Explain what would happen to the air temperature at Riverdale School over the course of the day if the groundwater system were used. Use the terms stability and change in your
explanation (2 pts).

In each Amplify Science unit, students figure out

a phenomenon by asking questions, gathering

evidence, and coming up with an explanation of how

the phenomenon works. The Coherence Flowchart

visually represents the storyline of the unit, showing

the coherent flow of questions, evidence, and ideas that

support students as they build complex explanations

of the unit’s anchor phenomenon. The Coherence

Flowchart on the following pages (one chapter per

page) can be used to see the connections between

the questions that drive students’ experiences, the

evidence they gather, the ideas they figure out, and the

new questions that those ideas generate. The diagram

to the right explains the structure of a chapter in the

Explanation:

according to kinetic-molecular theory, the following would not be considered an ideal gas:

a gas at very low volumes, when gas particles are very close together

a gas at very low temperatures, when gas particles have very little kinetic energy a gas

a gas with highly polar molecules that have very strong intermolecular forces

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tracks, burrows, eggshells, nests, tooth marks, or gastroliths