...FINAL EXAM CHEM 1310 FS11 VERSION GREEN Name: ____________________ 1.|How many liters of chlorine gas at 25°C and 0.950 atm can be produced by the reaction of 12.0 g of MnO2? MnO2(s) + 4HCl(aq) ® MnCl2(aq) + 2H2O(l) + Cl2(g)| A)|3.55 L| B)|3.09 L| C)|0.138 L| D)|5.36 ´ 10-3 L| E)|0.282 L| 2.|A 6.0-ft person weighs 168 lb. What is this person's height in meters and weight in kilograms? (1 lb = 453.6 g; 1 m = 3.28 ft.)| A)|5.4 m, 76.2 kg| B)|1.8 m, 76.2 kg| C)|2.3 m, 43.2 kg| D)|1.8 m, 7620 kg| 3.|The speed of sound in air at room temperature is about 343 m/s. What is this speed in miles per hour? (1 mi = 1609 m.)| A)|12.8 mph| B)|343 mph| C)|767 mph| D)|46020 mph| 4.|The oxidation number of Fe in K3Fe(CN)6 is| A)|-3| B)|+3| C)|+2| D)|-4| E)|+1| 5.|What is 25.4 mg when converted to kilograms?| A)|2.54 kg| B)|2.54 ´ 104 kg| C)|2.54 ´10–5 kg| D)|2540 kg| 6.|What is the formula for copper (II) cyanide?| A)|Cu(CN)2| B)|Cu2CN| C)|CuNCO| D)|CuCN| 7.|What is the molar mass of acetaminophen, C8H9NO2?| A)|125 g/mol| B)|162 g/mol| C)|76 g/mol| D)|43 g/mol| E)|151 g/mol| 8.|Calculate the mass of iron(II) sulfide formed when 27.66 g of Fe reacts with 14.44 g of S.| A)|9.17 g| B)|5.27 g| C)|39.60 g| D)|14.44 g| E)|43.54 g| 9.|Aluminum is a lightweight metal (density = 2.70 g/cm3) used in aircraft construction, high-voltage transmission lines, beverage cans, and foils. What is its density in kg/m3?| A)|8.2 ´ 102 kg/m3| ...
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...1 A User’s Guide to Learning Styles and Math Tools T he journey of developing this book began almost five years ago. After over sixty combined years of service in schools, two of us—John R. Brunsting and Terry Walsh—were coming to the end of our careers as mathematics instructors and administrators. For most of those sixty years, we had the pleasure of working together in Hinsdale Central High School in Hinsdale, Illinois, where we met Harvey Silver and were introduced to the Thoughtful Classroom professional development model he designed with Richard Strong. What we quickly came to learn is that the Thoughtful Classroom really works. Whenever we implemented Thoughtful Classroom strategies in our classrooms or worked with other teachers to help them implement Thoughtful Classroom strategies in their own classrooms, the effect on student learning was palpable—students became more engaged, discussions got richer, student thinking went deeper, and test scores went up. There was, however, one particular Thoughtful Classroom text that always seemed to make the biggest difference in classrooms in the shortest amount of time. That text was Tools for Promoting Active, In-Depth Learning (Silver, Strong, & Perini, 2001; Silver, Strong, & Commander, 1998). The idea behind Tools for Promoting Active, InDepth Learning is simple. It is a collection of classroom-tested tools, or simple teaching “moves,” that teachers can use to foster active, in-depth learning. These tools are based on the...
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...Learnings and experiences in Math 1 In my years studying math I have realized that math is essential for life. Having this said, it is quite obvious that math could easily be as old as humanity itself. The topic that I like the best is when our instructor teaches about the quadratic equation it is difficult but I try and pursue to understand even though it’s so difficult. I always study about this topic because I really don’t know how to solve it that’s why I research something about things and I also talk to our instructor and ask some questions about the topic that I don’t understand. I did it because I really want to learn and I want to pass this subject. I like...
