Chemical Reactions and Chemical Equations 10//22/17

Summary:

     This week in science we learned about chemical reactions and how to represent what happens in a chemical reaction through using a chemical equation. We learned that in a chemical reaction atoms are not destroyed or created, they are just rearranged to make something new. We also learned what each part of a chemical reaction represents. For example, we learned that the (+) symbol represents that there is a new molecule and that letters S, G, and L represent what state the molecule is in. So if you see an S that represents a solid state, a G is a gas state, and L is a liquid state. Another important symbol we learned about was the arrow symbol, the arrow symbol represents the direction of the chemical reaction. Another thing we learned about was what a balanced chemical equation and reaction is. An example of a balanced chemical reaction is fire, an example of a not so balanced chemical reaction is an explosion. What we learned about balancing chemical equations was the steps of how you actually balance an equation. The first step is you need to get yourself an unbalanced equation, the second step is to put a box around each chemical formula. The third step is make an element inventory by writing the amount of each element are on both sides of the equation. The next step is that you must keep adding coefficients until the inventory is current and equal. Lastly you must simplify all coefficients by dividing each coefficient by the same number.

S&EP 2-Developing and Using Models:

Link

     I constructed and used models this week by creating atom inventory tables to help me understand and accomplish balancing equations better. I developed models that allowed me to understand and organize my data better in order for me to balance equations. I had two tables, one for reactants and one for products, they were both constructed with one column being the elements in that side with the 2 columns next to it. The first column next to the elements had all the numbers of atoms that were in the chemical equation for that side (products or reactants) at the start. Then the second column being how many atoms of that element that are on a certain side of the equation after balancing the equation out. This table helped me work more diligently by allowing me to truly visualize each little part (each element in the chemical equation) much better.

XCC-Systems and System Models:

     The system I identified this week was the system of balancing out an equation and the atom inventory table. This system has 8 parts to it, there is first boxing each molecule, two tables, and one finishing touch being the last step where you show the balanced equation. We have 8 parts to it because each table has three parts to it giving us 6 parts just in that step. The limits of the system based on the way we did it in class is that when you are in the process of adding coefficients you have to write down after each coefficient how many atoms there are. Well the problem is that their is only one column for after adding coefficients, so the limit to this system is that after each trial that happens to not work you have to keep erasing your data collected after adding each coefficient that didn't work. This is a limit because it is time wasting and because when not having to erase and having many columns you can see the things you have previously tried that have failed. But when you only have 1 column (like how we did) you cannot see your previous mistakes so it is harder because then you don't remember sometimes what you have tried so you may get stuck in a loop. So the limit to this system is that you cannot see your mistakes which is time wasting. The function of this system can be improved by adding more parts to the system. The parts that would be added are having more columns in the atom inventory and a new finishing touch that allows you to simplify the chemical equation after writing the regular balanced equation. These new parts would allow this system to be more understandable and less time taking

Multiplier-Wanderer

     This week I was a wanderer, I was a wanderer because I would always be the one would share information found to help the group work faster. For example if I got to a point where I figured out a coefficient so that one element on both sides of the equation matched, I would tell everyone that I found one of the coefficients. Even though I technically didn't completely finish completely balancing the equation when sharing, my ideas were still very helpful. I found pieces of information that other could then build off of so we could work faster and better. This is why this week I was a wanderer.