Principles in gas laws
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This document outlines the key topics and learning objectives for a unit on gases. Students will learn about the kinetic molecular theory, properties of gases, and various gas laws including Boyle's law, Charles' law, Gay-Lussac's law, the combined gas law, Avogadro's law, Graham's law, Dalton's law, and the ideal gas law. Students will be able to describe the postulates of kinetic molecular theory, demonstrate gas properties, state gas laws and how they relate temperature, volume and pressure. They will also explain how molar mass affects effusion rate and understand the importance of clean air. To conclude the unit, students will work with a partner to generate and present information on a gas-
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Your initial post should be at least 250 words in length. Support your claims with examples from required material(s) and/or other scholarly sources, and properly cite any references. Respond to at least two of your classmates’ posts by Day 7.
Ashford 6: - Week 5 - Final Research Paper
Climate Change
Final Research Paper
Research the responsibility of a critical thinker in a contemporary society. You may choose any topic that deals with a contemporary social concern. Examine the principles of critical thought in relation to the chosen societal concern, and consider the importance of ethics, moral reasoning, a research-based process to search for truth, and the advantages of information technology in gathering data.
Potential social concerns include, but are not limited to health (e.g., obesity, smoking, or underage drinking), poverty (e.g., homelessness, basic needs, or transportation issues), family relations and dynamics (e.g., teen violence, physical abuse, depression, or suicide), social media (e.g., privacy), immigration (e.g., illegal), and education (e.g., plagiarism and/or cheating).
Your Final Research Paper should:
1. Include a literature review of three scholarly sources based on the selected contemporary issue. Analyze the validity of the author’s arguments and/or biases.
2. Explain how academic knowledge impacts the social elements and institutions of both local and global communities.
3. Assess how the principles of active citizenship could impact the contemporary issue during the next five to ten years.
4. Include at least one reference to a multimedia component (i.e., podcast, interactive website, blog, or video) and evaluate the relevance of this piece in relationship to academic knowledge and the selected issue.
The paper must be 12 to 14 pages in length (excluding the title and reference pages) and formatted ac ...
Global What?
This slideshow outlines a 2-week class project called "Global What?" where students will study global warming and its effects. They will construct a poster presentation displaying what global warming is and how it affects both individuals and Earth. The project aims to help students understand global climate concepts like how global warming affects humans, the ozone layer, and more. It will involve time outdoors observing temperature/weather patterns. The roles of teachers, parents, and students are defined to ensure the project's success.
Problems of the Environment in the Science Classroom. Introducing the STSE
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19–21 August 2011, Niš, Serbia
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This document outlines 8 standards for environmental literacy in Maryland. Standard 1 focuses on investigating and taking action on environmental issues from local to global perspectives. Standard 2 addresses analyzing and modeling Earth's systems. Standard 3 examines the flow of matter and energy through Earth's systems and its effects. Standard 4 analyzes populations, communities, and ecosystems. Standard 5 evaluates human impacts on natural systems and resources. Standard 6 assesses human health impacts from natural events and human activities. Standard 7 investigates how society influences and is influenced by environmental decisions. Standard 8 emphasizes sustainability considering interconnected natural and human systems.
Page 1 of 3 Courtesy the Odegaard Writing & Research Ce.docx
Page 1 of 3
Courtesy the Odegaard Writing & Research Center
http://www.depts.washington.edu/owrc
Argumentative Paper Format
*Please note that this is only a sample format. There are multiple ways to organize an
argumentative paper
INTRODUCTION
o 1-2 paragraphs tops
o PURPOSE: To set up and state one’s claim
o OPTIONAL ELEMENTS
Make your introductory paragraph interesting. How can you draw
your readers in?
What background information, if any, do we need to know in order
to understand your claim? If you don’t follow this paragraph with a
background information paragraph, please insert that info here.
o REQUIRED ELEMENTS
If you’re arguing about a literary work—state author + title
If you’re arguing about an issue or theory – provide brief explanation
or your of issue/theory.
If you’re arguing about a film—state director, year + title
STATE your claim at the end of your introductory paragraph
BACKGROUND PARAGRAPH
o 1-2 paragraphs tops; Optional (can omit for some papers). Also, sometimes
this info is incorporated into the introduction paragraph (see above).
o PURPOSE: Lays the foundation for proving your argument.
o Will often include:
Summary of works being discussed
Definition of key terms
Explanation of key theories
SUPPORTING EVIDENCE PARAGRAPH #1
o PURPOSE: To prove your argument. Usually is one paragraph but it can be
longer.
o Topic Sentence: What is one item, fact, detail, or example you can tell your
readers that will help them better understand your claim/paper topic? Your
answer should be the topic sentence for this paragraph.
o Explain Topic Sentence: Do you need to explain your topic sentence? If so,
do so here.
o Introduce Evidence: Introduce your evidence either in a few words (As Dr.
Brown states ―…‖) or in a full sentence (―To understand this issue we first
need to look at statistics).
o State Evidence: What supporting evidence (reasons, examples, facts,
statistics, and/or quotations) can you include to prove/support/explain your
topic sentence?
o Explain Evidence: How should we read or interpret the evidence you are
providing us? How does this evidence prove the point you are trying to make
in this paragraph? Can be opinion based and is often at least 1-3 sentences.
o Concluding Sentence: End your paragraph with a concluding sentence that
reasserts how the topic sentence of this paragraph helps up better
understand and/or prove your paper’s overall claim.
