Answer: B: Symbols of Elements
Explanation:
<u>Answer:</u> 6.5 moles of silver metal is formed in the given chemical reaction. The moles of excess reagent left are 0.55 moles.
<u>Explanation:</u>
To calculate the moles of silver formed and the moles of excess reagent left after the reaction, we need to balance the equation first and need to find the limiting and excess reagent.
The balanced chemical equation is:
By Stoichiometry:
2 moles of Silver nitrate reacts with 1 mole of Zinc metal
So, 6.5 moles of silver nitrate will react with = 
of zinc metal
The required amount of zinc metal is less than the given amount of zinc metal, hence, it is considered as an excess reagent.
Therefore, silver nitrate is the limiting reagent because it limits the formation of product.
By Stoichiometry of the reaction:
2 moles of silver nitrate produces 2 moles of silver metal
So, 6.5 moles of silver nitrate will produce = 
of silver metal.
Number of moles of excess reagent left after the completion of reaction = (3.8 - 3.25)moles = 0.55 moles
Hence, 6.5 moles of silver metal is formed in the given chemical reaction. The moles of excess reagent left are 0.55 moles.
Melting butter is a physical change. The statement that best describes what is happening is that the butter contains a new arrangement of atoms.
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This lesson is the first in a three-part series that addresses a concept that is central to the understanding of the water cycle—that water is able to take many forms but is still water. This series of lessons is designed to prepare students to understand that most substances may exist as solids, liquids, or gases depending on the temperature, pressure, and nature of that substance. This knowledge is critical to understanding that water in our world is constantly cycling as a solid, liquid, or gas.
In these lessons, students will observe, measure, and describe water as it changes state. It is important to note that students at this level "...should become familiar with the freezing of water and melting of ice (with no change in weight), the disappearance of wetness into the air, and the appearance of water on cold surfaces. Evaporation and condensation will mean nothing different from disappearance and appearance, perhaps for several years, until students begin to understand that the evaporated water is still present in the form of invisibly small molecules." (Benchmarks for Science Literacy<span>, </span>pp. 66-67.)
In this lesson, students explore how water can change from a solid to a liquid and then back again.
<span>In </span>Water 2: Disappearing Water, students will focus on the concept that water can go back and forth from one form to another and the amount of water will remain the same.
Water 3: Melting and Freezing<span> allows students to investigate what happens to the amount of different substances as they change from a solid to a liquid or a liquid to a solid.</span>
