('

\.- Y \ V'\ \ u..""" ~ UJ..-\-~

47. CuN03 c;.f (2U CI)' W \-\ f'o...-\-e_

48. A92SO

.. ~ i \Ve.[ 'Sul..rQ-\-e49. BaSO.. ~ .A' ' •~ r---.

t50..' ,'U..-VY'" S~ -T-a....-\- e.50. IC~ .. ~

\(;)-\-Q~~\U_"'" ?$O~pho.::\e_

Formula '

.,. ~.---.

1. ammonium nitra~e {N~~)W0 3

,2. magnesium persulfate "" ScJs3. alumj~ carbonate A h j C "\

.x.,~ C(3)~4. zinc hydroxide ZYl CDt-f):2..5. ammonium sufite(N \\y)2. SO:36. iron(II} hypophosphite 'Fe. ?O;:t.7: copper(II} nitrate Cu. (tJ O::3)~8. lead{II) carbonate t>'o CO.$

9. silver t\ypobromite A j C~-(O)310. potassium phosphite

k3 t>0311. sodium acetate N 0.. (~~~

12. aluminum hydroxide A,.t (0\1)313. manganese(IV) sulfite lV\~:2. (s0

3) '1

14. chromium(II) periodaC ('(TO<j )~15. potassium hypochlorite l(Cl016. iron(III) hydroxide \" \ \\

ve, Co t1 ).317. mercury(I) carbonate I

~ ~ ~ CU.318. strontium bS~e(-B r 0';1.h19. barium n,itrite ~ (_t0~) A

20. zinc carbonate2" (03

21. si~ persulfate A q '2_':S05'22. copper(I) hydroxide j .'" .

~O~23. magnesium ccrbonate ,

24. -~~15~t~~~</);25. iron(II) nitrate

k CtJ03)3

27. KOH ~c-\o....'S~'\\J..'IY"\· "n'id.'{\)X~~e..28. KNOz 70 -to..s.s{ u.~ () \~l ..+e_29. HgZC03 \.le.,,,w-x eX ) c.D.,",'oC('\c0.:e.

30. NH..CIO Am 'It \' \mOf)i(..A.l",", ~Q(':V" ()~\"\"e..

31. Ca(OH)z C~GU-~ 'r-,'1o.~"i.).~e_

~2. AIz(C03h ~\U.:N\\'f\~ Co..~~O~o:Xe

.33. ~ClO .. ~crl'\'-.)..'f'A ~'\G\-..\~"o-..,~

I 34. (NH..k503 A1n~Cri\)u:t'Y\ ~ul -h+-e35. MnC03 ~o..'\"I~O$'>e..S e eII) cc...-<~c0e36. PbSO .. leD.-o. elL') ~~.\o3\e

37. Co(NoZk Cc.J.._0 US"~, f)' \ -h--\ k ,GY Rb1Pe>y 'Q~'o ~~ U-M ~?~ oS~hu.k_

39. us-o, \_\~\\J..~ 'o.fU'i'<'\.-\-'~

40. Mg(OHk mO,_~~\~ YJ,",\cl'{"o)(\de41. (NH..hP01A;vl'N\~\IJ,.'N'- \)\los p ki+e...42. ICNOz IJ_ \ r--, -\ \ : \-e

\' crT 0...') ~ -I I,J..,"<Y"'. I / ""'"

43. CaSOl C.0}0. '-A ~ ~uJ....(:;~i4. Cr(BrOZk f"' \..._ , (lI) \ '

\..), V"\5'N'\1\ U, YV\ O'f\.) mcJ-e-45. Mg505 'L. .. I ("-

IV\CA.~ne ::::.,LA, vY'\ 'per ~\.v\ -T cd--e46. Zn(NOz~~L }.J~~\-c_

47. Ca3(POlk CcJ..Uu..'i'A .V~(:)~~~~~48. CsIO. r '- _,~.l-\._,e.~'\.A~ \OCAUJ.e....

--49..-BaCO~. "D' ~.,... '\.- _ ~ . .L",O~'(\ u...'IV\ GCJ-.\ '''''U'' '(}v\ "-

50. Fe(OH)] ~ CIILJ V\1dm';{lde

Chemical formula worksheet- Ionic compounds Name_K'---:....:>eo-£-'~9- _

In the 1sf 2 columns write the correct chemical formula in the 2nd the correct name

