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.
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Answer:
Magnesium Difluoride
Explanation:
Mg = magnesium
F = fluoride
F2 = difluoride (prefix "di" indicates 2)
Without that cell it would die.
The answer is 7.
The equivalence point of a titration is when moles of titrant added becomes equal to the moles of sample analyte.
Calculate the pH at equivalence point for a strong acid and strong base reaction.
- The given acid is HCl which is a strong acid and the base NaOH is also a strong base.
- Calculate the moles of acid HCl:
Molarity of
= 0.100 M
Volume of
= 50 mL = 0.050 L
×
×
- At equivalence point, same moles of base are added and thus it results into complete neutralization. Thus, all the hydrogen ions of acid are neutralized by the hydroxide ions of the base forming only water and neutral salt.
- Thus, the pH at the equivalence point becomes 7 (neutral solution).
To learn more about pH at equivalence point visit:
brainly.com/question/23942601
Answer:
cant understand the grammer rewrite and ill answer
Explanation: