An anchoring phenomenon anchors all of the learning within a unit. So, it is a unit level event that the classroom is trying to make sense of as they engage in a series of lessons.
Since the questions the students ask about the anchor drive the learning within the unit, the anchor should be complex and require an understanding of several big science ideas to explain.
At strategic moments, the class revisits the anchoring phenomenon to review their initial questions to see which they have answered, which they are making progress on, and what new questions they may have to help us continue learning about the phenomenon.
Throughout the unit, the classroom and each student should be given opportunities to share their thinking and how it relates to the anchoring phenomenon.
YOU SHOULD PUT IT IN YOUR OWN WORDS THOUGH <3
<span>Elements are matter made of one kind of atom.</span>
Answer:
34 gram of FeO produced 8 gram of oxygen.
Explanation:
Given data:
Mass of FeO = 34 g
Mass of oxygen = ?
Solution;
Chemical equation:
2FeO → 2Fe + O₂
Number of moles of FeO:
Number of moles = mass/ molar mass
Number of moles = 34 g /71.8 g/mol
Number of moles = 0.5 mol
Now we will compare the moles of FeO with oxygen:
FeO : O₂
2 : 1
0.5 : 1/2 × 0.5 = 0.25
Mass of oxygen:
Mass = number of moles × molar mass
Mass = 0.25 mol × 32 g/mol
Mass = 8 g
So 34 gram of FeO produced 8 gram of oxygen.
Boyle's law gives the relationship between pressure and volume of gas.
for a fixed amount of gas, at constant temperature the pressure of gas is inversely proportional to its volume.
PV = k
where P - pressure, V - volume and k - constant
P1V1 = P2V2
where parameters for the first instance are on the left side and parameters for the second instance are on the right side.
substituting the values in the equation
1.2 atm x 1.0 L = P x 4.0 L
P = 0.3 atm
new pressure is 0.3 atm
