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:
The mass of the jar and contents remained the same after the metal was burned.
Explanation:
My prediction about the experimental results is that the mass of the jar and contents remained the same after the metal was burned in the jar.
This is compliance with the law of conservation of mass which states that in a chemical reaction, matter is neither created nor destroyed by bonds are rearranged for new compounds to form.
- In compliance with this law, it is expected that the mass of the jar and its content will remain the same before and after the reaction.
- No new material was added and no material was removed from the jar.
Answer :
Fe(s) + CuSo4(aq) arrow Cu(s) +FeSo4(aq)
Carbon dioxide and Oxygen are the two gases of air which dissolves in water by diffusion The oxygen is dissolved in water so that fishes can take in oxygen through water to breathe, this is the biological importance of this process in nature. ... Fizzy drinks contain carbon dioxide dissolved in water.
