Balancing Chemical Equations Activity Answer Key: Fill & Download for Free

It is merely foolish American tradition. Stuck in the mud. Almost None of the answers here seem to be aware that there are other school systems in the English speaking world. Most of the answers here seem to think it is because the kids need higher level math. This is incorrect. The idea that there is a good reason why American chemistry has to be taught in 10th grade is not true. It is Poppycock.The need for higher math would not explain how it being taught at a younger age in England. The English years 7, 8, and 9, when pupils are aged between 11 and 14, are called key stage 3 in England. In America this is grade 6, 7, and 8. Middle school. The students in England learn biology, chemistry, and physics at these ages in England. Then there is more of it after 14. If students can do it in England, it can be done in America too. This narrow parochial attitude of American education should be stomped on. Hard. There is NO reason why American students cannot be taught the curriculum below. The main reason is teacher and school districts dislike, ignorance, and fear of science education. And a lack of a rigorous national curriculum. Without a real basic common science education Americans cannot discuss basic ideas coherently as citizens. Most American get far less than the educational subjects in chemistry listed below that are taught in England between what wold be American 6th and 10th grades.Here it is, The National Science curriculum for chemistry from 2013 for key stage 3 in England. At the end of this stage, pupils aged 14, in Year 9 (American 8th) are assessed as part of the national programme of National Curriculum assessment:Subject content – Chemistry Pupils should be taught about:The particulate nature of matterthe properties of the different states of matter (solid, liquid and gas) in terms of the particle model, including gas pressurechanges of state in terms of the particle model.Atoms, elements and compoundsa simple (Dalton) atomic modeldifferences between atoms, elements and compoundschemical symbols and formulae for elements and compoundsconservation of mass changes of state and chemical reactions.Pure and impure substancesthe concept of a pure substancemixtures, including dissolvingdiffusion in terms of the particle modelsimple techniques for separating mixtures: filtration, evaporation, distillation and chromatographythe identification of pure substances.Chemical reactionschemical reactions as the rearrangement of atomsrepresenting chemical reactions using formulae and using equationscombustion, thermal decomposition, oxidation and displacement reactionsdefining acids and alkalis in terms of neutralisation reactionsthe pH scale for measuring acidity/alkalinity; and indicators reactions of acids with metals to produce a salt plus hydrogen reactions of acids with alkalis to produce a salt plus water what catalysts do.Energeticsenergy changes on changes of state (qualitative)exothermic and endothermic chemical reactions (qualitative).The Periodic Tablethe varying physical and chemical properties of different elementsthe principles underpinning the Mendeleev Periodic Tablethe Periodic Table: periods and groups; metals and non-metalshow patterns in reactions can be predicted with reference to the Periodic Tablethe properties of metals and non-metalsthe chemical properties of metal and non-metal oxides with respect to acidity.Materialsthe order of metals and carbon in the reactivity seriesthe use of carbon in obtaining metals from metal oxidesproperties of ceramics, polymers and composites (qualitative).Earth and atmospherethe composition of the Earththe structure of the Earththe rock cycle and the formation of igneous, sedimentary and metamorphic rocksEarth as a source of limited resources and the efficacy of recyclingthe carbon cyclethe composition of the atmospherethe production of carbon dioxide by human activity and the impact on climate.Working scientifically through the content across all three disciplines (bio, chem and physics), pupils should be taught to:Scientific attitudes:pay attention to objectivity and concern for accuracy, precision, repeatability and reproducibilityunderstand that scientific methods and theories develop as earlier explanations are modified to take account of new evidence and ideas, together with the importance of publishing results and peer reviewevaluate risks.Experimental skills and investigations:ask questions and develop a line of enquiry based on observations of the real world, alongside prior knowledge and experiencemake predictions using scientific knowledge and understandingselect, plan and carry out the most appropriate types of scientific enquiries to test predictions, including identifying independent, dependent and control variables, where appropriateuse appropriate techniques, apparatus, and materials during fieldwork and laboratory work, paying attention to health and safetymake and record observations and measurements using a range of methods for different investigations; and evaluate the reliability of methods and suggest possible improvementsapply sampling techniques.Analysis and evaluation :apply mathematical concepts and calculate resultspresent observations and data using appropriate methods, including tables and graphsinterpret observations and data, including identifying patterns and using observations, measurements and data to draw conclusionspresent reasoned explanations, including explaining data in relation to predictions and hypothesesevaluate data, showing awareness of potential sources of random and systematic erroridentify further questions arising from their results.Measurement:understand and use SI units and IUPAC (International Union of Pure and Applied Chemistry) chemical nomenclatureuse and derive simple equations and carry out appropriate calculationsundertake basic data analysis including simple statistical techniquesIn Key Stage 4 which is known as Year 10 and Year 11, when pupils are aged between 14 and 16 (American 9th and 10th) this is the chemistry that is taught.Atomic structure and the Periodic Table •a simple model of the atom consisting of the nucleus and electrons, relative atomic mass, electronic charge and isotopesthe number of particles in a given mass of a substancethe modern Periodic Table, showing elements arranged in order of atomic numberposition of elements in the Periodic Table in relation to their atomic structure and arrangement of outer electronsproperties and trends in properties of elements in the same groupcharacteristic properties of metals and non-metalschemical reactivity of elements in relation to their position in the Periodic Table.Structure, bonding and the properties of matter •changes of state of matter in terms of particle kinetics, energy transfers and the relative strength of chemical bonds and intermolecular forcestypes of chemical bonding: ionic, covalent, and metallicbulk