Page 2 of 3
Courtesy the Odegaard Writing & Research Center
http://www.depts.washington.edu/owrc
SUPPORTING EVIDENCE PARAGRAPH #2, 3, 4 etc.
o Repeat above
COUNTERARGUMENT PARAGRAPH
o PURPOSE: To anticipate your reader’s objections; make yourself sound more
objective and reasonable.
o Optional; usually 1-2 paragraphs tops
o What possible argument might your reader pose against your argument
and/or some aspect of you ...
Page 1 of 3 Courtesy the Odegaard Writing & Research Ce.docx
Page 1 of 3
Courtesy the Odegaard Writing & Research Center
http://www.depts.washington.edu/owrc
Argumentative Paper Format
*Please note that this is only a sample format. There are multiple ways to organize an
argumentative paper
INTRODUCTION
o 1-2 paragraphs tops
o PURPOSE: To set up and state one’s claim
o OPTIONAL ELEMENTS
Make your introductory paragraph interesting. How can you draw
your readers in?
What background information, if any, do we need to know in order
to understand your claim? If you don’t follow this paragraph with a
background information paragraph, please insert that info here.
o REQUIRED ELEMENTS
If you’re arguing about a literary work—state author + title
If you’re arguing about an issue or theory – provide brief explanation
or your of issue/theory.
If you’re arguing about a film—state director, year + title
STATE your claim at the end of your introductory paragraph
BACKGROUND PARAGRAPH
o 1-2 paragraphs tops; Optional (can omit for some papers). Also, sometimes
this info is incorporated into the introduction paragraph (see above).
o PURPOSE: Lays the foundation for proving your argument.
o Will often include:
Summary of works being discussed
Definition of key terms
Explanation of key theories
SUPPORTING EVIDENCE PARAGRAPH #1
o PURPOSE: To prove your argument. Usually is one paragraph but it can be
longer.
o Topic Sentence: What is one item, fact, detail, or example you can tell your
readers that will help them better understand your claim/paper topic? Your
answer should be the topic sentence for this paragraph.
o Explain Topic Sentence: Do you need to explain your topic sentence? If so,
do so here.
o Introduce Evidence: Introduce your evidence either in a few words (As Dr.
Brown states ―…‖) or in a full sentence (―To understand this issue we first
need to look at statistics).
o State Evidence: What supporting evidence (reasons, examples, facts,
statistics, and/or quotations) can you include to prove/support/explain your
topic sentence?
o Explain Evidence: How should we read or interpret the evidence you are
providing us? How does this evidence prove the point you are trying to make
in this paragraph? Can be opinion based and is often at least 1-3 sentences.
o Concluding Sentence: End your paragraph with a concluding sentence that
reasserts how the topic sentence of this paragraph helps up better
understand and/or prove your paper’s overall claim.
Page 2 of 3
Courtesy the Odegaard Writing & Research Center
http://www.depts.washington.edu/owrc
SUPPORTING EVIDENCE PARAGRAPH #2, 3, 4 etc.
o Repeat above
COUNTERARGUMENT PARAGRAPH
o PURPOSE: To anticipate your reader’s objections; make yourself sound more
objective and reasonable.
o Optional; usually 1-2 paragraphs tops
o What possible argument might your reader pose against your argument
and/or some aspect of you.
SCI7 Q4 MOD3.pdf
The document is a science module that discusses the layers of Earth's atmosphere and the greenhouse effect. It is divided into two lessons. The first lesson explains that Earth's atmosphere is divided into layers based on changes in temperature. It describes the five main layers - troposphere, stratosphere, mesosphere, thermosphere, and exosphere - and notes characteristics of each layer such as temperature and composition. The second lesson will discuss the greenhouse effect.
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Principles in gas laws
- 2. Gas is found everywhere around. The sense of touch works in the spirit of air It works in many ways It affects our daily life conditions
- 3. How can someone recognize the presence of air around? How essential is air in our everyday activities? How can the properties of air works in relation with other factors in the environment? How does air quality effects the life of people living in urban and rural areas?
- 4. At the end of the unit the students will know… I. Kinetic Molecular Theory II. The properties of gases III. Gas Laws a. Boyle’s Law b. Charles’ Law c. Gay Lussac’s Law
- 5. d. Combined Gas Law e. Avogadro’s Law e. Graham’s Law f. Daltons Law g. Ideal Gas Law
- 6. At the end of the unit, the students will be skilled at… 1. Describe and explain the postulates indicated in KMT. 2. Demonstrate the different properties of gases. 3. State gas law and it’s relevance to temperature volume and pressure relationship.
- 7. 4. Explain how the rate of effusion of gas is affected by the molar mass. 5. Realize the importance of having a clean air free from our pollutants.
- 9. You and your partner will generate and present an informative Science based on a topic of your choice having to do with gases and atmosphere.
- 10. You are versatile host explaining scientific-based principles.
- 11. Third Year High School students and teachers.
- 12. The school is experiencing doubt on different principles involving behavior of gases in the environment. Provided with a hosting task, you need to build connections between the students and the environment making clarifications on issue topics related with gases concerning the following topics: scuba diving, airbags, submarines, hot-air ballons, etc.
- 13. You will create an improvised instrument that will show the different behavior, properties and laws of gases.
- 14. You will be assessed based on the following criteria: Presentation: 1. Presentation is dynamic 2. Students stick to the five minute time limitation 3. Each member participated in an equitable way 4. Summary Handout
- 15. Document: 1. Information is understandable 2. Document contains relevant information 3. Document has aesthetic appeal 4. Reference cited page