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...your own. Learning to set a study schedule getting to class on time, and communication with a diverse culture of your peers. There are many jobs out there in math and science that will interest you. But most kids study very hard but still struggle with math and science and sometimes feel like giving up. So to give students the encouragements there are many different ways to help them. Mathematics and science is one of the most challenging this student or an adult can say is so confusing and sometimes can be frustrating. When you think about math all you really see is numbers and symbols and more and more numbers. But on the other hand when you think about science you see formulas and symbols and also more number they both favor some of the same things. That’s what makes them both very challenges and wiser. The reason that we need mathematics is to solve problems and to educate others. Probability and statistics for an actuary to analysis research. Insurance representative measure performances of field sales with internally and extremely to predict models on current and proposed scenarios. Teaching at all levels from k-1 until college levels. Architects use math to draw up a plans for and a building. He has to learn to stay within budget for the client. Biologist study life too many living things with structure, development and the function of plants. Of all these jobs structures there are no way we cannot escape the frequent use of different maths. Math and science surrounds...
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...on your grocery shopping, designing structural plans for a building, and keeping track of the calories you have in your diet. Our professor told us that in every subject, we use math. My major is chemistry and mathematics is used widely in chemistry as well as all other sciences. Mathematical calculations are absolutely necessary to explore important concepts in chemistry. You’ll need to convert things from one unit to another. For example, you need to convert 12 inches to feet. Also, we use simple arithmetic to balance equations. A lot of things I’ve had learned from this course and one of them was that we use Math for everyday life. I’ve also learned many ways how to solve equations such as linear, quadratic, exponential, and logarithmic equations. All the material that we did learn was all easy to learn and understand. I believe that the instructor did a good job explaining on how to solve problems. If my friend was asking me how to determine the differences between the equation of the ellipse and the equation of the hyperbola, I would first give he or she the definition of the two words ellipse and hyperbola. An ellipse is a set of all points in a plane such that the sum of their distances from two fixed points is a constant. Each fixed point is called a focus (plural: foci) A hyperbola is the set of all points in a plane for which the absolute value of the difference of the distances from two distinct fixed points called foci is constant. The equations for ellipse and hyperbola...
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...Functions and Inequalities Course: Integrated Math 6 Brief Summary of Unit: In this unit, students will learn to represent and analyze the relationships between two variables using functions. Additionally, students will write, graph, and solve one-variable inequalities. Textbook Correlation: Glencoe Math Course 1 Chapter 8 Time Frame: 3 weeks WSD Overarching Essential Question Students will consider… ● ● ● ● ● ● ● ● ● ● ● ● ● ● How do I use the language of math (i.e. symbols, words) to make sense of/solve a problem? How does the math I am learning in the classroom relate to the real-world? What does a good problem solver do? What should I do if I get stuck solving a problem? How do I effectively communicate about math with others in verbal form? In written form? How do I explain my thinking to others, in written form? In verbal form? How do I construct an effective (mathematical) argument? How reliable are predictions? Why are patterns important to discover, use, and generalize in math? How do I create a mathematical model? How do I decide which is the best mathematical tool to use to solve a problem? How do I effectively represent quantities and relationships through mathematical notation? How accurate do I need to be? When is estimating the best solution to a problem? WSD Overarching Enduring Understandings Students will understand that… ● ● ● ● Mathematical skills and understandings are used to solve real-world problems. Problem solvers examine and critique arguments of others...
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...is the public voice of mathematics education, supporting teachers to ensure equitable mathematics learning of the highest quality for all students through vision, leadership, professional development, and research.” (NCTM, 2013) The standards that The National Council of Teachers of Mathematics (NTCM) came up with are widely used in the mathematics classrooms in US today. There are many websites that offer different things that use these standards and help the students to learn while still enjoying mathematics. This essay will analysis lesson plans from four different websites that contain math activities which confirm to the NTCM standards. Lesson Plan #1: I'll Halve S'more Please!! This lesson allows the students to take real life situations into consideration and shows them how you can use mathematics in their everyday lives. This lesson uses standards for number and operations set out by the NCTM. After this lesson the students should be able to: Use the resources such as tools and strategies that are given to them to be able to estimate appropriately, and understand different ways numbers can be represented. The mathematical operations that are used in this lesson would be fractions, addition and subtraction. The students would be able to show and also be able to explain (hopefully) the process that was used to get the fraction that they had at the end. This lesson plan could be used in grades 3, 4, or 5, and is appropriate for students that range in age from the...