properties of materials related to bonding and intermolecular forcesbonding of carbon leading to the vast array of natural and synthetic organic compounds that occur due to the ability of carbon to form families of similar compounds, chains and ringsstructures, bonding and properties of diamond, graphite, fullerenes and graphene.Chemical changes •determination of empirical formulae from the ratio of atoms of different kindsbalanced chemical equations, ionic equations and state symbolsidentification of common gasesthe chemistry of acids; reactions with some metals and carbonatespH as a measure of hydrogen ion concentration and its numerical scaleelectrolysis of molten ionic liquids and aqueous ionic solutionsreduction and oxidation in terms of loss or gain of oxygen.Energy changes in chemistry •Measurement of energy changes in chemical reactions (qualitative)Bond breaking, bond making, activation energy and reaction profiles (qualitative).Rate and extent of chemical change •factors that influence the rate of reaction: varying temperature or concentration, changing the surface area of a solid reactant or by adding a catalystfactors affecting reversible reactions.Chemical analysisdistinguishing between pure and impure substancesseparation techniques for mixtures of substances: filtration, crystallisation, chromatography, simple and fractional distillationquantitative interpretation of balanced equationsconcentrations of solutions in relation to mass of solute and volume of solvent.Chemical and allied industrieslife cycle assessment and recycling to assess environmental impacts associated with all the stages of a product's life •the viability of recycling of certain materials •carbon compounds, both as fuels and feedstock, and the competing demands for limited resources •fractional distillation of crude oil and cracking to make more useful materials •extraction and purification of metals related to the position of carbon in a reactivity series.Earth and atmospheric science •evidence for composition and evolution of the Earth’s atmosphere since its formationevidence, and uncertainties in evidence, for additional anthropogenic causes of climate changepotential effects of, and mitigation of, increased levels of carbon dioxide and methane on the Earth’s climatecommon atmospheric pollutants: sulphur dioxide, oxides of nitrogen, particulates and their sourcesthe Earth’s water resources and obtaining potable water.

Chemistry was my favorite subject to learn in high school, and AP Chemistry was one of my favorite AP classes. It had the perfect ratio of concepts and facts to problem-solving—not as much memorization as AP Biology, and not as much math as AP Physics C.Although the concepts can sometimes be complex, I have developed a few strategies throughout my Advanced Chemistry and AP Chemistry courses to make learning them a little bit easier. Here are a few things that would be helpful to know for the class:This is not a memorization-based class.You will not succeed if you solely aim to memorize procedures, equations, and facts. In order to do well in the course and learn chemistry well in general, you need to understand the concepts first. Conceptual understanding is important because it will allow you to rationalize each fact you learn and each new piece of information to the larger puzzle. Not only will you have a more holistic view of the subject, but you will also be a better problem-solver. Rather than memorizing specific solutions for each problem type, you will be able to tailor concepts to every problem and derive solutions that are scientifically and logically sound. For example, if you understand the concept of limiting reagents, you can apply this knowledge to find a stoichiometric approach to solving a problem involving limiting reagents.In addition, conceptual understanding is more important for AP Chemistry than ever before with the newly designed AP Chemistry exam, which was made effective in 2014. Every “Big Idea” in the CollegeBoard’s Course Description (Structure of Matter, Bonding and IMFs, Chemical Reactions, Kinetics, Thermodynamics, Chemical Equilibrium) connect to the others, and it is the relationships between them that CollegeBoard wants you to learn. For example, to understand the states of matter, you will need to apply your knowledge of bonding and IMFs, and to understand kinetics, you will need to apply your knowledge of equilibrium. The FRQs on the exam will expect you to interrelate concepts in such a way on the exam, so learning them this way will make your AP Chemistry experience much smoother.You should actively look for patterns.Although I stated above that you should not rely solely on memorizing specific problem types to do well in chemistry. However, you should be able to see patterns and tailor your problem-solving strategy to them. By being able to identify key words from a question, you can figure out the concept category they belong to, and find an approach to the solution based on the general concept.For example, here is an idea of how you can approach this FRQ from the 2017 AP Chemistry Exam administration:Source: https://apcentral.collegeboard.org/pdf/ap-chemistry-frq-2017.pdfIn part a, you are given the temperature, volume, and pressure of a gas, and you are asked to find the number of moles and grams of substances in a balanced equation. This given information falls under the concept of Chemical Reactions, and you should be able to use the ideal gas law and stoichiometry to solve the problems. Similarly, in part b, you are given information about the energy of collisions and temperature effects, which falls under the concepts of Kinetics and Thermodynamics. From there, you can use your understanding about the relationship between thermodynamics and the kinetics of reactions to answer the questions and justify your rationale.Practicing and applying is essential.This one is pretty self-explanatory. After you’ve solidified your understanding of the concepts, it’s time to apply them to problems. Make sure you complete as many assigned problems as it takes for you to be able to explain how and why you are doing what you are doing (i.e. why certain equations are useful for certain problems, why assumptions need to be made, how certain concepts come together, etc.)The Feynman technique can be useful for learning chemistry this way. Essentially, if you are able to teach the information to someone who knows nothing about the subject, you have mastered the concept. This method works well for general concepts, and can be modified for more specific problems. For specific problems, being able to explain the solution and rationalize each step is a good sign that you know what you’re doing.Final Thoughts:Overall, the most important thing to remember is to learn concepts, don’t just memorize facts. If you approach AP Chemistry this way, you’ll be in great shape for the exam in May, and you’ll succeed in the class throughout the school year. Good luck!