23

,Name Formula Formula NameMagnesium Fluoride }.\ ~ \='~ CaF2 (.<A..\Uu..'('("), d

~\UO" eLithium Chloride L:_ U KBr Po+a..ss \ u.'fY'.

')S"{:)"'" \Ce.,Calcium Chloride c:U':t CuCl c.o~'('e;- (I)

~\ol\d~,

'Y Copper (I) Iodide CeLI' CuCh Cof\)~~f~~~(' ,(\~\

Potassium Bromide kE, FeO ~'("D,,",C:zz:) 'de0)(,Aluminum Oxide Ptl~03 AlCh R\~~V.~A,C. '\_C\ d eIron(ll) Oxide ~~O AgCl SI\'J e_'f""" (._'r-.b r\de.Aluminum Sulfide f\t~S3 Mgh U~'ii'~\~~,,ad., eSodium Chloride t0CA. (' 1 NaBr ~od\uljV\'o 'd'

\O('{\l €..

0Barium Chloride BQtl~ ZnCh

:a'{')(" ~D1""~AeSodium Acetate N(A,C~-t-J.kO';4 Fe2S3 r~ul~d~Iron (ill) Sulfate \-e., 2.(01) 3

Hg2F2 \'A.~~~ (.::t)Iv:.o y\ c\,,e.

Iron (III) Sulfide~ S_ Pb02 \..ec,_cl (It) C)')(..i de

Sodium Hydroxidel\JrAO H· AgN02 ~i. \\J€J' n;-\n-4,

Ammonium BromideN )-)1' 13r NaJIC03 ~I..A.'IY\ {:)'CCJ..x-'oct'l

Potassium Sulfate 1< '2 S:Oy (NH4)2S04 ~ yy\ l)l\ \ \J.,'Cr\

5ulfc......+e..Sulfuric Acid

UlSOVKN03 YcA- o.s,s \ l)vM

N~~~Barium Chlorate

RCl-fio-s Na~H302 ~\J.Jyv-,:Ac..e...-tQ+~

Potassium NitrateKt-J03

MgC03 ~(J..L~e..s..\\..L.~

Co.(\c0C'{)v-t-e..Ammonium Phosphate (N)-}~,;)Sro; Al (C2H302) 3 /')(~ \ (\ (.A,'(v)

Ace..-\-o..~~Hydrogen Hydroxide 1-/0II:; 1-1'). 0 Fe(N03) 3 11:'<0'1'\ CUt)'(Ii '("~e..Calcium Chlorate Co. (cl03h HgC03 \0-.e., c (,v,;<y\ Cn..')

CQ.'(\Q coo..:·r·eCopper (Il) Nitrate rAJ. Ct003).~ Pb S03 Leo.J. CIT.) ~v_\.{;+eAmmonium Chloride

NH'I('_1 Sr(OH) 2 S.~hu.",", d"""V0.l'<i)~; e.

Mercury (Il) oxide ~~O Li2B03~

Name: /(V;Chemistry Period:_· _

Date:

Naming Chemical Compounds #2

Directions: Write the name of each of the following compounds. Use the RomanNumeral (Stock) name when it applies.

