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So there are probably an insurmountable number of barriers here, but you didn’t ask if it was possible - you asked for what the barriers were. That sounds fun, actually. Let’s lay them out then. I’m going to assume - for purposes of ease of discussion - that your hypothetical student is moving at a two-to-one rate; two grades per year, rather than a grade per year and then a sudden burst at some point on the continuum. Obviously, that changes things significantly.Academic Success -The first barrier (well, the most direct one at any rate) is that the student will have to actually demonstrate mastery over the material. This is usually demonstrated through a test or series of tests that many schools won’t admit they have and rarely use, but do in fact have in almost every case. How absurdly “undermatched” the student is to the curriculum generally determines how easily those tests will appear, but you can be sure that if a 1st grader is talking about basic geometric theory, reading Shakespeare with clear understanding of the metaphoric comparisons, and asking about whether or not the Periodic Table is arranged in an arbitrary or deliberate fashion… they’re not just going to hand that kid some enrichment worksheets.Academic Cognition -I didn’t pick the above examples unintentionally. They are each, for their own reasons, highly unlikely for a first grader to do - because of certain age-specific limitations. Very often, the limitations on genius at a particularly young ages are simply factors of time and biology. Time: I teach brilliant children who have simply not had specific life experiences yet, and so they have no frame of reference on how significant those life experiences can be. Thus, when they encounter those references in writing, they have to imagine - and even the greatest imagination pales against memory. Biology: There are certain concepts that mentally children are just not functionally wired to understand before a certain age - think Piaget, here. Expecting a first grader to understand abstract concepts as they apply to broad situational examples on a global scale is absolutely unreasonable. This is most profoundly visible, under normal circumstances, when you see elementary boys and elementary girls in school - and it’s why, among other reasons, we often say that education favors girls, whose mental faculties develop first. (Again, this is well-documented research.)Social Anxiety -Particularly as your hypothetical child moves into the upper grades, we’re going to see problems rapidly emerge here: most notably when they’re the seventh grader who should be “late third grade” chronologically. Middle school is not a gentle time. Conformity is brutally enforced by the student body while they all laud the idea of being different in the ultimate of contradictions. A third grader who is academically equal to them would at first be treated with surprise, then deference, then contempt, then hatred. I’m not being pessimistic here - excessive intelligence is almost always treated that way society-wide, and school is just a reflection of the greater beast. This student would, without significant social protections, be by the end of their “middle school years” enduring some very non-trivial hostility, unless they had the social wisdom to make some very specific (large, intimidating) friends rapidly after arriving in middle school. While that could happen, it is unlikely because:Social Ineptitude -…the student is very unlikely to have any of the social skills needed to succeed at this age. Again, this is not a factor of intelligence; it is a factor of life experiences and body chemistry. A third-grader who looks at the opposite gender feels nothing. An eighth grader who looks at the opposite gender feels many things - and this only exacerbates in the following years. I’m trying to imagine what it would be like for our twelve-year-old to navigate the social waters of senior-level high school… but without experience in prom, sexual tension, level-accurate peer pressure, collegiate fears (because THIS child would have NO fears about their future that would be similar to anyone else’s) and so on. We don’t think about how much these experiences, feelings, and concerns drive the high schooler - but without them, a child would have absolutely no frame of reference. On arriving to high school at ten, this kid isn’t going to have the skills to make friends with the biggest kids at the high school to keep him safe.Ultimately, socially, your hypothetical student is going to go the way that many, many geniuses go with even less of a chance to escape that fate: bitter isolation and loneliness. No one they can talk with academically is anywhere near their age and thus won’t relate to them, and no one they can talk to socially is anywhere near their interests and thus will bore the heck out of them. There’s a word for someone that far out from the norm, and as someone who was given that name for a portion of his life, I can assure you - it sticks with you and you don’t ever quite forget it. This chain of events would exacerbate and magnify that label to an extreme.They call you a freak.Institutional Reluctance -I’d be remiss if I didn’t point out this one in closing. You’re going to run into some genuine and strong reluctance to this amount of fast-tracking from any public school system, because even if they can’t/won’t articulate it to this degree, any educator or administrator worth a quarter-darn is going to recognize the above problems. It’s rare, but not unheard of, for a single grade-skip. It’s exceedingly rare and almost unheard-of for a two-grade skip. I’ve never in my seventeen years in a classroom seen more than that, or heard of a verifiable, “I taught the kid” or “I saw the paperwork with my own eyes” account beyond that. I’m not denying the existence of such cases - I’m just emphasizing that as a guy who WOULD see such cases and surrounded by others whose jobs are similar, it has never, ever, even once appeared - so they’re THAT rare. The school you’re trying to fast-track will possibly indulge you the first grade-skip, probably resist you the second-grade skip, and if you manage that one, will do everything they can to resist any further grade skips, probably suggesting you look into alternative educational arrangements. They’d be right for any number of reasons.So I’m guessing/hoping this was purely an exercise in the hypothetical. Most teachers who would hear of this would cringe at the academic challenges, and most parents who would read this would shrink away from the social aspects. (Seriously, think about a high school football senior telling dirty jokes in front of your twelve year old daughter, or think about what my own mother used to warn me about: small town girls looking for a free ride in life on a brilliant mind, except that a twelve year old boy, just hitting puberty, would be a deer in the headlights for such a play. No matter how strong his mind, no mind controls the emergence of adolescence.)It is good - it is excellent! - to appropriately challenge minds. It is, in many cases, even a great idea to accelerate their education up to a point. In rare cases, you may want to accelerate and expand by racing them along some and showing them new subjects sooner. After a certain point, though, you simply can’t race any faster, or the impact you will get at the end of the run will have far too many side effects.Perhaps you might start by reviewing the story of Icarus. Trust me - with the kids I teach, who already move plenty fast enough, I can already see how that sun burns.

Chemistry Lesson: Polyatomic Ions - Get Chemistry HelpChemistry Lessons | Chemistry Worksheets | Chemistry Practice Problemschemistry-lesson-polyatomic-ionsThe -ate Ions. Many of the nonmetals combine with oxygen to make anions (negatively charged ions) that we are sometimes referred to as oxyanions. If you refer to the periodic table below, you will that a several nonmetals have been highlighted that commonly form such oxyanions. These nonmetals for polyatomic ions that end in the suffix -ate. However, the number of oxygens and the charge on the ions …Chem – ATE Versus ITE | Scientific TutorChem - ATE Versus ITEate-versus-iteIn Group 1 and 2 of the polyatomic ions list we can notice that many of the polyatomic ions have a name ending in -ATE or -ITE. The -ATE or -ITE is telling the reader each ion has certain a number of oxygens. To be clear, it does not exactly tell you how many oxygens, but it gives you an idea about them. Its purpose is to give you a consistent comparison between -ATE and -ITE.