USE FLOW TRIGGERSOne of the best ways to prompt flow is by using “flow triggers” – circumstances that precipitate and accelerate the access to the state. By including them in our day-to-day activities, we’ll access flow more often and enjoy the associated benefits.Flow trigger 1: High consequencesResearch shows that flow follows focus. Without a high degree of concentration and focused attention, flow simply cannot occur. This is why taking risks and exposing oneself to danger (in an astute way) is a wonderful focus mechanism that we can harness if we wish to access flow. The risks need not be physical; any type of social risk, emotional risk or creative risk will also trigger the state.In practice: ask yourself: Where am I playing it safe at work? Am I avoiding a scary situation? How can I take more risks in my work? Make a conscious effort to identify how you can increase your risk-taking in a sensible way. By taking the risk, you’re more likely to enter flow, which you can then harness to tackle other challenging situations in which you were stuck; you will find that seemingly impossible tasks become suddenly very possible.Remember: no risk, no fun.Flow trigger 2: Immediate feedbackThe second flow trigger involves proactively seeking out regular feedback about your performance. In order to keep high concentration levels, the brain needs to know if the efforts directed towards completing a task or goal are in fact resulting in the desired outcome (7).In practice: Make sure to give and receive feedback from each member of your team on a daily basis. Check your KPI’s more often. Bottom line: Tighten the feedback loops. Put systems and procedures in place that let you and your team know very frequently whether you’re reaching your objectives or not.Flow trigger 3: Clear goalsAnother way that we can precipitate flow is by setting clear goals. Specifically, it is especially important to leave no ambiguity when defining goals. It must be absolutely clear what hitting the target means. The specificity element is key, because in this way the brain knows exactly what must be done, and is therefore able to let go of everything else and focus exclusively on accomplishing the task.In addition, breaking down big goals into small, bite-sized tasks is also essential to pull this trigger. This is because every time we accomplish a small task, the brain receives a small hit of dopamine, which is a reward chemical. Accomplishing several of these small tasks in a row means that we’re linking hit after hit of these dopamine “rewards”, so that our attention keeps focused throughout the work session (8). As an example, instead of writing a full blog post, think about writing just two paragraphs.In practice: At the end of your workday, define your 3 MIT’s (Most Important Tasks) for the next day. Try to set them challenging, yet feasible. The next morning, during the first 90 minutes, commit to tackle the 3 MIT’s you set out to accomplish. Leave out all distractions. As usual, the key here is consistency to be able to form the habit.Flow trigger 4: The Challenge/Skill equationArguably the most important trigger of all, the challenge/ skill equation explains how flow occurs when the skill level and the challenge level of the activity are in balance. Let’s take a look at the following graph:In practice: Try to consciously identify the level of skill and challenge you find yourself in. Ask yourself regularly: is this task/project too easy for me? Am I feeling bored? And also: is this task/project too hard for me? Am I feeling stressed, anxious or overwhelmed? The answer will vary from person to person, of course. What might be easy for someone could be hard for another. Be honest with yourself, and don’t be ashamed of admitting both non-flow situations (boredom and stress/anxiety). Making the necessary adjustments and reaching flow as a result is well worth the effort.FLOW FOLLOWS FOCUS: PROTECT YOUR ATTENTIONEven if you implement these four triggers in your work, flow is unlikely to occur if you get interrupted. As we mentioned earlier, flow follows focus. This is the reason why distractions are your kryptonite when it comes to accessing flow.Study after study show that any kind of repetitive interruption such as app notifications, text messages, email, etc. while working affect profoundly our ability to concentrate, and so being in flow becomes almost impossible.In practice: There are many software applications for your phone and computer specifically designed for this purpose. Start by installing “Freedom” for Mac and Windows. For your phone, install the app “Offtime”. Use these apps to block the access to your distracting devices before each work session.