1. C~ tT) V1 i-h-a±e_ CuN03

2. COf~ CJZ) nJ1roJ-e_ CU(N03)2

3. }V\eKCAA,'(\J\ ill) 0>< )-de HgO\

4. w.e'(Gu,~ tr) oY." de ' Hg20

5. dYLlYn~SIV\ crri'J ..su.l-hue- Cr,(SO,),

6. c,,\Q'f12co1lMY\ Su_\{o.A-e CrS04

7. ~ ieMe...\ ell[') 0'r>QS.~r)Clk NiPO,

8. N$~e\ (J1)phosphoje Nh(P04)2

9. Cb~ CJI) c'n \0'\\ 6e cuCh

10. Ovpe"r ex) (.blonde. CuCl

11. Gt 0 ~d (_T) (h\~ ck_ AuCI

12. Go\d em) c.h\(,:'f\\d~ AuCh

13. ~~"'" ~(I1 de.. Sr(CN),

14. yo\- U ~s\u.YYl CJj rumal-e, K2Cr04

15.- k \\'b\\A:ro, 1$ ,'\=0 -te< LiN02

16. J3~lli\). 't'Y'\ c\'\ cDrurocle, BeCr207~ .

17. S0<:\' u-rsJ 11,\o~ul.fQ..-\-e. Na2S203

18. L ~-\\(\Av" IV\. OXIde, LhO

19. 2;#iv.. rY1 Scd.r;de_ BeS

20. 2uh Idt-UrYL oX) 'de Rb20

Name ie_~Convert the foll<: ing names to chemicalformulas. e '\iron(III) sulfate te?-.SA'! )'3,

potassium cyanide KCt--Jdinitrogen monoxide WzOcopper(II) nitrate Cu..LN(3);2.sulfur tetrachloride 5cJ~magnesium acetate lJ_~_0)_!+:.(A)~antimony triiodide Sb..L3

silver (I) perchlorate A %c:1otoxygen difluoride o \="2

1

mercury (I) iodide \-1q ~-r=;L,nickel(lI) chloride

6CjN\ _:t

dihydrogen monoxide ~:4 C)

boron trifluoride E~?>~ ..' 0v.do ' .

sodium hypochlorite..

calcium hydrogen carbonate Co... (jtC03)z_2~3~5Qr)2

cesium perchlorate 'CS'C Vj'a~onium phosphate ~ f+YJ'3 YUyaluminum hypochlorite PiCcP0)3

en CNO~):z'?'o~CS03)1

dinitrogen tetraoxide ~ -:t OyKr;. C03

zinc (II) arsenate

cobalt (II) nitrite

lead (IV) sulfite

potassium carbonate

Mixed Formula Reviewf ~'3 \ Convert the following formulas ~ names.I ,",b~g(HC03)2 \Je.rc..u.N.. CJlj 'oico.,\cdJO--\e.

S2Ch c\\sult\re c\,00\Dt ,dAKMn04 ?C)-\-o~\ \}j'Y"'\ ~:r)y)~D--\e.Mg3(P04)2 ~e.'("(.U_~0I) 7'b()s~\\~eLiN02 Lid!., u.m < A},;/ri +eSF6 ,~£>,;\ ~e..o<cr?luUI"de

k OOD ~ f£'2fo. -flt.lCXlC1e?o\~\'~""~S:Ja+e

Al(CI04)3 P;___:'[V\\'f\v,_~ ILottCCl4 CA~"<~(~±bso.c::JD\(J'("\~~FeCl

2:rm", (JL) Gh lOf1de

LhO L)~\\l._Yy\ oxrdeHg2Ch c' %ws1<cr) c.h\QY.de(NH4)2Crz07 ~ '(Y\O'D\ u.j'0 ci\ G~ 'IDiY\~e.