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...Math Strategies 1. Teach early number concepts: Students learn concepts “like more, less, any, none, left, together, how many and each” (Mastropieri & Scruggs, 2014, p. 357). These skills are essential for strategies students will learn later in school. 2. Teach strategies for counting: “Counting seems to be a very simple skill, but can appear very complicated to those who have not mastered it” (Mastropieri & Scruggs, 2014, p. 358). Learning to count will help students in all math skills. 3. Reinforce one-to-one correspondence: With the use of different sets of objects like blocks, counting bears, or candy to match quantities. “Before later concepts can be mastered effectively, it is important that students understand the concept of numerical numeration” (Mastropieri & Scruggs, 2014, p. 358). 4. Use manipulatives for teaching addition and subtraction concepts: “Using such materials as beads, buttons, dried beans, or commercially available base 10 blocks (distributed by companies such as Delta Education), you can help students learn concepts of addition and subtraction by counting” Mastropieri & Scruggs, 2014, p. 358). With the use of manipulatives, students are able to add and subtract by counting objects. 5. Use number lines to promote operations: “A helpful intermediate step between counting actual objects and operating with numbers is the use of a number line” (Mastropieri & Scruggs, 2014, p.359). With the use of a number line students can add...
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...LIFE IS LIKE MATHS Maths is complicated and so is life. “If people do not believe that Maths is simple , it is only because they do not realise how complicated life is “JOHN LOUIS NEUMAN. Just like problems of Maths, we have problems in life which need to be solved. We cannot move ahead without solving or else problems become compounded and life is difficult. To solve any problem of life or of Maths, we need to be logical and organised and use our thinking tanks. Mathematics is a subject which remains a challenge for most students . It seems as challenging as life. Numbers are a very important part of life. The number zero has a very important in maths and life The great , Indian mathematician and astronomer Aryabhata stated about thge zero value that "Sthanam sthanam dasa gunam" which meant place to place in ten times value and which is the modern decimal value system. To talk of life , the value of zero cannot be forfeited . Add zero to any currency note or to any other digit and the value increases ten fold, add two –the value increases hundred fold. As the number of zeros increases, the value of our assets increase.The more the number of zeroes , the more the power you command. Take a look at the Forbes list , the men on top are the people whose assests have the maximum number of zeroes added to any other digit. If a zero is taken out , the people on the list will climb down the ladder. Some people have an affinity for numbers and others are terrorised by...
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...gov/sites/default/files/usda_food_plans_cost_of_food/CostofFoodJan2012.pdf 5. Find a website for your local city government. http://www.usa.gov/Agencies/Local.shtml 6. Find the website for your favorite sports team (state what that team is as well by the link). http://blackhawks.nhl.com/ (Chicago Blackhawks) 7. Many of us do not realize how often we use math in our daily lives. Many of us believe that math is learned in classes, and often forgotten, as we do not practice it in the real world. Truth is, we actually use math every day, all of the time. Math is used everywhere, in each of our lives. Math does not always need to be thought of as rocket science. Math is such a large part of our lives, we do not even notice we are computing problems in our lives! For example, if one were interested in baking, one must understand that math is involved. One may ask, “How is math involved with cooking?” Fractions are needed to bake an item. A real world problem for baking could be as such: Heena is baking a cake that requires two and one-half cups of flour. Heena poured four and one-sixth cups of flour into a bowl. How much flour should Heena take out of the bowl? In this scenario of a real world problem, we have fractions, and subtraction of fractions, since Heena has added four and one-sixth cups of flour, rather than the needed...
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...Effectiveness of Technology on Math Facts Fluency Name: Institution: Course: Tutor: Date: A. RESEARCH TOPIC The majority individuals would have the same opinion that a key objective of education must involve the expansion of learners’ comprehension of fundamental mathematical theories along with procedures. Every student, comprising learners with impairments and students vulnerable to failure, require gaining the know-how and capabilities that may allow them into “understanding” math-associated questions which they come across everyday at domicile as well as in upcoming work incidences. Unluckily, substantial evidence exists to designate that such goal isn’t being achieved, particularly for kids manifesting learning problems. Because the initial dispiriting outcomes of arithmetic accomplishment discovered with State Evaluation of Schooling Progress (SESP) during 1974, insufficient evidence exists to indicate that arithmetic accomplishment has increased considerably, particularly for learners with impairments (Spinelli, 2012). The intention for this research is to identify technology effectiveness towards fundamental arithmetic fluency. As a component of the classroom educational involvement, the research was carried out with ten learners with fair to stern cognitive impairments registered into a school of special training. This five-week research employed a solitary-case turnaround plan (ABAB). Data...
