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
A: 2H₂ + O₂ → 2H₂O
H: 4 H:4
O: 2 O: 2
The equation is balanced.
B. 2S + 3O₂ → 2SO₃
S: 2 S: 2
O: 6 O: 6
The equation is balanced.
C. Li + Cl₂ → LiCl
Li: 1 Li: 1
Cl: 2 Cl: 1
The equation is not balanced.
2Li + Cl₂ → 2LiCl
Li: 2 Li: 2
Cl: 2 Cl: 2
D: 2K + 2H₂O → H₂ + 2KOH
K: 2 K: 2
H: 4 H: 4
O: 2 O: 2
The equation is balanced.
E: 2Fe + Cu(NO₃)₂ → 2Cu + Fe(NO₃)₂
Fe: 2 Fe: 1
Cu: 1 Cu: 2
N: 2 N: 2
O: 6 O: 6
The equation is not balanced.
2Fe + 2Cu(NO₃)₂ → 2Cu + 2Fe(NO₃)₂
Fe: 2 Fe: 2
Cu: 2 Cu: 2
N: 4 N: 4
O: 12 O: 12
The following equations that are balanced are A, B, and D.
The answer is C. Isotopes.
Isotopes are defined as two substances that have the same number of protons and electrons, but a different number of neutrons, and therefore a different atomic mass. For example, carbon-12 and carbon-14 are isotopes of each other.
Hope this helps!