=. Cc A0\1rn""y peal-ct{ll1of1~Ba(CN)2 ~ ''EODUXO c.yanlde.LiOH r L\~\~'if\ \\"'A._ffi~6.e..1\---

Sockl\J,.w\ c.M\0 '\~e..NaC2H302 s.ottU){lI"\ AceJut~

~:-zn6S~~~ ~hl~\clePbCr04 . L.e.o.d CIt) 6JTh}Y'e0£

l>o\-u..s~\ \l.,'M 3~\6e..leD-J em s.J£ck

~,A~hN S'\\\G\ ~\m6eHg3(P04)2 \-\e.:rCM"-1, em ~~hcdE::.BBn '36ffi'(\ ~m'\l'\Ce

CrZ(S04)3 (b'fC)'N\\\.l1JY\ CLI1) A;;r,.sLJ+(>.,-\e.,

XeF5

KHS04

NaCI03

PCls

KBr

PbS

Chemistry

. Name }(1Binary Ionic Compounds WSII2 ::2 / Oi!

period Date~O .

Binary Ionic Compounds contain Group I, IT,and illmetals with non-metal ions. Show thecorrect name for the following compounds. .

r-~-~~----.~-=~~------------------~---L-------------------cruciumioilide C~.~J:~~~ __calcium hydride c: .I-/:lmagn~sium fluo.ride fv\ ~ ~

sodium nitride. \'-J G\.3 t\Jrubidium oxi~~_&_Q._,& ......_O-"'T-_. '. . ~.. .__~um nitride B""§.P~ •.

I lithium phosphide L\ 3 f'

(eName e,~

/Stock system Worksheet 1

Per. _

Write the name of each of the following compounds using the Stock System:Make sure vou include the Romannumeral in the name .

.I

1. eU2S Co\?~r- ex) sul~de 7. Fe203 '3~ Q1t) oXi de2.HgO ~~((.Ufl1 eli) <)X\ dR- 8. Pb02 [€.OJ CN) 07</de3):rN C1rcl''''\u~em:)(\IMe. 9.SnO Ti(\ (I) cAlon de../

4 NiF2 \V\ C ~{_\ or) flu~,,-de 10.CuO Co~per emox...,del1.PbF, fwd or) Ib~~.12.MnO ~:J0'J'·>e.~ @)(J)( ide

5. FeCh"lfb'<1 CIL) c.h\o<"\Oe.

6.H~Cb \Ae,rc.ur'-1 (I) c.h\O'f\ ~\

Write the formula of each of the following compounds. Remember, the Roman fnumeral indicates the charge of the cation.

13. copper (II) oxide CL-\.D14. nickel (II) sulfide N\S,t?! cobalt (II) chloride ~ c12.16. manganese (IV) fluoride f'J. f\ r-y17. chromium (III) bromide Cf 15C.3.18. iron (III) oxide ~ 2-0319. copper (I) nitride C,u'3 N20. iron (11)selenide Ve. Se..21. lead (II) phosphide Vb3 P2,22. tin (IV) chloride Sn Cl y

..._...._.._-.. ,,---·'·r--··._.. _..- . -_ ...- -------Empirical Formulas

Part 1: 'Yo CompositionCalculate the percent composition of the following compounds. SHOW ALL WORK. .

HCI . . . \\ l-t .' 1 ~0 \ 70 )-/-: ) .,0 J X IoU }:>11~__._~J\ U .'35. <;5 3b.1' _- ...

:3' ') I(Yl'M- -- -- --J:/'c :~ x!w fiC"i i.c.J

nS'·41 '~-;:;

Part 2: Empirical Formulas .. ,ft x_J(fb :/34"f3'Z 01Work each of the following problems. SHOW ALL WORK. % 0 -)ss..~) ~

1. A compound is found to contain 63.52 'Yo iron and 36.48 '10 sulfur. Find its lempirical formula. f

r;3~5~ Fe._Jlmol = j,/3moIFe-I sc.1-Ie Ti3 ::- /

) C,>( /)_ 0 I ;; I'}.o I~

'30~ Ib ~ 1r(/()~

2. In the laboratory, a sample is found to contain 1.05 grams of nickel and0.29 grams oxygen. Determine the empirical formula.

Part 2: Empirical FormulasPuWri:E&tPioftdlhecfiaHakaislgproblems. SHOW ALL WORK.Work ehcli)EthJ:hlzif81~~ot:dehm~ta\MAl.sU>tf\I:0~ containing 63.50 io silver,

1. .£.ain}ioartGtd§efiI,,umtitt:l1eoMt:n.i~5:l)~9mt and 36.48 io sulfur. Find itsempirical formula.

