Question 1
After the BP Oil Spill, Ms. Culligan engages her students in a discussion about short-term and long-term environmental effects of the disaster. The class brainstorms and researches ideas for cleaning the oil, stopping the leak, and protecting wildlife. A real-world situation has provided the starting point for learning. The students are also engaged in finding answers to a real-world environmental issue. What learning strategy is Ms. Culligan using?
◦ Problem-Based Learning
◦ Games
◦ Simulation
◦ Discovery
Question 2
Mrs. Charvella divided her 8th grade class into five groups. After a brief presentation about the weather cycle, the groups conducted research using a list of teacher-selected Internet sites. Afterward, groups were instructed to produce an artifact that could teach a new student about weather. One group produced a podcast, another group created a short weather commercial, the third and fourth groups produced digital posters, and the fifth group recorded a skit in which the main character was a drop of water. In Mrs. Charvella's class, technology integration facilitated media production and incorporated which type of learning strategy?
◦ Drill-and-practice
◦ Tutorial
◦ Discussion
◦ Cooperative Learning
They are divided into four classes: all α, all β, α/β, and α + β
Functional groups
Symbolic language may have helped reinforce exclusive sexual relationships within social groups in l
Common Functional Groups Found in Biomolecules
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Functional Groups of Carbon