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
Answer:
B. A chemical change occurred which caused the liquid's physical properties to change.
Explanation:
The reduction of the temperature of the system meant that the reaction absorbed heat energy from it. This shows that a chemical reaction was in progress. New products were formed, and this is proved by the change in the color to blue.
Answer:
A hurricane wiping out a new species of flower in the tropical rain forests of Brazil.
Explanation:
A calorimeter experiment is a set-up that provides insulation so that no heat escapes to the surroundings and all energy can be accounted for. It can be done at either constant volume or constant pressure. So, the answer to this is knowing the mass of water, the specific heat which is an empirical data, and the change in temperature which can be measured using a thermometer. This experiment could measure the mass of an unknown substance added or the specific heat of the substance or the calorimeter. <em>The answer is D.</em>
Answer:
Other side
Opposite function
On both sides of the equation
In the numerator and not the denominator
Explanation:
To isolate a single variable when rearranging equations, move all other variables to the other side of the equation by using the opposite function on them and remembering to perform that operation on both sides of the equation. Make sure the rearrangement has the target variable in the numerator, not the denominator.