03, t;()% Ac,_:: 103,9JJ' A'f-l/,,!DI t: q ,5"~tmol.4Q-o· 1(}g...Ot 0 I ~ ::::. \

2. A compound is ~9und to contain 63 io manganese,Mn, and 37 io oxygen.

(

What is the compound'sempirical formula?~ In the laboratory, a sample is found to contain 1.05 grams of nickel and

0.29 grams oxygen. Determine the empirical formula.

:J Q,3IoH~ ? ~3gN!lI/mo}}J.. -j/Crno}JJn. .,..... (5S, 0r - 'v rl ~ (II I c;-

CHEMISTRY: AStudy of MatterCHEMISTRY: ~?~~y of Matter

102()ci1,.~

Hr-:to').'?>

Ch.7.3 WS#l Using Chemical Formulas

Name ~

I. Find the formula m~s of the following:

Period __ Date QIt r/;::l.r I

Ch.7.4 WS#2 Determining Chemical Formulas

Name ~.~ \

A. Find the percentage composition of the following compounds:

1. Sn3N2 ~_9?111 : 1-tJ t]9t 35~ .~3 n ~ ~3 Sf) . X/DO .:.. (~, -::J-I ~-+\- X II~.=tl a-w. .: 3'5 £. \ '3 Qfi'f\v\. \ aM ~ 8'~.) 5 38:~·1:S;(10 x i4.o1 I. __ ;2.8'.(.)2 I' /-roW 3.?()~x/(.()..:. I rv:-: \

i1' '1",:.:.M ' 3&<-/.) S I. -;)7 /0 \"J. 2.NaIO, \:Na:\IG2ki: hY,I'5q..:.cgCW

1/~xn9(r-;2~9'1am.<A. ~.h9'7 \oJ_L., ». tu, Cf/ ,I :. I7LG. q I I I ;q;;:9X/ CJO _:.. \ t b2"Z o;

30 x I~ ,I 9' ..J---,_( (It)f T ~'':Zb - I X)OO =- b</. 13 % 1. ('),) :25

/ct-::t-.Cf -<'1 ..I Cj+"C{ (1~ ~~alJ-~ 0~(Y~1-.9)X )QO ~ ~Z C)

B. Given that the percentage composition of a compound is lOj % C, 2.1 % H, and 87.7 % 0,(a) find the empirical formula of the compound. (b) Given that the molecular mass of the '

, compound is 329.97 glmol, determine the molecular formula of the compound. {Hint: need theempirical formula to calculate the molecular formula}

Period.__ Date Q/QY/r2- 7'

e\JY\ 'X\nc..J_ 'f'{'.,().::;' S

~ e'fY\\\~uj.__ ~ ~?((. 1'-/1.01 z: t~.old-/mul':2 1-\ i- /. 0 I z 1..0:( ~ ~ .\, II 0 • 03bOx }<O. .: 96 a:lrrlOJ ~ ;o/~\,

Name: ke..~Ch. 7 Section 7.1 Test Chemical Formulas

Per: Date: ID: A

-'/L·. tJ() ~ NL..L~f ,.~ x. 0'"' icY')

~O l )Short Answer (40pt) • I,,) • \ ~

,'-IV - I I:le e..n1. Write the che~ical formula for the following main-group binary ionic compounds: VKoOS- i+"-I.().,.~ ~,.., .Lc

2.r '8 - . .--t,y; r ~-r)

a. mercury (II) phosphide 1-18- a ~ f. sodium nitride ~ J tIb. aluminum oxide 4/.10 Os g. iron (II) chloride

c. copper (I) bromide c:« h. potassium oxide

d. calcium sulfide e.3 i.strontium nitride

e. tin (IV) iodide ~If j. lead (II) sulfide

..--.I-I!.. CIt)...