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...|[pic] |Syllabus | | |College of Information Systems & Technology | | |MTH/221 Version 1 | | |Discrete Math for Information Technology | Copyright © 2010 by University of Phoenix. All rights reserved. Course Description Discrete (as opposed to continuous) mathematics is of direct importance to the fields of Computer Science and Information Technology. This branch of mathematics includes studying areas such as set theory, logic, relations, graph theory, and analysis of algorithms. This course is intended to provide students with an understanding of these areas and their use in the field of Information Technology. Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: • University policies: You must be logged into the student website to view this document. • Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be sure to read the...
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...Math is used everyday – adding the cost of the groceries before checkout, totaling up the monthly bills, estimating the distance and time a car ride is to a place a person has not been. The problems worked this week have showed how math works in the real world. This paper will show how two math problems from chapter five real world applications numbers 35 and 37 worked out. Number 35 A person hired a firm to build a CB radio tower. The firm charges $100 for labor for the first 10 feet. After that, the cost of labor for each succeeding 10 feet is $25 more than the preceding 10 feet. That is, the nest 10 feet will cost $125; the next 10 feet will cost $150, etc. How much will it cost to build a 90-foot tower? Solving this problem involves the arithmetic sequence. The arithmetic sequence is a sequence of numbers in which each succeeding term differs from the preceding term by the same amount (Bluman, 2011). n = number of terms altogether n = 9 d = the common differences d = 25 ª1 = first term ª1 = 100 ªn = last term ª2 = ª9 The formula used to solve this problem came from the book page 222. ªn = ª1 + (n -1)d ª9 = 100 + (9-1)25 ª9 = 100 + (8)25 ...
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...want to find out the probability that you could have a sample score as extreme as what you got if your sample was from a population with a distribution of the sort you would have if the null hypothesis were true. That is in the hypothesis testing process, you compare the actual samples score to this comparison distribution. Determine the cut off sample score on the comparison distribution at which the null hypothesis should be rejected. (Critical value) Ideally, before conducting a study, researchers set a target against which they will compare their results. How extreme a sample score they would need to decide against the null hypothesis that is how extreme the sample score would have to be for it to be too unlikely that they could get such an extreme score if the null hypothesis were true. In other words for one to reject the null hypothesis the point of the cutoff sample score would have to reach or exceeds the sample score. If the null hypothesis is true the Z score is set at a score, which would be...
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...Mississippi / second grade / Math Content Strands: Number and Operations, Data Analysis and Probability, and Measurement, Algebra Number and Operations 1. Understand and represent relationships among numbers and operations 9 addition, subtraction, multiplication ). Compute fluency using effective strategies or rote memory. a. Recall addition and subtraction facts. ( DOK 1 ) d. Round up to three digit whole numbers to the nearest hundreds. ( DOK 1 )Determine and compare the value of money up to $5.00 using the appropriate symbols for dollars and cents. ( DOK 1 ) f. Determine and compare the value of money up to $5.00 using the appropriate symbols for dollars and cents. ( DOK 1 ) 2. Analyze patterns, numbers, relationships, and functions. b. Use number patterns to skip count by 2's, 3's, 5's, and 10's. ( DOK ) LA / second grade / Math GLE - Grade Level Expectation Number and Number Relations 3. Make reasonable estimates of the number of objects in a collection with fewer than 100 objects ( N-2-E ) 4. Count and write the value of amounts of money up to $1.00 using cents and dollars ( N-2-E ) (N-6-E) (M-1-E) (M-5-E) 9. Add and subtract 1- and 2- digit numbers ( N-6-E) (N-7-E) 10. Round numbers to the nearest 10 or 100 and identify situations in which rounding is appropriate (N-7-E) ( N-9-E) Day 1 Monday: Write some simple two and three digit whole numbers on the Promethean board. Explain to the children that they will be rounding these numbers to the nearest...
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