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7. Solve with your class-A balloon is rising with a uniform velocity of 10 feet per second when a stone is dropped from it. If the stone reaches the ground in 3 seconds, find the height of the balloon (i) when the stone dropped, (ii) when the stone reached the ground. (Assume that the class know the formulae).




Chemistry and Mineralogy.

1. How would you demonstrate to a class that both the rate and the products of a chemical reaction may depend on the mass (concentration) of one or both of the reacting substances? Show that the experiments chosen apply to the case.

2. Carbon dioxide is passed into a solution of sodium carbonate, until the latter is saturated with the gas; a solution of sodium hydroxide is then added. By the use of proper symbols, show what ions are present in the mixture of solutions; also show what combinations of ions result in new molecules. Express the reactions by equations.

3. It is found by experiment that .132 grams of magnesium set free 130 c.c. of gas when treated with dilute sulphuric acid, the gas volume is read at a temperature of 17°C. and the barometer is standing at 770 mm. Show how you would use these numbers with a class to determine (1) The equivalent of magnesium; (2) That the gram-molecule of magnesium sets free a gram-molecule of hydrogen. Given that 11.2 liters of hydrogen weigh one gram.

4. A certain experiment calls for the preparation of ferrous chloride, then the alteration of part of that_into ferrous hydroxide, and the rest into ferric chloride. State how you would carry out the necessary operations and how you would explain to a class the general principles on which you would base your work.

5. By what characteristics would you teach a class to distinguish between the members of the following groups: (a) Calcite, Feldspar, Quartz. (b) Galena, Tourmaline, Hematite. (c) Mica, Molybdenite, Graphite. (d) Apatite, Corundum, Serpentine. (e) Gypsum, Marble, Talc.




1. (a) Give definite reasons for emphasizing the careful teaching of the decimal system of notation.

(b) Outline a first lesson on decimal fractions.

2. (a) Estimate the value of mental (oral) arithmetic. (b) Explain the uses you would make of mental arithmetic in teaching this subject effectively.

3. (a) Give the form of solution for a problem which involves finding the solid content of a rectangular solid. (b) State explicitly how you would develop this solution.

4. (a) On what principle is the operation of cancellation based?

(b) Explain fully how you would train pupils to be expert in cancelling.

5. Give in systematic order as to matter and method a plan for a lesson on the Geography of British Columbia. Outline the full plan, though it may contain more matter than could be dealt with in one lesson period.

6. (a) Give a general description of the physiography of Ontario.

(b) What is the value of physiography in relation to geography?

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