1<;0

PbS2. Name the following binary ionic compounds.

a. SnBr2 rLAi.- (!L) 6"DM I j ~

d. coci,

f. Csi

h. AlF3

i. LbP

j. MgBr2

lD:A

a. Sn(OH)4

3. Name the following ternary compounds:

c. Pb(CN)2

e. CuCI04

f. NaHC03

Co f,NM {x-j oe r chLa ~a..-be_I

So ri. (J_ ht ~ d roqe" C a. r: b&11a.:i. i!_

Q."o rn i q YV) @-) I)' tra.te_

11.('i I.(m l'e('COq a ~ a na.,t.e.....

:J;~o-Y\ l:nr:) C_ Q yo- b a:n~-Le_

A\ y m, y) l{ VY1 23 kf_l ~~-be_4. Name the following binary moleuclar compounds or give the formula.

_ .....u..::::...:;...;:__r_.:.b"'--=-M.L...L..----"'cl~, -=..o-'-X"-',_· J=-..:!!!e,,--_ d. dinitrogen pentoxide __ N---,d(l......-6-----.;,5,.___

Sob. PCb

c. FBr6

f h() Sph6f"'ttS ff"'e.h/o-r,J -e e. sulfur monoxide

f LI.L () (" I 11")'e 'tt)(.4: \, rotrl~der tetraphosphorus dinitride

5. For each chemical formula below, list the number of atoms of each element that are in each compound.

Extra Credit:

1. Titaniium is a transition metal. It can form a compound with oxygen called titanium oxide.Predict the chemical formula of this compound using the electron configuration to predict the most common ion oftitanium. ;r~·

Ch.7 Section 7.1 Test Chemical Formulas

Name: -------rKe..........c"'1(,f--------------- Per: Date: ID: B~ ~~,..,Ii I'k ,-'iz..S(~(\,IHe t-,.x. GHl ...~, C. - '/,_

I\I1..c (_ ') - I( z,

)~ ~ t",d I "S - '/2,..Short Answer (40pt)

1. For each chemical formula below, list the number of atoms of each element that are in each compound.

30

2. Write the formula for each ternary compound below:

a. sodium sulfate N Q ':l SO;,

b. iron (llI) nitrite Fe. eco~Jc. ammonium phosphate 0! II-Ef)3 pO 1

d. chromium em) hydroxide Cr@fl)]e. calcium acetate 6.. (Cz.I-/3 0~)f. aluminium cyanide A lee N)J

3. Name the following binary moleuclar compounds. Give the formula for each binary molecularcompound below:

b. PCh

a. dinitrogen pentoxide ---"-N.:.-e8,,"""< ..:::b:::..e~__

Sob. sulfur monoxide

c. FBr6 c. tetraphosphorus dinitride _P-..lj~~N_":"""i--_4. Write the chemical formula for the following main-group binary ionic compounds:

a. mercury (II) phosphide H~jf~2- e. sodium nitride No-a Nb. aluminum oxide AI,..Oa f. iron (11)chloride Fe C i:c. copper (1) bromide Cu_Be g. potassium oxide «»d. calcium sulfide Co. S

5. Name the following ternary compounds:

GGF) hJ J m x )d "'"a. Sn(OH)4

.;4-/ LI ;?1/1} (/ rr: 11/ fra..i::.e

e. CuCI04 Copp e t' (j::) jX'Y C)'J.Lo ,a.ie...SD d I' U. (Y1 Sui £ ,.fe_13a..f'11..{ yY\ ,Oerma nOa!1a..t-e...

Tc(lY) (!rr) c a; b 0"Y1 04..te..-6. Name the following binary ionic compounds.

a. LbPr '

....

c. CsI

d. MgBr2 VYI \1 lie S \' y ru b rOv'll IJ e.

13a rl' u (Y\ Y\·ltr·,d e

f. PbF2 bJ~tJ( J (Jr) £1 uo '('~d €.

