Precipitation Reactions Lab |
1. While you are completing the given experiments, list two chemical reactions that resulted in a yellow, orange, or red precipitate. List the possible chemical name of the precipitate. Then, talk about what these reactions have in common.
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2. How many of the reactions that you performed resulted in a precipitate and how many did not? Use the term double-displacement reaction to make a general statement about the interaction of aqueous ionic compounds. Review others' statements and support the degree to which you agree with their statements.
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Reaction Rates Lab |
1. Use a timer to record the time required for each of the seven provided mixtures to go to completion.
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2. Do you agree or disagree with this statement, "the concentration of reactants will have an effect on reaction rates"? State your case by citing data from your trial runs in this laboratory.
3. Do you think the results of this experiment are enough to make a general statement about the above statement? Look at the data shared by others who completed the experiment. Explain your thoughts by providing a synthesis of their data with your own.
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Calculating Half-Life |
1. Answer the following questions by analyzing decay in the laboratory guide: Scientists find a piece of wood that is thought to be from an ancient fire circle. They find that the amount of carbon-14 (14C) in wood is about 1/16 of the current atmospheric 14C levels. Determine approximately how many years ago this tree was chopped down for firewood. If you started with 1 million carbon-14 atoms, how many atoms would remain in the wood? 14C has a t1/2 of 5,750 years.
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2. Why do you think 14C dating is a good way to date a human leg bone but not so good to date a dinosaur bone? You may need to check the dates of existence of humans and dinosaurs on earth on a chart showing their geological eras. Compare your response to one of your peer's responses. How aligned is your thinking? Do they use the same reasoning that you do?
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Four States of Matter |
1. The teacher explains the four states of matter, then all students rotate to a lab and do an experiment using ice, water, and oil.
2. In class, have students discuss under what conditions solid, liquid, and gas transform from one state to another? If you change a substance, are the conditions for transformation still the same?
---- (Go to Online Instructions) ----
4. Continue the online discussion in class by providing information about the discovery of plasma.
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3. Watch a video about plasma, and in an online discussion, answer the following questions,
a. Where is plasma found on earth and in the universe?
b. What is plasma energy made of?
c. What are the differences between plasma and gas?
d. How do you think plasma was discovered?
---- (Continue the Discussion In Person) ----
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Physics |
1. In a lab, students do an experiment about vectors.
---- (Go to Online Instructions) ----
4. Develop your own trial using the best method that you have determined in discussion #2. Do not use the ones that have been posted on the discussion board by others. In your trial, calculate the resultant displacement between two points when there are two legs or distinct parts to the trip. Remember to include the displacement (both the direction and the magnitude) of each leg of the trip together with the resultant displacement of the entire trip.
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2. Explain how to determine how much error there is between a vector addition and the actual results.
3. Respond to at least two students' posts by either agreeing with their method and explaining why it is superior to yours, or suggest why your proposal is superior to theirs.
---- (Continue the Discussion In Person) ----
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Erosion Deposition and Weathering |
---- (Start the Discussion Online) ----
3. According to their answer in the online discussion, students form two groups based on their position. In their groups, they brainstorm and record the following in a Google doc: their position, arguments, explanations, and evidence to support their position.
4. In class, have an in-person debate about the discussion topic.
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1. Students watch a video about people who had an apartment building on a cliff in California. The cliff was eroding away and the police came in and shut them out. All people were complaining that they were being kicked out of their apartment when their apartment was about to collapse into the sea.
2. In an online discussion, the teacher asks students, "Do you think the government should have the right to kick these people out of their house?"
---- (Continue the Discussion In Person) ----
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