I Yl CP=) bro VY>; J eg. SnBr2

Extra Credit:

ID: B

1. Titanium is a transition metal. It can form a compound with oxygen called titanium oxide.Predict the chemical formula of this compound using the electron configuration to predict the most common ion of ~titanium.

a_-

D

College: Chapters 7.3 and 7.4 Test A

Name Period Date 3/Cf h;z ci?_jg_----------------------------- ---- I I ~Use the following atomic masses for all calculations:

H: 1.0 c. 12.0 0: 16.0 CI: 35.5 Na: 23.0 Ca: 40.0 I: 126.9 Ga: 69.7

A. Show all your work on the following problems in order to receive full credit. Round all finalANSWERS to ONE decimal place. (15pts)


1. Find the molar mass ofNaI. Use correct units:

No.;. '-5,0 M-

a: ~ /2~ .'l.JL1£1 9, 9 M-

(_L)

~n~

Ilec. -liz..


I ~(k I( Jfa.o ~ '10,/) ~

(f) z o as .o ~ 3/l,D (:)s: H)L.. i» ~ ~,o

1i,O

II~c ;: -~z..

u ;,,+ -/

(-4) 3. Calculate the percent composition ofC6H12.

~ C X );1..0

/ ~ If X /, D

(Z-)

B. Show all your work on the following problems in order to receive full credit.Circle your [mal answer(s). (25pts)

(i4) 1. Determine the empirical formula of a compound containing 80.0% carbon and 20.0%hydrogen. (I)

c90,o Imo/ e.,/ f). ,CJ 1- /....-

(I)

tJ,O ,Of- HI 1m") Jt i:

7 I'0r-

~)

z o.om»! If{,,{,7

College: Chapters 7.3 and 7.4 Test

~ 2. A compound has a percent composition by mass of 54.6% C, 9.0% H, and 36..4% O. The'-V formula mass of the molecular is 176 amu. What is the compound's molecular formula?

(n

/mt:7/ c. (" ~)

I. 'f:.. ;L

<.' ,

(II N

9,Omo/ If ...,_ ~,9::: '/ /?~9-A,2.~ 1= - i (~J-

(I} ift./(11 if-a, ~ tSrnD/ o ~ /),2.r

('I) 3. The empirical formula of a substance is CH20. The molar mass is 180 g/mol. What is themolecular formula?

(3) e 11;..0 ?- I~ of-;L +/c, :: 301-.:/80 - _~/ - - ~...,-- ~-~ -_-

.3~C> .__--:.- --fi:>. - --- .-_r =

e'l

Cz-/./.,C/[email protected] ~;:z.... -

(3tennine theempiricalformulaofa compoundthatis 74.39%Ga and25.61%o.

@ 7,/,31 G /mol G...._ 1.:.07",.1 G-,,_ " z:"9, 73- / I 07 -= / X 2

4. The molecular formula of a compound is C2H4Cb. Give one example of a possible empiricalformula based on this molecular formula ..

z: I, &011101 0_-_:I =/107

Name KeyUse the following atomic masses for all calculations:

Period._ Dare. O/oC 6~H: 1.0 C: 12.0 0: 16.0 CI: 35.5 Na: 23.0 Ca: 40.1 I: 126.9 K: 39.1 P: 31.0 Ga: 69.7

A. Show all your work on the. following problems in order to receive full credit. Round all finalANSWERS to ONE decimal place. (lSpts)


@> 1. Find the molar mass ofNa!. Use correct units:

AIq_ ::. ~ '3 , 0I ...12.{P. 9 (:l)

11/f.7.u

U rt t r -//z..Ilee -liz..

~) ,2. Find the formula mass of Ca(OH)2. Use correct units:

I ~a... « ao). 0 J{ I/o~ 1+ X I

4"1.1"" -liz..../ 'te. -liz..

'3K )( 39. /3- -:: /17/3'}-.A-v 31.0,#-dev I/? X 3/.a~ .".

It;~. o 1-'-I o )( rc: 01- ":>

J-/ s: 3

('f) 3. Calculate the percent composition of K3P04.

WI ~.-:._~ - .'-~;:.._-

~~ 1;- > -:f:. at:: X I 00 ~ ~eY/~,3 ~

",70 {J ::: ~ 'I. o~.( 100 ::;.~('JJ s r z .» ~

B. Show all your work on the following problems in order to receive full credit.Circle your final answer(s). (SOpts)

~I) 1. Find the empirical formula of a compound containing 64.27% C, 7.19% H, and 28.54% O.

(;i ~7 (' L Jmo / c. ..... S' 3fRrnlJ1 c.. 3' ? I IJ.tJ?- -I{ 7S' :::

7,/ ttJ- H / /mo/I-f.. 7 f LCj hi oj 1+ tfz:T /,~-a-- - ;::::a. CI)1,7V! '

u-.!:J-~ CJ )lholD/.1f"mol 0;; t/C,,0<J- ---- 0;::.

1.7'r

0) f1i (!)

K~ 2. A compound has a percent composition by mass of 54.6% C, 9.0% H, and 36.4% O. The~ formula mass ofthe~ is 176 amu. What is the compound's molecular formula?

Corn~ L\'!;-'/'(,9-/ (mcL = '/. ~-s"'·.1~ -::?- ~= '1'/ ~

fly ,<,')..8' ~ l\)

3 /tJ • '( q.. 0 I Ihlo / 0 z

- I /~/63-

.~il

~ol c:. /;;;?, A~ --

(')) \~I ... .

C~) 3. The empirical formula of a substance is CH20. The molar mass is 180 g/mol. What is themolecular formula?

~ :: ~ (CI+~O)-C3)

4. The molecular formula of a compound is C2H4Ch. Give one example of a possible empiricalformula based on this molecular formula.

c{YJlf -UJ ".s I rn.I"It"Sr ~ -h ~ '1t£~ ...._;: 4. >"7lt:> I~c-u-("'(.

5. Determine the molecular formula of a compound that is 74.39% Ga and 25.61 % O. The molarmass of the compound is 735.2 g/mol,

/mo I 0/(,1 o (-l~)

_:.---

107

Appendix I

Interviews/Quotes

108

“There’s never down time, never a dull moment.”

“You always have to be on task, on your toes.”

“Every day is different.”

“One of the jobs of being a teacher is convincing students to accept, to believe in it, buy into

what they are learning. They need to learn that it’s something that’s important, to work hard,

that they can do the work.”

“Your chemistry class may be one of the first classes they may take where they realize they need

to put in a lot of effort. But they’ve got to want it. You don’t need to be a genius, you just need

to put in a lot of effort.”

“Students often ask, “Why do I need to know this?”. At the age of 15, how do you know what

you need to know? Schooling is about education. Education is about learning, which keeps

away ignorance, to prepare you for the future.”

“Teaching is data driven. Everything is based on results of standardized tests.”

“Teacher quality, I’ve seen that improving over the years.”

“The perception for most people is that teachers have a lot of time off. They don’t see what goes

on in the classroom, the hours teachers put into preparation for classes, what goes into the class.

They think we teach for five hours a day. There are no coffee breaks. We get twenty minutes

for lunch, one prep period for correcting and prep, and we have one duty. You have to get your

master’s, pay for it, and keep up your license.”

109

“All it takes is one kid to come back the next year, telling you they’re doing well in college, to

know you made a difference.”

“I’m not interested in how much I teach, but in how well I teach, and how well the students have

learned the material.”

“My objective is to make sure kids are learning. I work hard at my job, even after all these 28

years.”

“Teachers aren’t built over night. Teaching is like acting, you build on your skills.”

“Have perseverance and don’t take it to heart. All you can do is reflect on what you could have

done differently, and try it.”

WPI Teaching Practicum

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